Teaching Philosophy¶
As a composer, tresero, and educator, I believe that music education is both a means of preserving cultural heritage and a platform for innovation. My teaching philosophy is rooted in the idea that deep engagement with tradition fosters creativity, and that students thrive when given the tools to navigate both historical and contemporary musical languages.
My teaching spans diverse contexts, from music theory courses at Syracuse University to applied composition lessons and a survey of Cuban musical genres at Oberlin College. In my work as a Teaching Assistant at Syracuse University for Theory and Musicianship III & IV and Diatonic Harmony I & II, I have focused on helping students internalize theoretical concepts and apply them in their own creative work. Through private tutoring and lectures on topics like sonata form and post-tonal harmony, I emphasize a balance between technical mastery and creative exploration. Similarly, in my private composition studio, I tailor lessons to students’ individual interests, reinforcing their understanding of orchestration, notation, and stylistic development.
Beyond the classroom, I see education as a communal and accessible endeavor. My Survey of Cuban Musical Genres at Oberlin ExCo exemplifies my commitment to bridging classical and popular traditions, introducing students to Salsa, Timba, and Latin Jazz while exploring their connections to global music cultures. I extend this mission through online resources like cubanmusicalgenres.com, which ensures that students and the broader public have continued access to educational materials.
At the heart of my teaching is the idea that music is an iterative, evolving process. Doubt and ego are common hurdles in artistic development, and I encourage students to embrace uncertainty as part of their creative journey. Through composition exercises, structured improvisation, and critical listening, I guide students in developing confidence in their own artistic voices while refining their craft.
Finally, I see music as an inherently interdisciplinary art form. My courses and mentorship emphasize connections between music and visual art, literature, and broader aesthetic movements, helping students cultivate a deeper understanding of how artistic disciplines inform one another. This approach not only strengthens their musical skills but also fosters a broader artistic sensibility that prepares them for a dynamic and evolving creative landscape.
Ultimately, my role as an educator is to equip students with the technical skills, cultural awareness, and creative confidence to contribute meaningfully to the musical world. Whether they become performers, composers, or scholars, I want them to leave my classroom with a sense of curiosity, a respect for tradition, and the ability to shape the future of music in their own unique way.