teaching

Teaching Statement for Mid-Tenure Review

Teaching has been a passion of mine since I was young. I was always interested in passing on my knowledge of things to others. In 2024, I was almost at a full course load, teaching a wide variety of students, from freshman to graduate level. In my classes, I was able to effectively teach and cover all my syllabi on schedule. I would say my strongest attribute as a teacher is to quickly find out how my students learn and find the most simple and concise way to give them the information they need.

My teaching philosophy is rooted in the belief that jazz is both an evolving art form and a critical pedagogical tool for developing musicianship, creativity, and cultural awareness. My goal is to cultivate a learning environment that encourages students to explore their individual voices while developing a strong foundation in jazz. I want to balance traditional learning with creative exploration.

My teaching focuses on historical study and contemporary practice, so students gain an appreciation for the lineage of jazz while also developing their unique voices. I strive to make them sound “authentic” to the music. I emphasize active listening and analysis, helping students understand the nuances of phrasing, articulation, and storytelling that are essential to jazz.

One of my primary objectives is to prepare students for careers in this modern evolving music industry. It is a given that students have to be great musicians, but it is generally overlooked that they are small business owners. I prepare them for this by fostering entrepreneurial thinking and encouraging students to develop skills in arranging, composing, and self-promotion. In addition, I mentor students in their professional aspirations, assisting them with networking, recording projects, and performance opportunities both within and beyond the university setting.

I assess my students in a myriad of ways. Students receive feedback through individual lessons, group rehearsals, and written assignments. Also, I incorporate technology in my teaching. I use programs like Abelton and Logic as tools to help with improvisation and even live performance. This helps students be better at their craft and also prepared to thrive in the modern music music industry.

Beyond my instructional responsibilities, I am committed to cultivating an inclusive and supportive learning community. I actively seek to create opportunities for underrepresented voices in jazz and integrate diverse perspectives into my curriculum. My goal is to focus on this because we do not have a diverse student population.

I believe in having a commitment to pedagogy, mentorship, and curriculum development. I aim to inspire students to become not only accomplished musicians but also lifelong learners and contributors to the jazz tradition. I always heard the phrase “Each One Teach One” as kid from older mentors. I feel that now more than ever, I need to pay it forward.

As a teacher, I recognize that there is always room for growth. I am constantly involved in some type of research, constantly perfecting my musical, compositional and arranging skills, while staying current on the newest trends in jazz. I am attending national conferences such as the Jazz Educators Network (JEN), using online resources such as jazz lessons videos, and doing a self-improvement course by taking a detailed and deep dive into “Inside the Score” by Rayburn Wright.

As a faculty member at the Conservatory, it is crucial to use my skills as a musician, teacher, arranger, and composer to help recruit and retain excellent students. In this regard, I have set some goals. I currently have two jazz trombone majors this year. I am focusing my efforts on a recruitment plan that would bring 5 students to my studio in 2 years. In my short time as a tenure track professor, I am proud to have recruited an outstanding graduate jazz trombone major; he is my best student yet.

Spencer has been awarded a full-time trombone position with a California regional military band. I look forward to further refining my teaching, expanding my research on jazz pedagogy, and continuing to build a thriving, inclusive jazz program at this institution.

Desoto High School

University of Nebraska

18 and Vine Jazz Fest.

KMEA District Honor Jazz

University of Nebraska Omaha

MAYJO

BTWSPA Showcase

NOMA

Rockhurst High School

Rock Bridge High School

Nebraska Bandmasters

Mid America Nazarene

Great Plains Jazz Fest.

Mizzou Jazz Festival

South Dakota All-State Jazz

Washburn Jazz Fest

JEN

Palace City Jazz Festival

Ben Markley Big Band

Clinician

Masterclass

Adjudicator

Clinician

Masterclass

Clinician

Masterclass

Clinician

Guest Artist

Adjudicator

Guest Artist

Clinician

Adjudicator

Masterclass

Adjudicator

Guest Artist

DeSoto, KS

Lincoln, NE

Kansas City, MO

Olathe, KS

Omaha,NE

Dallas, TX

Omaha,NE

Kansas City, MO

Columbia, MO

Gretna, NE

Olathe, NE

Omaha,NE

Columbia, MO

Brookings, SD

Topeka, KS

Dallas, TX

Mitchell, SD

Laramie, WY

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teaching

Teaching Statement for Mid-Tenure Review