When I originally thought about becoming a teacher, I imagined opening the door for all children to feel seen, heard, and valued. Also, I see music as an incredibly great way to do so. Music has been a way for me to understand the world around me and forge relationships with others. Even as a way to describe feelings for which I had no words for. That is exactly what I want to pass on to my students. The story of my heart for teaching starts with me growing up with a sister who has Down syndrome. Being a sibling has greatly affected how I see learning. Not so much as something that goes on in a classroom, but rather as a very personal and emotional experience. I have seen love, patience, creativity, and kindness guide someone through their growth. The most important thing for me was that music brought us closer. Whether it was belting out the lyrics of a silly favorite song together or simply dancing around the house, music had become a shared language for us. That experience opened my eyes to how music can bring down walls and build up self-esteem, and that is one of the core reasons I wish to become a music teacher. Teaching children in the formative years is especially appealing to me because of the great importance that these first few years of school carry for children. At that stage, students are just starting to explore who they are, and the right educator can leave a deep impact on them. This is someone I want to be. I want to create a musical classroom where children feel safe and excited to learn; in my classroom, music will not be merely an activity but a tool for development, expression, and bonding. Whether that means teaching rhythm through clapping games or building community through singing, I plan on using music to foster joy and confidence in my students. However, I know one thing: teaching is not just about curriculum, it is about relationships. It means showing up each day to let your students know that you believe in them come what may. I want to be the teacher who encourages their students to take risks and celebrate their progress as well as learn from their errors; I would like them to know that their voices matter, in and out of the music room. Choosing a career in education feels like a no-brainer to me. It brings together everything I care about: helping others, community-building, and making a difference through music. Of course, I can also acknowledge that teaching can be challenging, but these instances when it all matters provide the reward where students smile when they finally get it; the joyful sound of a room filled with music and laughter, and the opportunity to contribute to shaping a life in a positive way.

“One Heart, One Beat” is more than just a motto in my mind. It represents the force of music to unite people in a way nothing else can. Music has always been in my life but it took a deeper meaning when I realized its ability to create a bond between me and my sister with Down syndrome. Sometimes the two of us didn't need words to understand each other at all; it could be either a shared rhythm or a favoring song, and all at once we were completely in sync. With that experience, I understood how music speaks directly to the heart and that is why I chose to become an elementary music teacher. In my classroom, I want every student to feel like they belong. The building of such a community can be done, from my standpoint, through music. When the students sing, play, or move together, the individual voices begin to understand that they can be part of something far greater. This is all about learning to listen, to support each other, and to celebrate both differences and similarities. I am striving to create an environment whereby every child feels valuable; their ideas matter, and they are free to express themselves without limitation. “One Heart, One Beat” also brings out the other side of music, for it is an emotional realm. Sometimes music expresses feelings so huge or complex that they cannot be put into words. I want to teach students that music can be an avenue for them to access those emotions. There is an emotion, a song, a finger snap, or a movement for every moment: joy, sorrow, excitement, or uncertainty. I want them to know that they are not alone and that music can bring solidarity among those who share such feelings. I see more for myself as a future music educator than merely being an instructor in helping rhythms and melodies. I want to give the students back their confidence and give them their voices. I want to nurture the thirst for knowledge and cultivate creativity. Its facet of music shapes and molds how a student thinks of himself and how he relates to others. It teaches teamwork, patience, empathy, and determination. And those are lessons far beyond the idea of a music class. When I envision “One Heart, One Beat,” I see a group of students from differing walks of life coming together to create something meaningful. I see delight in their eyes as they discover just how much they belong to a team. I see pride swelling inside of them as they accomplish something together. This sense of togetherness, of not only being on the same musical wavelength but also on the emotional one, is what I want to manifest in every classroom I teach. A gift of music is to bring people together, to heal, and to inspire. That is the heartbeat I wish to share with my students.

I never even considered when I was growing up that one of the choices I might want for a career was teaching. When younger I loved school and I loved my teachers, but I never really considered that it was something that I would wantto do. This was until I realized how much I loved seeing other people learn and grow. And that was a revelation born of an unexpected source: youth theater. During rehearsals, I found myself teaching little kids their songs, helping with lyrics, and creating silly ways of making music fun. Whether it was by clapping out rhythms to snack names or sketching warm-ups into silly games, I saw how music could light up the room and how much I enjoyed being able to do that. What helped boost this realization was my sister with Down syndrome. Growing up with them wasn't always easy, but I learned far more than any classroom could teach me. I learned patience, understanding, and to meet someone where they're at. And most importantly, I learned how to communicate especially when words simply weren't enough to cover all that we wanted to tell them. Music became that platform for us. Singing, dancing, and plain noisy-making became our way of communicating with each other. Music was never just an entertaining thing; it was essential. That experience instilled in me the significance of music and how powerful music was in people's lives. A strong yet latent urge started growing in me; wanting to make others feel that connection. I began to notice the people around me and their response to music. I noticed how it would crack open the introverts, how it would engage the learners who learned in different ways in ways they had never known before, and how it provided a space where all could belong. I began to envision what it would be like to be in charge of my own classroom. A time when music was the stimulus for every child to be heard, seen, and developed. I love being an elementary teacher in training because it's such a transformative age. Kids are just beginning to learn about who they are and where they fit in the world. As a teacher, I would hope to be the kind of person who inspires creativity and helps children discover their unique voice—literally and metaphorically. I would hope to create a classroom environment in which children will feel free to express themselves and grow as musicians/people. Teaching to me is not just sharing facts, but it is inspiring growth and making a difference in one student at a time. I would be so happy to spend my life empowering young people to be confident, empowered, and passionate learners. I feel I can do just that through music, and that is why I want to be a teacher.

Music has been the backdrop to my experiences since my freshman year—through self-discovery and many valuable life lessons—in how I see myself, relate to others, and envision the future. It has not only blessed me with melodies and harmonies; it has given me meaning. Most high school years are about self-discovery, and it is with music that I discovered myself. I found my niche in orchestras and choir rehearsals, where words could never speak on my behalf. Concerts, musicals, and festivals taught me to be confident, disciplined, and a worthwhile team player. Whether I was singing in a chamber choir, acting in school musicals, or working in a quartet, I honed one of the simplest yet most important skills of all: to listen—not only to music but to the people around me. I learned through music the simple act of being part of something greater than myself and the immense power that lies in creating something beautiful in the company of others. Moments spent hanging out late at rehearsals with friends, good old-fashioned moments of unplanned harmonizing, and the rush of joy that comes with a great performance create some of my favorite memories. These are not just snapshots in time; they are moments of transformation. I learned about pressure from them, how to support someone else, and how to stay grounded in a certain direction together. Music has given me the lessons of perseverance and patience, especially for the bewildering repertoire or the preparation for auditions. In these experiences, I realized that growth is rarely an instant affair but rather requires lots of work, practice, and effort. My personal connection with music is with my family—namely, my sister with Down syndrome. Throughout much of my childhood, music was our shared language. Whenever words failed, music was there. The way my sister came alive singing or dancing taught me music can communicate on a much higher level. Those were not just moments of beauty—they were life-changing. They embodied the power of inclusive expression in music and paved my path to teaching music. High School confirmed it for me. I have been fortunate to do mentorship classes and community concerts teaching younger students. I have seen how music boosts self-esteem, encourages friendships, and fosters that unique sense of belonging. I have witnessed the magic that comes to life within students when they have the creative freedom in working together. I will be a teacher who sees, hears, and loves every student. For me, music education is beyond just teaching notes and rhythms-it's about providing a nurturing and safe environment for every child to discover their voice and their worth. From this moment on, music will always be out front. It has given me identity, community, and direction. Everything I've learned in rehearsal studios and performing spaces about grit, empathy, leadership, and connection is what I will take into every classroom I enter. Music has truly shaped not just my high school experience, but me.

Being a first-generation college graduate breaks down barriers not just for my own sake but for my community and family as well. It is stepping into the unknown with confidence, knowing I am carving a path where before there existed none. To me, it is honoring the sacrifices of my family so I can grasp the opportunities they did not get. It is about being the person the younger me needed to see: someone who shows that college isn't a fairy tale but something turned into a reality through hard work, perseverance, and a little help. College was always one thing from afar to me when I was younger. My parents encouraged me to study hard while not being able to guide me through it themselves. There were moments when I felt hopeless or did not know what to do next, but I soldiered on- not for me but for all those who were waiting behind me. The pride I hold in being a first-generation college student is only eclipsed by my resolve to use that education for change-making and pay it forward. Extracurricular activities have shaped much of what I am today. They were my passion: places where I discovered my voice, values, and purpose, places that contributed to my development. One defining element of my life was music. From singing choir songs to performing in the musical theater, music has been a source of happiness and bonding for me, forming a bridge in connecting with my sister who has Down syndrome, and giving us that platform to relate in ways in which words could not always stretch. That very bond is what led me down the path to pursuing elementary music education. I grew empathy, imagination, and expression power through music, and I would like to share that experience with students in the future. I had many opportunities to explore on my own through high school, where I participated in the German exchange program and traveled throughout Europe. Without speaking the language, music saw to it that I communicated and bridged differences in cultures and people. It made me an adaptable, tolerant person, and it pointed out that being different is not a weakness-it's a strength. Through volunteering in my community, mentoring younger children, and rehearsing, every activity I participated in taught me a few leadership and teamwork skills and confidence. These helped me navigate spaces that were not always made for someone like me and inspired me to redesign those spaces so that others would follow. Being a first-generation college student is not just an honor for me; it is a responsibility I carry proudly. I'm not going to college for me; I'm going for everyone who came before me and everyone who will come after. Now I want to create classrooms that foster compassion, creativity, and possibilities-places that are an extension of my being, where every child is noticed, heard, and challenged to dream big.

Music has been a persistent force in my life, shaping me and driving me toward my career. With a sibling who has Down syndrome, I saw how music bridged communication gaps, facilitated emotional expression and created strong bonds. Music was our language of shared understanding, and we were able to communicate with each other on a level that words could not. Witnessing how music impacted my sister's confidence and well-being encouraged me to make the energy of music available to all students. I would be thrilled to be an elementary music teacher so that I may have a classroom in which all students, regardless of background or ability, feel accepted, nurtured, and empowered through music. A Music Education degree will equip me with the tools and skills to empower young students. With my schooling, I will be better able to master my musical abilities along with learning more advanced teaching methods that are student-focused and student-centered. Teaching music isn't teaching the notes and the rhythms—it's teaching creativity, confidence, and cooperation. I would like to provide students with an environment where they can have the power to play, express, and gain a lifelong enthusiasm for music. Aside from developing technical musical ability, I also believe that the study of music is an integral component of a student's emotional and social education. For other children, music class is a time to be joyful and be a child, a break from school stress, and a time to form lifelong friendships with friends. As a future teacher, I would like to create a situation where the students feel free to try, assist one another, and grow to be musicians and individuals. I would like my students to feel the same sense of community and wonder that music has always offered me. Moreover, I am dedicated to inclusive music education. Everyone should be able to receive the life-altering possibilities of music regardless of what his or her situation or capability is. I would like to implement modified teaching procedures where all the students can participate and grow. Using differentiated instruction, adaptive instruments, or an open-ended curriculum embracing multiple musical traditions, I would like to create a program responsive to every learner's needs. Music can transform lives, and I would want to dedicate my professional life to sharing its potential with students. With education and experience, I will be able to be a successful and compassionate music teacher. I would want to utilize music not only to educate but as a means to provide confidence, promote harmony, and enhance the lives of my students. By creating a classroom where every single child knows he or she is special and capable, I hope to instill the next generation with a passion for being music together.