Courses Taught

University of Bridgeport

  • MSED 435: Designing Curriculum & Instruction in Music

  • MSED 544: Music in Secondary Schools

  • MSED 311/511: Conducting

  • MSED 532: Literature & Techniques for Choral Music

  • MSED 520: Group Instruction in Voice

  • MSED 590: Resident Teaching in Music

  • EDUC 595: Thesis Advisement

  • MSED 240: Field Experience in Music Education

  • MUSC 103: University Singers

  • MUSC 104: Chamber Singers

  • MUSC 109A-216A: Aural Theory I-IV

  • MUSC 109, 110, 215: Music Theory I-III

  • MUSC 255: Fundamentals of Piano I

  • MSED 515X: Vocal & Choral Literature (2005)

  • MSED 527X: Vocal & Keyboard Skills for Music Leadership

  • Applied Voice and Piano (2007-2009)



New York University

  • Master's Thesis Supervision (2012-2014)


High School in the Community (2003-2010)

  • Chorus

  • Jazz Band

  • Music in America

  • Music Theory

  • Keyboard

  • Music Appreciation

  • Music Technology

  • Freshman Seminar

  • Seminar in Media Literacy

  • Music & Art History (team-taught)

  • The 60s (team-taught)


Weston High School (2002-2003)

  • Choral Ensembles (5)

  • String Orchestra

  • Music Theory


Course Design


MSED 435: Music, the mind, & Society


In this graduate seminar, students will explore, and critically reflect upon, the relationships among music, philosophy, psychology, sociology, and education. Course content includes aesthetic and praxial philosophies of music and the arts (from ancient Greece to the present) as well as the psychology of music, the history and sociology of music, and influential practices and schools of thought within the profession (i. e. Dalcroze, Gordon, Kodaly, Orff). Students will explore the implications of course concepts for contemporary music education at all grade levels, as applied in lesson, unit, and course planning. 

Essentially, we will focus on several broad questions:

1.      What is the purpose and value(s) of music education?

2.      How do we see our role as music educators?

3.      Who are our students? How do they learn best?

4.      What musical content shall we teach our students? Why?

5.      How shall we teach it? Why?

6.      What is gained by problematizing common practices in our field?

7.      How do we assess student learning? 


Music in America



This course will study the history and development of popular musical styles in the Americas, focusing mainly on the United States. Through listening and reacting, lecture and discussion, writing and reading, blogging and thinking, students will grow in their understanding and appreciation of the wide variety of American music, its role in society, and the complex web of relationships among ethnicity, race, culture, nationality, creativity, the marketplace, and history. Prerequisite: Early America, previously or concurrently.