I fundamentally believe that effective teaching requires evidence-based constructivism. In other words, a productive teacher should strive to deliver current, tested knowledge to students of all abilities, backgrounds, and learning styles.

My work balances science, artistry, and each singer's social-emotional needs. By facilitating lessons in which students assume leadership roles, they simultaneously identify and develop their musical identities and singing technique. We then collaborate to discover an authentic singing voice through a series of exercises curated specifically for the singer's unique cognition, identity, and instrument.

At my core, I believe in teaching the person before me. Everyone has personal skills, goals, and backgrounds—all of which are embraced at TMVS. This approach is the cornerstone of my teaching, and it models the respect and equity I hope to inspire in all of life's arenas.