Resume
E d u c a t i o n a n d H o n o r s
Master of Arts and Teaching 2009 – University of Indianapolis, Indianapolis, Indiana
GPA 3.98/4.0
• Teaching Certification Completed – Instrumental Music K-12 (Indiana and Virginia License)
Master of Music in Viola Performance 2006 - Butler University, Indianapolis, Indiana
GPA 3.45/4.0
• Student and Graduate Assistant of Michael Strauss. (2004-2006)
• Recipient of graduate performance full tuition wavier. (2004-2005)
Bachelor of Music in Viola Performance with Distinction 2004 - Indiana University, Bloomington,Indiana
GPA 3.95/4.0
• Student of Mimi Zweig (2003-2004), Atar Arad (2000-2002), and Stanley Ritchie (2003-2004)
• Recipient of Faculty Award Scholarship (2000-2004)
• Recipient of Friends of Music Scholarship (2001-2002)
• Dean’s List, Highest Honors; cumulative GPA 3.9 and above (2000-2004)
• Relevant Pedagogy courses completed: Introduction to Music Learning through Performance,
Violin Pedagogy I, Violin Pedagogy II, and an Independent study of violin repertoire with Brenda Brenner.
Te a c h i n g E x p e r i e n c e
Conductor, American Youth Philharmonic Orchestras; Annandale, Virginia - 2012
Conduct and rehearse the American Youth String Ensemble. Orchestra is comprised of children age 8-13
performing intermediate thru advanced level string orchestra repertoire.
Suzuki Violin and Viola Instructor, Levine School of Music; Washington, District of Columbia - 2012
Teach Suzuki violin and viola to students ages 4-18 in a cooperative teaching environment. Provide individual and group instruction.
Orchestra Teacher, KIPP DC: AIM Academy; Washington, District of Columbia — 2009-2011
Teach 5-8 grade orchestra classes in a metropolitan, public charter school setting. Design and implement lesson plans, teach beginning strings classes, general music, World Music Drumming, prepare orchestras and music classes for concerts, and organize logistical details for performances.
Music Director, Concert Orchestra, New World Youth Orchestras; Indianapolis, Indiana — 2007-2009
Conduct and rehearse the New World Concert Orchestra. Orchestra is comprised of children age 8-13 performing beginning thru intermediate level string orchestra repertoire. Performs in various unique venues.
Violin and Viola Instructor, Indianapolis Academy of Music; Indianapolis, Indiana — 2003-2009
Teach violin and viola to students ages 4-18 in a cooperative teaching environment. Provide individual, group, and music theory/aural skills instruction. Initiated and established the viola program.
Acting Director of Orchestras, Westlane Middle School; Indianapolis, Indiana – August-December 2006
Teach 6-8 grade orchestra classes and 7-8 grade music technology in a metropolitan, public school setting. Design and implement lesson plans, teach beginning strings classes, and prepare orchestras for concerts.
Violin Instructor, Indiana University String Academy; Bloomington, Indiana — 2003-2004
Taught violin to students ages 5-13 in a cooperative teaching environment. Responsible for individual, group, and music theory/aural skills instruction.
A d m i n i s t r a t i v e a n d P r o f e s s i o n a l E x p e r i e n c e
Administrate Staff, Colorado Suzuki Institute; Beaver Creek, CO – 2008-present
Responsible for logistical management, act as a liaison between Institute participants and executive director, Compose daily newsletter and coordinate faculty travel arrangements.
Head-Presenter, Indianapolis Music Educators Convention; Indianapolis, Indiana — 2008
Presented a session entitled “Group Class: What’s the Point?” Session focused on rationale that encompasses single instrument group classes and teaching techniques.
Outreach and Program Coordinator, Indianapolis Academy of Music; Indianapolis, Indiana — 2006-2009
Design, develop, and implement the IAM Youth Fellowship Program. Develop relationships with public school music directors, principals, parents, board members, and students. Create materials for promotion.
Counselor Coordinator, Indiana University Summer String Academy; Bloomington, Indiana — 2006-2008
Delegated responsibilities to dorm counselors, organized social activities, and acted as a liaison between parents, students, and faculty members. Solved dorm issues regarding the safety and security of students.
Auditions Intern, American Youth Philharmonic Orchestras; Annandale, Virginia — 2001
Organized auditions for more than 600 applicants. Responsible for contacting students, judges, and volunteers. Acted as on-site administrator during the audition process
P r o f e s s i o n a l D e v e l o p m e n t a n d T r a i n i n g
World Music Drumming Certification Level 1 – Fulton, MD – 2010
Completed certification workshop with Will Schmid. Course certification in drumming ensemble repertoire, pedagogy, and general music techniques. Appropriate for children ages 8-14.
SSA Suzuki Violin Book 4 Training - Levine School of Music; Washington, D.C. - 2013
Completed training with Christie Felsing. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 4
SSA Suzuki Violin Book 2 Training – Colorado Suzuki Institute; Beaver Creek, CO – 2009
Completed training with Sue Baer. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 2.
SSA Suzuki Violin Book 1 Training – Colorado Suzuki Institute; Beaver Creek, CO – 2009
Completed training with Sue Baer. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 1.
Every Child Can - Butler University; Indianapolis, IN - 2007
Completed course with Linda Steig.
P e r f o r m a n c e a n d M e m b e r s h I p
Violist, American Institute of Musical Studies (AIMS) Orchestra; Graz, Austria - 2009
Violist, Aire Born Recording Studios; Indianapolis, Indiana – 2006-Present
Violist, Lafayette Symphony Orchestra; Lafayette, Indiana – 2009-Present
Co-Principal Violist, Pro Arte Chamber Orchestra; Indianapolis, Indiana - 2005-Present
Violist, Fishers Chamber Players; Fishers, Indiana - 2006-Present
Violist, Marion Philharmonic Orchestra; Marion, Indiana - 2004-Present
Violist, Muncie Symphony Orchestra; Muncie, Indiana - 2005-Present
Participant, National Orchestral Institute; College Park, Maryland – 2005
Participant, Masters de Pontlevoy; Pontlevoy, France - 2005
Principal Violist, Butler Symphony Orchestra; Indianapolis, Indiana - 2005
Baroque Violist, Indiana University Baroque Orchestra - 2003-2004
Assistant Principal Violist, Indiana University Concert Orchestra - 2002-2003
Participant, Indiana University Summer Music Festival; Bloomington, Indiana - 2002-2004, 2007
American Viola Society * Suzuki Association of the Americas * American Federation of Musicians
American String Teachers Association * MENC: National Association for Music Educators
Master of Arts and Teaching 2009 – University of Indianapolis, Indianapolis, Indiana
GPA 3.98/4.0
• Teaching Certification Completed – Instrumental Music K-12 (Indiana and Virginia License)
Master of Music in Viola Performance 2006 - Butler University, Indianapolis, Indiana
GPA 3.45/4.0
• Student and Graduate Assistant of Michael Strauss. (2004-2006)
• Recipient of graduate performance full tuition wavier. (2004-2005)
Bachelor of Music in Viola Performance with Distinction 2004 - Indiana University, Bloomington,Indiana
GPA 3.95/4.0
• Student of Mimi Zweig (2003-2004), Atar Arad (2000-2002), and Stanley Ritchie (2003-2004)
• Recipient of Faculty Award Scholarship (2000-2004)
• Recipient of Friends of Music Scholarship (2001-2002)
• Dean’s List, Highest Honors; cumulative GPA 3.9 and above (2000-2004)
• Relevant Pedagogy courses completed: Introduction to Music Learning through Performance,
Violin Pedagogy I, Violin Pedagogy II, and an Independent study of violin repertoire with Brenda Brenner.
Te a c h i n g E x p e r i e n c e
Conductor, American Youth Philharmonic Orchestras; Annandale, Virginia - 2012
Conduct and rehearse the American Youth String Ensemble. Orchestra is comprised of children age 8-13
performing intermediate thru advanced level string orchestra repertoire.
Suzuki Violin and Viola Instructor, Levine School of Music; Washington, District of Columbia - 2012
Teach Suzuki violin and viola to students ages 4-18 in a cooperative teaching environment. Provide individual and group instruction.
Orchestra Teacher, KIPP DC: AIM Academy; Washington, District of Columbia — 2009-2011
Teach 5-8 grade orchestra classes in a metropolitan, public charter school setting. Design and implement lesson plans, teach beginning strings classes, general music, World Music Drumming, prepare orchestras and music classes for concerts, and organize logistical details for performances.
Music Director, Concert Orchestra, New World Youth Orchestras; Indianapolis, Indiana — 2007-2009
Conduct and rehearse the New World Concert Orchestra. Orchestra is comprised of children age 8-13 performing beginning thru intermediate level string orchestra repertoire. Performs in various unique venues.
Violin and Viola Instructor, Indianapolis Academy of Music; Indianapolis, Indiana — 2003-2009
Teach violin and viola to students ages 4-18 in a cooperative teaching environment. Provide individual, group, and music theory/aural skills instruction. Initiated and established the viola program.
Acting Director of Orchestras, Westlane Middle School; Indianapolis, Indiana – August-December 2006
Teach 6-8 grade orchestra classes and 7-8 grade music technology in a metropolitan, public school setting. Design and implement lesson plans, teach beginning strings classes, and prepare orchestras for concerts.
Violin Instructor, Indiana University String Academy; Bloomington, Indiana — 2003-2004
Taught violin to students ages 5-13 in a cooperative teaching environment. Responsible for individual, group, and music theory/aural skills instruction.
A d m i n i s t r a t i v e a n d P r o f e s s i o n a l E x p e r i e n c e
Administrate Staff, Colorado Suzuki Institute; Beaver Creek, CO – 2008-present
Responsible for logistical management, act as a liaison between Institute participants and executive director, Compose daily newsletter and coordinate faculty travel arrangements.
Head-Presenter, Indianapolis Music Educators Convention; Indianapolis, Indiana — 2008
Presented a session entitled “Group Class: What’s the Point?” Session focused on rationale that encompasses single instrument group classes and teaching techniques.
Outreach and Program Coordinator, Indianapolis Academy of Music; Indianapolis, Indiana — 2006-2009
Design, develop, and implement the IAM Youth Fellowship Program. Develop relationships with public school music directors, principals, parents, board members, and students. Create materials for promotion.
Counselor Coordinator, Indiana University Summer String Academy; Bloomington, Indiana — 2006-2008
Delegated responsibilities to dorm counselors, organized social activities, and acted as a liaison between parents, students, and faculty members. Solved dorm issues regarding the safety and security of students.
Auditions Intern, American Youth Philharmonic Orchestras; Annandale, Virginia — 2001
Organized auditions for more than 600 applicants. Responsible for contacting students, judges, and volunteers. Acted as on-site administrator during the audition process
P r o f e s s i o n a l D e v e l o p m e n t a n d T r a i n i n g
World Music Drumming Certification Level 1 – Fulton, MD – 2010
Completed certification workshop with Will Schmid. Course certification in drumming ensemble repertoire, pedagogy, and general music techniques. Appropriate for children ages 8-14.
SSA Suzuki Violin Book 4 Training - Levine School of Music; Washington, D.C. - 2013
Completed training with Christie Felsing. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 4
SSA Suzuki Violin Book 2 Training – Colorado Suzuki Institute; Beaver Creek, CO – 2009
Completed training with Sue Baer. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 2.
SSA Suzuki Violin Book 1 Training – Colorado Suzuki Institute; Beaver Creek, CO – 2009
Completed training with Sue Baer. Course encompasses Suzuki pedagogy techniques surrounding the repertoire in Violin Book 1.
Every Child Can - Butler University; Indianapolis, IN - 2007
Completed course with Linda Steig.
P e r f o r m a n c e a n d M e m b e r s h I p
Violist, American Institute of Musical Studies (AIMS) Orchestra; Graz, Austria - 2009
Violist, Aire Born Recording Studios; Indianapolis, Indiana – 2006-Present
Violist, Lafayette Symphony Orchestra; Lafayette, Indiana – 2009-Present
Co-Principal Violist, Pro Arte Chamber Orchestra; Indianapolis, Indiana - 2005-Present
Violist, Fishers Chamber Players; Fishers, Indiana - 2006-Present
Violist, Marion Philharmonic Orchestra; Marion, Indiana - 2004-Present
Violist, Muncie Symphony Orchestra; Muncie, Indiana - 2005-Present
Participant, National Orchestral Institute; College Park, Maryland – 2005
Participant, Masters de Pontlevoy; Pontlevoy, France - 2005
Principal Violist, Butler Symphony Orchestra; Indianapolis, Indiana - 2005
Baroque Violist, Indiana University Baroque Orchestra - 2003-2004
Assistant Principal Violist, Indiana University Concert Orchestra - 2002-2003
Participant, Indiana University Summer Music Festival; Bloomington, Indiana - 2002-2004, 2007
American Viola Society * Suzuki Association of the Americas * American Federation of Musicians
American String Teachers Association * MENC: National Association for Music Educators
Philosophy
I did not choose teaching as my career, it chose me. It is difficult to admit that I never truly discovered my passion for teaching until I was asked to do it. I will never forget the first summer I spent teaching, and how dedicated I became to my students. From that point forward I decided that inspiring others by sharing the gift of music was something that I wanted to continue for the rest of my life. While immersed in the pedagogy of music, I soon realized the importance of several key aspects that, together, have come to characterize my personal philosophy of music education. These include the teaching of excellence, the right and ability of every child to learn, and the importance of a safe and nurturing learning environment for all students.
A successful teacher is one who strives for pedagogical excellence as well as student distinction and achievement. This is especially true for teachers of the arts. The best role model for students is a teacher who demonstrates constant desire to achieve excellence. Effective teaching and exceptional musical achievement require tremendous self-discipline, time, physical practice, and emotional energy. Despite necessary sacrifices, musical achievement can provide a lifetime of rewards. Among the immeasurable benefits of musical study, some of the most notable include development and cultivation of creative skills that engender new ideas, new experiences, and new challenges for students. Achieving musical excellence gives students personal satisfaction and increased self-esteem. Because the intrinsic value of the arts cannot be overestimated, we must teach and expect excellence.
The philosophy that only exceptionally talented students can excel condemns unacceptably large numbers of students to mediocrity, failure or lack of exposure. Every child can learn and deserves the opportunity to learn and to excel. The core of my philosophy of education was inspired by Shinichi Suzuki who states in his book Nurtured By Love, “…my heart brims over with a desire to help make all the children born upon this earth fine human beings, happy people, people of superior ability…This is because of my discovery that every child, without exception, is born with possibility.” We must believe that every child is capable of achieving excellence. It is unfair to expect less of a child because someone has decided that he has no talent, or that he is disadvantaged. The teacher must approach each child with determination to discover his potential, and to provide tools and opportunities for successful learning. It is critical that each student have access to proper materials and instruction regardless of circumstance and that each is nurtured in an appropriate environment as early as possible.
Teachers and students today must face and resolve more and different problems that ever before. More and more children live in unstable homes without parents or a loving environment. Teachers often find that students come into the classroom lacking even basic needs. These situations present new challenges for today’s teachers who must not only teach subject matter, they must also nurture the entire child. Teachers must provide a safe, encouraging environment where students are able to learn and take risks. Teachers must act as role models for students; they must promote self-discipline, courtesy, responsibility, compassion, and respect, while enforcing appropriate behavior in the classroom. Teachers must promote acceptance of other cultures, and encourage collaboration rather than competition.
Our future holds problems and possibilities that today we cannot always anticipate. In spite of this, students must understand what it takes to achieve excellence, must believe in their own potential, and should feel encouraged to take risks in a healthy, nurturing environment. We, as educators, must prepare students for a successful tomorrow. They are our future.
A successful teacher is one who strives for pedagogical excellence as well as student distinction and achievement. This is especially true for teachers of the arts. The best role model for students is a teacher who demonstrates constant desire to achieve excellence. Effective teaching and exceptional musical achievement require tremendous self-discipline, time, physical practice, and emotional energy. Despite necessary sacrifices, musical achievement can provide a lifetime of rewards. Among the immeasurable benefits of musical study, some of the most notable include development and cultivation of creative skills that engender new ideas, new experiences, and new challenges for students. Achieving musical excellence gives students personal satisfaction and increased self-esteem. Because the intrinsic value of the arts cannot be overestimated, we must teach and expect excellence.
The philosophy that only exceptionally talented students can excel condemns unacceptably large numbers of students to mediocrity, failure or lack of exposure. Every child can learn and deserves the opportunity to learn and to excel. The core of my philosophy of education was inspired by Shinichi Suzuki who states in his book Nurtured By Love, “…my heart brims over with a desire to help make all the children born upon this earth fine human beings, happy people, people of superior ability…This is because of my discovery that every child, without exception, is born with possibility.” We must believe that every child is capable of achieving excellence. It is unfair to expect less of a child because someone has decided that he has no talent, or that he is disadvantaged. The teacher must approach each child with determination to discover his potential, and to provide tools and opportunities for successful learning. It is critical that each student have access to proper materials and instruction regardless of circumstance and that each is nurtured in an appropriate environment as early as possible.
Teachers and students today must face and resolve more and different problems that ever before. More and more children live in unstable homes without parents or a loving environment. Teachers often find that students come into the classroom lacking even basic needs. These situations present new challenges for today’s teachers who must not only teach subject matter, they must also nurture the entire child. Teachers must provide a safe, encouraging environment where students are able to learn and take risks. Teachers must act as role models for students; they must promote self-discipline, courtesy, responsibility, compassion, and respect, while enforcing appropriate behavior in the classroom. Teachers must promote acceptance of other cultures, and encourage collaboration rather than competition.
Our future holds problems and possibilities that today we cannot always anticipate. In spite of this, students must understand what it takes to achieve excellence, must believe in their own potential, and should feel encouraged to take risks in a healthy, nurturing environment. We, as educators, must prepare students for a successful tomorrow. They are our future.