Being a successful music teacher requires the culmination of a number of characteristics.

Musical skills are a key factor of their prowess; however, it is not the sole indication of a great music educator. Teachers need to have good intrapersonal and interpersonal skills as well as a broad knowledge of pedagogy. These traits are what the best music educators possess. In my short careers thus far, I have found that I have a number of qualities that would be beneficial in these categories for becoming a great music pedagogue. The qualities of music teaching that I possess can be characterized mostly as either inter/intrapersonal elements or musical elements. When it comes to working with others, taking a leadership role would not be a problem. In high school, I was one of the section leaders for the low brass for two years, teaching students marching techniques and some ensemble work. Much of our rehearsals were done with the entire band or in larger sectionals conducted by staff members. However, one of the main goals of student leadership was to provide underclassman with role models to follow and to look up to while on the field or in rehearsal. Throughout the season, from the long, sweltering days of band camp to the slide-freezing November rehearsals, I always kept a positive and energetic attitude. During some of these more extreme rehearsals, it was important to have a good sense of humor. While talking is discouraged on the field, a wellplaced line can stir a bit of life into the chilled fingers of the euphonium players. One thing that I have always found to most helpful is constructive criticism. This kind of feedback is crucial for improving ones own talents. As a musician, I valued the critiques of my lesson teachers and master classes in which I took part, and tried to put into practice any techniques that they offered. Being in the band program at my high school as well as now studying music in college has been beneficial for increasing my musical skills. I have been studying with Mr. Dee Stewart, one of the three trombone professors here at the Jacobs School of Music. One of his assignments

is to take a set of four musical exercises and add musical elements such as dynamics and articulations to create a style and form all of its own. This assignment has helped me to see and interpret other works differently as well. Every piece of music has a story or a theme behind it and it is quite entertaining to unearth that idea and express it through the piece. While I have a classical emphasis in my major, one of the ensembles I enjoyed participating in the most was the jazz ensemble at my high school. During my time in the ensemble, I learned to write my improvisational solos using melodies and patterns from the piece or from my own ideas. I would not consider myself an expert in this topic yet and I will continue to train this skill as I pursue a minor in jazz studies. As with everyone in the Jacobs School of Music, I am able to perform with a great amount of prowess on my primary instrument. This will not, however, stop me from continuing to learn more over the next four years. In addition to my main instrument, the trombone, I can perform competently on the euphonium, the tuba, and both mallet and auxiliary percussion. I have also learned the viola as a part of my string tech class and am currently studying on the cello. While I have a solid foundation for the makings of a music educator, I will continue to hone these skills so that I ready when I go on as a teacher.