After reading your description of Sunni, I believe I share a similar passion for teaching music to young people in my community. I am Carlos Hernandez, a fifth-year music education and jazz studies major at Rutgers University. It's important for diversity to be reflected in music and arts education. I realized that up until college, I never had any minority teachers outside of my Spanish classes. I feel that it is important for me to serve as a positive example for other minority students. Through music, I gained not only a creative outlet of expression, but also developed self-confidence, self-discipline, and how to work cooperatively as part of a group. Growing up and feeling different taught me about accepting both my strengths and my challenges. I was born neurodivergent so I lacked some verbal communication and social skills as a young child; however, music soon became my main language when I began playing piano at age 3 and trumpet later at age 9. Through music, I found my passion, voice, and ability to express myself. Not only does music help with my stress and anxiety but it has given me a forum to shine as I stood out to my school during my musical performances. In high school, I became trumpet section leader and brass captain. I then also volunteered teaching trumpet to middle school students through a community program in my hometown. This was when I also discovered that in addition to playing music, I also enjoyed teaching others and helping them learn and improve their musical skills. In college, I continue to teach and tutor a few high school students in trumpet, music theory, and aural skills. I also gained valuable experience as a music teacher's assistant at elementary, middle, and high schools in various public school districts in my county. Teaching allows me to share my passion, natural talent, and musical knowledge with other diverse students. With jazz music, I can improvise freely by playing music that is not just written by naturally felt. After studying music history in college, I have developed a greater appreciation for all music cultures. In my Latin music history class, I learned how drums evolved into different forms of Afro-Caribbean music, from bomba and plena to salsa and merengue. In jazz history, I learned how musicians collaborated to create styles like bebop, hard bop, and modal jazz. As a performing musician, I continue to meet and connect with other musicians. I perform regularly with the New Brunswick Jazz Project to help spread an appreciation for jazz in the community. I am a band member of various bands at my university. I was selected as my marching band's trumpet section leader for the past two years and am dedicated to being a positive influence on the other students. Outside of school, I also play in a Latin jazz and salsa, hip hop, reggae, and funk band. I am currently student teaching and planning to build a supportive and nurturing environment for my students. I believe that excellent arts education can build teamwork, leadership, self-confidence, and time-management skills to help prepare students for their future regardless of what they select as their careers. I intend to be a teacher who inspires students to discover their own voice and musical talents. By promoting inclusivity and expression in music, I want to support young, diverse students and help lessen the barriers they may be experiencing. In working as a music educator, I believe it is important for children to feel valued and understood in order to be led on a path of success.

I am Carlos Hernandez, a fifth-year music education and jazz studies double major at Rutgers University. Growing up and feeling different taught me a lot about embracing both my strengths and my challenges. I was born neurodivergent so I lacked some verbal communication and social skills as a young child; however, music soon became my main language when I began playing piano at age 3 and trumpet later at age 9. I had several years of speech therapy to improve my pronunciation and conversation skills along with social skills. I was fortunate to have my family's support through middle school when it became a little difficult fitting in. I learned to develop my self-calming skills and often listened to classical music when stressed. Through music, I found my passion, voice, and ability to express myself. Not only does music help with my stress and anxiety but it has given me a forum to shine as I stood out to my school during my musical performances. Through music, I received a lot of praise and positive reinforcement which allowed me to feel more accepted in school. By high school, I became trumpet section leader and brass captain in my school's marching band which had 150 members. Playing trumpet in high school, I also made the Region Band, All-State Band, and All-Eastern Band. At the same time, I also volunteered teaching trumpet to middle school students through a community program in my hometown. This was the time I also discovered that in addition to playing music, I also enjoyed teaching others and helping them learn and improve their musical skills. In college, I continue to teach and tutor a few high school students trumpet, music theory, and aural skills. I also gained valuable experience as a music teacher's assistant at elementary, middle, and high schools in various public school districts. Teaching allows me to share my passion, natural talent, and musical knowledge with other diverse students. This is why I selected Music Education as one of my majors in college. I selected Jazz Studies as my second major at college because I was drawn to jazz since I was a young child. With jazz, I can improvise freely by playing music that is not just written by naturally felt. After studying music history in college, I have developed a greater appreciation for all music cultures. In jazz history, I learned that language was presented aurally with its style continuously evolving. Musicians learned from each other and shaped their own voices, creating styles like bebop, hard bop, and modal jazz. As a performing musician, I continue to meet and connect with other musicians. I perform regularly with the New Brunswick Jazz Project to help spread an appreciation for jazz in the community. I am a lead trumpet and cornet in my university's Marching Band, Jazz Ensemble, Brass Band, and Symphonic Winds Ensemble. I was selected as my marching band's trumpet section leader for the past two years and am dedicated to being a positive influence on the other students. Outside of school, I am a member of a Latin Jazz/Salsa band, a HipHop fusion band, a Reggae band, and a funk band. I enjoy performing at various gigs and entertaining different audiences. In my current year of college, I am currently student teaching. I plan to pursue my career goal of becoming a music educator. I plan to build a supportive and nurturing environment for my students. I feel that it's important for diversity to be reflected in music and arts education. I realized that up until college, I never had any minority teachers outside of Spanish language classes. I feel that it is important for me to serve as a positive example to other minority students. Through music, I gained not only a creative outlet as a form of expression, but also developed self-confidence, self-discipline, and how to work cooperatively as part of a group. I believe that excellent arts education can build teamwork, leadership, self-confidence, and time-management skills to help prepare students for their future regardless of what they select as their careers. I intend to be a teacher who inspires students to discover their own voice. By promoting inclusivity and expression in music, I want to support young, diverse students and help lessen the barriers they may be experiencing. In working as a music educator, I believe it is important for children to feel valued and understood in order to be led on a path of success.