The first consists of creating inspiring learning experiences that are meaningful and maintain a balance between content and skill. The second focuses on creating a welcoming learning environment that promotes a sense of belonging and facilitates the learning process.

The balance of content and skill maximizes each student’s experience and allows them to identify different ways in which they can learn (metacognition), which makes them active participants of their own learning process. 

This approach is tremendously empowering and motivating to for students and it has positively affected my day-to-day rehearsal/class activities and it is also my compass for programming or curriculum design. I emphasize the importance of meaningful and pertinent programming within a clearly defined theoretical framework and historical context (content). 

However, I equally emphasize skills such as active listening, which motivate students to 1) challenge preconceived notions about certain styles of music (bias), 2) open themselves to new sonic experiences, and 3) seek new aesthetic experiences and search for ways to connect with them. 

 By recognizing performing as an experience mediated by their own backgrounds, students realize that a mindful music practice is an effective way to un-Other the unfamiliar. As a transferable skill, the practice of active listening helps students to understand the importance of cultural diversity and it is an effective way to practice effective communication.