Portfolio Contents:
It's All Faded Project
Teaching at Berklee Valencia
Curriculum Sample
Lesson Plan Sample
Class Feedback
Student Quotes
Student Work Megamix
Teaching Video
Previous Teaching Experience
Teaching Philosophy
It's All Faded Project
It's All Faded is a 5-song EP written, produced, and recorded, in large part, by myself. I sought out to use this project and experience to become a more self-sufficient artist and improve my skills of electronic production and hybrid recording. My deeper goal was to exhibit my original artistic voice, reflecting elements of my past and present influences. I wanted to reinvent myself as an artist internally, through the use of creative production and sound design techniques, as well as externally, through an engaging live performance set. The project culminated in a sound that fluidly combines acoustic elements and soulful melodies and harmonies with resampling, original sound design, and electronic beats. I had the opportunity to showcase my new sound and performance style at a festival, which took place in my hometown, where I also released the EP.
Teaching at Berklee Valencia
Electronic Production and Live Performance
This semester, I was offered the opportunity to co-teach an undergraduate level course on the Berklee Valencia campus, "Electronic Production and Live Performance," alongside my former professor Ben "Encanti" Cantil. Prior to this, I had been working on the creation of a curriculum inspired by his course, but one that could be practically applied to a high school music class setting. Taking on the position of co-teacher, I was able to use the experience as a practicum component of my curriculum project, and therefore have a more in depth understanding of the curriculum that I was developing. In preparation to teach each class, I created lesson plans complete with exercises, learning goals, objectives, assessment strategies, student prior knowledge, and step-by-step procedures. By the end of the semester, I solo-taught a total of eight classes on the following topics:
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In addition to my in-class teaching, I offered weekly office hours for students to receive individual guidance and instruction. I was also responsible for all grading project-based assignments throughout the semester, for which I created detailed assessment rubrics. Below you can find samples of my curriculum and lesson plans.
Curriculum Sample
Lesson Plan Sample
Class Feedback
Student Quotes
"McKinley was fantastic when it came to teaching! She made everything make sense and used examples we could watch and analyze."
"She demonstrated and explained techniques very clearly and made things understandable."
"McKinley's teaching was very clear and concise, and she is always willing to help if you feel behind in class."
"Her criteria was very clear and she answered any questions I had—of which I had many."
"McKinley definitely understood the material well and knew how to explain it."
"She teaches everything at a pace where someone that does not know much about Ableton can understand more advanced concepts and learn."
"McKinley was very good at answering and being able to support the class while not impeding her teaching."
"She demonstrated and explained techniques very clearly and made things understandable."
"McKinley's teaching was very clear and concise, and she is always willing to help if you feel behind in class."
"Her criteria was very clear and she answered any questions I had—of which I had many."
"McKinley definitely understood the material well and knew how to explain it."
"She teaches everything at a pace where someone that does not know much about Ableton can understand more advanced concepts and learn."
"McKinley was very good at answering and being able to support the class while not impeding her teaching."
Student Work Megamix |
Teaching Video |
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Previous Teaching Experience
- General Music Teacher, Imagine Montessori School (2017-2018)
- Student Teacher, Perryville High School (2017)
- Student Teacher, P.S. DuPont Middle School (2017)
- Music Specialist, Brandywine YMCA (2016)
- Children's Choir Intern, University of Delaware (2015-2016)
- High School Choir Camp Intern, University of Delaware (2014)
- Musical Theater Camp Intern, University of Delaware (2014)
- Acapella Club Choir Director, Dickinson Middle School (2015-2016)
Teaching Philosophy
I believe that the role of a teacher is a huge responsibility. In this position, teachers have the ability to greatly affect the futures of their students’ lives and, in turn, the futures of others. A teacher does not just serve as a vessel for content knowledge. In most cases, a teacher also serves as a mentor for their students and is in the position to shape young minds. It is essential that teachers think deeply about the effect that they would like to have on their students and that they support these goals in every aspect of their teaching. Through my own teaching, I strive to instill qualities of determination, confidence, and compassion in my students. I want my classroom and curriculum to foster the drive and curiosity for lifelong learning by demonstrating to my students the rewards that come from creating and reaching personalized and relevant goals. I believe that, if students can tap into this mindset, they will be more likely to achieve success and happiness in their futures. In order to achieve this, my philosophy of teaching focuses on two main aspects—learning environment and goal setting.
One of the most significant characteristics of an excellent music teacher is their ability to foster an environment in which students feel empowered and confident learning at their own individual pace. This can only be possible within an environment that is rooted in respect. It is equally important for respect to be found in the relationship between student and teacher as it is to reside in the relationship from student to student. A teacher establishes respectful relationships in everything that they do, from the way that they speak and listen to their students to the way that they get to know each student individually. Even small nuances like body language and classroom vernacular can work towards or against the cultivation of a respectful atmosphere. It is the responsibility of the teacher to set the precedent for how students are to treat one another in their classroom. In my classroom, not only are students required to maintain a level of respect for one another, but they are expected to encourage one another in order to propel each other forward in their learning. This is incredibly important because, in order for students to succeed in music, they must be comfortable taking risks and allowing themselves to be vulnerable in front of others due to the inherently emotional nature of music creation. It is my goal that this atmosphere would seep beyond the walls of the classroom in a few different ways. The first way being that my students would be inspired to support and encourage others in all aspects of their lives, allowing them to create positive emotional ties that will last a lifetime. The second way being that, with the support of their peers, my students would have the confidence to take leaps, in their professional and personal lives, that they may have been too insecure to take otherwise.
A great teacher fosters an environment in which students are able to form their own unique emotional connection to music, one in which they put in effort and receive positive and meaningful results. The effectiveness that a teacher can have in this process depends heavily on their ability to provide relevant objectives and personalized goals for each individual student, in turn, increasing their motivation to learn. A situation in which students have power and control over their own learning, within reason, more accurately reflects the dynamic of the real world and will more effectively boost their curiosity for learning and drive for achievement inside and outside of the classroom. When students do not feel a connection to the activities and projects that have been assigned them, they will rarely feel inspired to do more than what is minimally required. It is up to the teacher to provide opportunities for individual students to challenge themselves in ways that will benefit their individual futures and to motivate students to be the leaders of their own education. It is possible to do this by allowing students to personalize activities, assignments, and assessments to the extent that they feel as if their achievements are relevant and meaningful to them. By entrusting students with the power to guide their education, they will acquire the independence and drive to set goals for themselves in their own individual lives. This type of self-motivated educational environment will have a lasting impact on students who have found meaning and positive fulfillment through music. It is my goal for my students to fully realize the rewards that come from gaining skills and creating and reaching goals and for them to apply this habit to all areas of their lives.
I want my students to understand that learning is a give and take relationship. If they put in the work to achieve, they will find rewards in opportunities, relationships they can build, personal development, and so much more. It is my philosophy that, as a teacher, it is my responsibility to create a class in which students are challenged in meaningful ways in the comfort of an environment where they are uninhibited and supported by their peers.
One of the most significant characteristics of an excellent music teacher is their ability to foster an environment in which students feel empowered and confident learning at their own individual pace. This can only be possible within an environment that is rooted in respect. It is equally important for respect to be found in the relationship between student and teacher as it is to reside in the relationship from student to student. A teacher establishes respectful relationships in everything that they do, from the way that they speak and listen to their students to the way that they get to know each student individually. Even small nuances like body language and classroom vernacular can work towards or against the cultivation of a respectful atmosphere. It is the responsibility of the teacher to set the precedent for how students are to treat one another in their classroom. In my classroom, not only are students required to maintain a level of respect for one another, but they are expected to encourage one another in order to propel each other forward in their learning. This is incredibly important because, in order for students to succeed in music, they must be comfortable taking risks and allowing themselves to be vulnerable in front of others due to the inherently emotional nature of music creation. It is my goal that this atmosphere would seep beyond the walls of the classroom in a few different ways. The first way being that my students would be inspired to support and encourage others in all aspects of their lives, allowing them to create positive emotional ties that will last a lifetime. The second way being that, with the support of their peers, my students would have the confidence to take leaps, in their professional and personal lives, that they may have been too insecure to take otherwise.
A great teacher fosters an environment in which students are able to form their own unique emotional connection to music, one in which they put in effort and receive positive and meaningful results. The effectiveness that a teacher can have in this process depends heavily on their ability to provide relevant objectives and personalized goals for each individual student, in turn, increasing their motivation to learn. A situation in which students have power and control over their own learning, within reason, more accurately reflects the dynamic of the real world and will more effectively boost their curiosity for learning and drive for achievement inside and outside of the classroom. When students do not feel a connection to the activities and projects that have been assigned them, they will rarely feel inspired to do more than what is minimally required. It is up to the teacher to provide opportunities for individual students to challenge themselves in ways that will benefit their individual futures and to motivate students to be the leaders of their own education. It is possible to do this by allowing students to personalize activities, assignments, and assessments to the extent that they feel as if their achievements are relevant and meaningful to them. By entrusting students with the power to guide their education, they will acquire the independence and drive to set goals for themselves in their own individual lives. This type of self-motivated educational environment will have a lasting impact on students who have found meaning and positive fulfillment through music. It is my goal for my students to fully realize the rewards that come from gaining skills and creating and reaching goals and for them to apply this habit to all areas of their lives.
I want my students to understand that learning is a give and take relationship. If they put in the work to achieve, they will find rewards in opportunities, relationships they can build, personal development, and so much more. It is my philosophy that, as a teacher, it is my responsibility to create a class in which students are challenged in meaningful ways in the comfort of an environment where they are uninhibited and supported by their peers.
