As an educator, I utilize a model of discursive and liberationist pedagogy that stands alongside, not in front of, my students. I seek to actively engage students in the construction of their technique and artistry, drawing on their experience, their identities, their vocabulary, and their learning styles; together, we seek vocal freedom and define the student’s personal creative identity and expression. I believe in the importance of training students towards an awareness of the function of their voice, working together to demystify the instrument and construct an individualized tool kit of practices, exercises, and knowledge that allow the student to gain both awareness and confidence over their voice and their artistic process and identity.

Along with an awareness of function and technique, I believe that the voice studio is a space to develop equally important artistic qualities such as non-judgmental awareness, patience, resilience, creativity, confidence underpinned by trust, and other mental skills essential for peak performance and performer’s mindset. To assist in developing these qualities, I utilize the cognitive-science based practice of mindfulness.