Teaching Philosophy

I often reflect on the teachers and mentors who have shaped my journey, and how their influence has helped define the educator I am today. I’ve had the privilege of studying with inspiring individuals who deepened my passion for the history and theory of my field, while also challenging me to perform beyond what I believed possible.

I believe the human voice is a miraculous instrument, one that is both physical and deeply emotional. Because our instrument lives within us, singing is intrinsically tied to a person’s identity, health, and well-being. Teaching voice requires a deep awareness of this connection. It is a profoundly personal art, and as a teacher, I carry the responsibility of nurturing it with care. My goal is always to ignite the singer’s spirit and passion for the craft, while being mindful of the vulnerability that comes with early artistic development. I hold my students, and myself, to high standards, and I strive to maintain a learning environment rooted in honesty, optimism, encouragement, mutual respect, and trust. It is within that trust that students are free to uncover their true voice.

As an educator, my role is to guide each student in discovering their unique vocal potential through the development of technique, artistry, musicianship, and personal growth. Every student is different: they arrive with their own strengths, levels of experience, and learning styles. While each lesson follows a foundational framework, I tailor the approach to meet individual needs, working collaboratively to set both short- and long-term goals. I offer structure and technique, while also encouraging exploration and self-discovery. As their technique strengthens, I help students learn how to communicate authentically and effectively with an audience. Achieving this requires dedicated practice, thoughtful reflection, and a shared commitment to the work.

I view teaching as a chance to inspire growth and empower students to take ownership of their vocal journey. Because knowledge is power, I encourage students to explore diverse repertoire, discover new and compelling artists, and become curious about what moves and challenges them. I also guide them in developing greater awareness of their physical body, intellectual motivations, and emotional tensions which are key components in creating a sound that is free, expressive, and healthy.