Resilience isn’t something you develop in a perfect classroom, with a perfect plan. It’s something that grows in the margins; between family emergencies, schedule overloads, and moments where you’re just not sure how you’re going to make everything work. I’ve lived through those margins, and they’ve shaped how I show up: for my education, for my students, and for my community. My family’s story is one shaped by adversity. My grandma, one of my closest friends and role models, is in her 80s and still caring full-time for my aunt, who is disabled, nonverbal, and completely dependent. A few years ago, my grandma was diagnosed with breast cancer and had to undergo a mastectomy. That was terrifying for all of us. She’s the person who’s always taken care of others, now she was the one needing care. Watching her continue to support my aunt through her own recovery showed me what real strength looks like. That example stays with me every time I feel overwhelmed or uncertain. As an only child raised in a family that has experienced both cancer and loss, I’ve learned to be resourceful, reliable, and determined. I’m currently pursuing dual degrees, a Bachelor of Science in Music Education and a Bachelor of Arts in Percussion Performance, alongside three certifications in Kodály, Modern Band, and Music Technology. Balancing this intense course load with my job as a substitute teacher, percussion instructor, peer mentor, and ensemble performer has required more than time management; it’s taken persistence. I’ve learned how to handle stress with purpose, not panic, and how to keep showing up even when it’s hard. But resilience means little if it doesn’t extend outward. I believe strongly in service, especially through education. That’s why I’ve worked with organizations like Music for Everyone, where I provided percussion instruction to students in under-resourced schools. It’s why I dedicate hours each week mentoring first-year music students at my university, helping them navigate the same challenges I faced. It’s why I continue teaching and volunteering in my home district, helping young musicians develop confidence and skill, even if they can’t afford private lessons. As a performer, I also use my art to build community. I’ve played with church bands, orchestras, jazz groups, and chamber ensembles. Whether it’s Mahler’s Symphony No. 5 or a simple solo piece for a student, I bring the same intention to every note: to connect people, to celebrate something meaningful, and to give back to the communities that have supported me. I’ve even used my growing skills in photography and design to help my peers document their recitals and promote their own work, another small but important way I try to serve others in the arts. Life has thrown challenges my way, from family illness to financial pressure to intense academic demands, but I’ve always met them with a sense of purpose. I’ve maintained a GPA above 3.5 while actively performing, mentoring, and teaching because I believe in the impact music can have—and the responsibility we carry as educators and artists. Receiving this scholarship would not only ease the financial pressure of my education, but it would also honor the values I strive to live by: hard work, service, and resilience. Like the Algers, I hope to make a lasting difference in someone’s life, not just through words, but through action.

"Describe how you envision you might make a positive impact with your music career." At Millersville University of Pennsylvania, I am pursuing both a Bachelor of Science in Music Education and a Bachelor of Arts in Percussion Performance. Alongside these degrees, I’ve completed certifications in Kodály Studies, Technology in the Music Classroom, and Modern Band Applications. These paths reflect the kind of music educator I want to become—one who blends tradition and innovation, who sees music not just as a skill, but as a tool for connection, expression, and personal growth. The impact I hope to make with my music career is grounded in access. I want to make sure that students, regardless of their background, have the opportunity to experience music education in a meaningful and empowering way. I believe a strong music program can give students the space to express themselves when words fail, to discover their culture and history, and to build confidence in ways that carry into every part of their lives. I see myself not only as a music teacher but as a mentor who creates that space. My training in the Kodály approach has shown me how music can begin with the human voice and grow into something deeply rooted in cultural identity. I was fortunate to study under Dr. Philip Tacka and Dr. Michael Houlahan, two internationally respected leaders in Kodály education, who taught me how to create curriculum that is both musically rigorous and emotionally meaningful. I plan to carry this forward in classrooms where students can explore folk music from their own communities alongside global traditions, building musicianship while also building understanding and empathy. In addition to classical methods, I’m passionate about using modern tools to reach more students. Through my certification in Technology in the Music Classroom, I’ve learned how to incorporate digital audio workstations, sound production, and recording tools into daily instruction. This training allows me to reach students who might not see themselves in a traditional band or orchestra, but who are eager to create, mix, and explore music in other formats. Similarly, with my background in Modern Band Applications, I’ll be able to guide students in songwriting, group composition, and live performance on contemporary instruments, bringing more voices into the room and validating their musical identities. Outside the classroom, I also aim to uplift student musicians through photography and design. I’ve been photographing recitals and performances for my peers, offering them high-quality images they can use for their own portfolios. This has grown into a side passion, where I use Lightroom and Photoshop to edit and design materials that reflect the artistry of the music being performed. I plan to continue developing these skills and using them to elevate the work of my future students, whether that means a poster for their first concert or capturing a moment that shows them just how far they’ve come. In short, I want to build a career in music that opens doors; doors into the arts, into community, into confidence. The legacy of Michael D’Ambrisi and Audrey Sherrill reminds me that music careers can be deeply personal and deeply public. They affect how students see themselves, how they find their voice, and how they relate to the world. I’m grateful for the opportunity to share my story and my junior recital as part of this application, and I hope to honor that legacy by helping the next generation build one of their own.

I’m currently studying music education, but my creative life doesn’t stop at music. Photography and design have become essential ways for me to reflect on the world around me, uplift others, and deepen my understanding of art and community. Whether I’m teaching rhythm in a classroom or capturing a recital through my camera lens, I’m focused on connection; making people feel seen and heard through artistic work. My biggest goal as a future educator is to create a space where all students feel represented and empowered. I want to use music to help students explore their own identities and appreciate the identities of others. Through culturally responsive repertoire, collaborative activities, and inclusive conversations, I aim to make music classrooms more welcoming for every voice. Outside of teaching, I’ve developed a growing portfolio in photography and professionalism. It started when friends asked me to take recital photos, and it quickly grew into something much more meaningful. I’ve found that photographing performances gives students something tangible to be proud of; something that documents their hard work and artistry. I use tools like Lightroom, Photoshop, and Canva to edit, design posters, and explore the visual side of storytelling. These projects often blend design and emotion, capturing not just what happened, but how it felt. Art has the power to build bridges between people, and I want to keep doing that across disciplines. I see myself continuing to grow both as an educator and as a visual artist; creating not only music lessons and learning tools, but also digital work that reflects the students and communities I serve. This scholarship would give me more freedom to keep building that creative foundation. It would help me afford better tools, explore new techniques, and keep growing as a multifaceted artist. More importantly, it would support a vision I truly believe in: that the arts should reflect and celebrate everyone, not just a select few.

I’ve grown up surrounded by strength. Some of it looks quiet—like the kind that shows up every single day without asking for attention. Some of it looks like survival. In my family, cancer has left its mark, but it has also revealed the depth of resilience that I carry with me into every part of my life. My grandma, my mom’s mother, is one of my closest friends, always sneaking me a scratch-off ticket and a penny since elementary school. I’m her only grandchild, and our bond has always felt like something rare, like partners in crime. She raised three daughters, including my mom, the youngest, and my aunt, who is disabled, nonverbal, and completely dependent. Even in her 80s, my grandma continues to care for my aunt full-time. That alone is a kind of strength I can’t fully wrap my head around. But then, on top of all that, my grandma was diagnosed with breast cancer. I remember the fear in my family when we found out. She ended up needing a mastectomy, and the recovery was tough, both physically and emotionally. It was terrifying to think about losing her—this person who had already given so much of herself to others. Watching her go through that while still caring for my aunt showed me a type of courage I don’t think many people ever see up close. Cancer also touched my life before I was even born. My dad had testicular cancer in his younger years, and doctors weren’t sure if he would be able to have children. After my mom went through a series of miscarriages, they thought having a child might not be possible at all. I was a miracle baby—the one that finally made it. Growing up, I always understood that my existence came from a place of hope and perseverance. Now, as a college student studying music education, I carry all of that with me. I want to become the kind of teacher who helps students believe in themselves, even when things feel uncertain or overwhelming. The strength I’ve seen in my family—the quiet kind and the battle-hardened kind—guides how I approach learning, relationships, and the way I care for others. Cancer has impacted my life by reminding me that time is precious, and the people we love are not guaranteed. It’s made me more grateful, more aware, and more committed to giving back however I can. I see this scholarship not just as financial support, but as a chance to honor the people who have held me up—especially my grandma, who continues to live with unshakable purpose, and who will be joining be for my 21st birthday at the casino! Thank you for considering my story. I hope to carry forward the values Peter J. Musto lived by: strength, kindness, friendship, and love—all things my family has taught me through everything we’ve faced together.

I introduce myself on my portfolio with three simple words, Educator ; Musician ; Entrepreneur, because I move among those roles every day. Music education is my career path, yet photography and digital design have become the extra lenses through which I understand art, discipline, and community. To me, my work is art is not just a hobby that I pick up when time allows; it's a second craft that sharpens the first. My first real camera came to me in an eleventh-grade art class. What began as school experiments in shutter speed turned serious once I reached college and friends asked me to photograph their instrumental and vocal recitals. Standing in the quiet of a hall, listening for a singer’s breath, I learned that good photographs depend on the same skill I learn in ear-training based courses: attentive timing. The “Media” gallery on my site now holds images that travel far—jury packets, graduate-school applications, Instagram spotlights—and each time they do, I am reminded that visual storytelling can amplify music’s reach. Design tools opened a second door. Editing recital shots in Lightroom taught me how small adjustments—shadows, color balance, and texture—can completely shift the emotion of a photo. As I’ve gotten more comfortable with Photoshop and Canva, I’ve started thinking more intentionally about the design side of my work, especially when it comes to creating visuals that support musicians. While I haven’t yet moved into illustration-heavy or motion-based projects, I’m interested in how digital tools like Procreate or After Effects could eventually allow me to layer more storytelling into my photography. I’ve begun experimenting with adding text overlays and layout designs to my recital photos, turning them into poster mockups or social media spotlights. These projects sit at the intersection of documentation and imagination; capturing a real moment, but reshaping it to emphasize its meaning. Over time, I hope to keep expanding this skillset to create stronger visuals for musicians and eventually for my future classroom as well. Balancing two artistic disciplines is deeply rewarding, but also expensive. My current second-hand DSLR struggles in low-light halls; a fast 50 mm prime lens would let me shoot clean images at lower ISO. A full-size tablet would slash editing time and improve illustration precision. An online motion-graphics course would guide me into the animation skills my future projects demand. Paying tuition leaves little margin for these upgrades. This scholarship would bridge that gap; every dollar would turn into sharper photos for student performers, richer learning materials for my future classroom, and a portfolio that proves young artists do not have to choose between stability and creativity. Ambition, drive, and passion are the qualities you look for; they are also the threads that tie my music teaching and visual art together. By supporting my growth in photography and design, you are investing in an educator who will pass that creative courage to the next generation; one lesson plan, one concert poster, and one perfectly timed shutter click at a time.

I am pursuing a career in music education because I believe that teachers shape not only the minds of their students, but also their communities. Music education, to me, is a powerful tool for cultivating identity, connection, and creativity. I aim to develop well-rounded musicians who are emotionally expressive, culturally aware, and deeply engaged with their art. My teaching philosophy is grounded in five core dimensions of musicianship: performance, cultural stewardship, critical thinking, creativity, and active listening. Each helps students become more than just musicians; they become reflective individuals ready to contribute meaningfully to the world around them. I believe deeply in the role that educators play in community growth, and my commitment is to prepare the next generation not only to perform, but to think, feel, and listen with intention. At the heart of music education is performance; whether through singing, playing instruments, or collaborating in ensembles. However, I teach my students that true performance is not just about accuracy but connection. The bond between the performer and the audience is where art lives, and my job is to nurture that emotional bridge. In elementary settings, this takes the form of joyful exploration through singing games and movement. At the secondary level, students refine their technique and expressive skills, and I support them with my own modeling as a practicing musician. But musicianship is also about understanding our roots. Music reflects history, identity, and shared culture. I emphasize repertoire that reflects my students’ cultural heritage and diverse global traditions, often through the Kodály approach, which draws heavily on folk traditions. This empowers students to respect and explore where they come from and connect with others more deeply. In doing so, they become stewards of cultural heritage; an essential role in any vibrant, healthy community. Equally important is nurturing critical thinking. Music is not simply memorized; it is questioned, interpreted, and synthesized. Through a vertically aligned curriculum and a Kodály-inspired approach to literacy, I challenge students to go beyond what’s on the page. They learn to audiate, to make connections, to ask questions. They engage intellectually and artistically with their learning. I also prioritize creativity at every stage of learning. From rhythm games to improvisation and student-led composition, I encourage all students to see themselves as creators. Too often, creativity is reserved for advanced musicians, but I believe it belongs to every learner, starting at the earliest level. This approach not only enhances musical growth but inspires confidence and voice in each student. Finally, I cultivate the essential skill of listening. Being an active, critical listener is the foundation of musicianship; and of empathy. My goal is to help students listen beyond the notes, to understand the emotion and intent behind what they hear, and to reflect on how music moves them and others. A strong ear not only improves musical skill but builds emotional intelligence and lifelong appreciation. This scholarship represents more than financial assistance. It represents the values I aim to pass on to my students: compassion, community, and resilience. The story of Anna and Ava Taylor reminds us how fragile and precious life is, and it inspires me to make the most of my opportunity to give back through teaching. This support would help me continue my education at a high level while reducing the financial burden that comes with it. In honoring the memory of Anna, Ava, and others lost too soon, I hope to build a classroom that celebrates life, creativity, and connection. My mission as an educator is to create a space where students feel seen, heard, and empowered to reach for the stars.

One of the most memorable concert experiences of my life was attending a Trans-Siberian Orchestra (TSO) performance last winter with my parents and girlfriend. It was an evening that combined incredible music with a vibrant atmosphere, creating lasting memories for all of us. From the moment we entered the venue, we were immersed in the excitement. TSO concerts are known for their powerful performances, and this one was extraordinary. The music filled the arena with its energy and emotion, featuring captivating solos and dynamic orchestral arrangements. "Carol of the Bells" was a standout, its intensity and intricate melodies captivating the entire audience. What set this concert apart was the spectacular visual and theatrical elements. The stage was a marvel of creativity, with moving platforms that descended from above, elevating musicians into the spotlight for their solos. At one point, a band member even walked into the audience, engaging directly with fans and adding an intimate touch to the performance. One of the most memorable moments was spotting a grounded giant snow globe with a talented performer inside on the opposite side of the arena. Her voice and presence added to the magical atmosphere, transporting us into a winter wonderland of music and enchantment. The concert also featured a full orchestra and choir, whose harmonies and grandeur elevated the music to new heights. The combination of their powerful sound and the stunning visual effects created a symphonic experience that left a profound impact on all of us. In addition to the extraordinary music and visuals, the concert was made even more enjoyable by the surprisingly reasonable cost of refreshments at the venue. It was a relief to find reasonably priced snacks and drinks, allowing us to fully relax and enjoy the evening without the usual financial stress associated with concert outings. However, what truly made the night unforgettable was sharing it with loved ones. Experiencing such an awe-inspiring concert together created a sense of unity and joy. We sang along, cheered with the crowd, and felt the music resonate within us. It was a collective experience of being swept up in the moment, surrounded by the infectious energy of live music. Having attended multiple Trans-Siberian Orchestra concerts over the years, this one stood out as a pinnacle of musical excellence and entertainment. It reignited my passion for live performances and reinforced my appreciation for the artistry and skill of musicians and performers. In conclusion, the combination of extraordinary music, stunning visuals, interactive elements, and the joy of sharing it with loved ones made this TSO concert a truly unforgettable experience. It reminded me of the power of music to create lasting memories and meaningful connections, and it continues to inspire me in my own musical journey and appreciation for the arts.

I graduated from Delaware Valley High School and am currently entering my junior year at Millersville University, where I am pursuing a BSE in Music Education and a BA in Music Performance. Additionally, I am working towards certifications in Kodaly, Music Technology, and Modern Band. Throughout my life, I have been involved in many organizations, clubs, and sports, but music has always been my constant. Joining the Marching Band Drumline in 7th grade was one of the best decisions I’ve ever made. This experience ignited my passion for music and performance, and I have now been part of a drumline for eight years. My dedication to music extended beyond school, as I have been hired to perform for multiple orchestras just this past year. These experiences continue to reinforce my commitment to spreading the joys of music and art through education. High school was a pivotal time for me, as I discovered my true passion within the arts and music performance. I am proud to say that I have had strong role models growing up who have guided and inspired me to reach where I am today. Their influence has been invaluable, and I aspire to emulate their impact by becoming an educator who can inspire future generations of musicians. My ultimate dream is to teach higher education and share the joys of music and art with others. Through my music education, I aim to inspire and nurture the next generation of musicians, just as my mentors did for me. By teaching music, I can provide students with a creative outlet, a sense of discipline, and an appreciation for the arts that can positively influence other areas of their lives. I believe that music has the power to bring people together, transcend cultural barriers, and foster a sense of community. In addition to teaching, I hope to use my skills and knowledge to advocate for music education in schools and communities. I want to work with organizations that promote the arts, ensuring that every child has the opportunity to experience the transformative power of music. My goal is to create inclusive and supportive environments where students can explore their musical talents and grow both personally and artistically. My vision is to make a positive impact on the world by using my passion for music to educate, inspire, and unite people from all walks of life.

Joy is a word that has more than one way to be interpreted, but ultimately revolves around the happiness that people and activities can offer. To me, joy is something I get when I go out of my way for anyone. To me, joy is when I am able to be that small difference in somebody's day. This is one of the many reasons that I am deciding to go into music education and performance. When I play music, either solo or in a band, and I see the audience smile and really get into the groove of the music, that is what I consider joy. The way that I feel when I teach someone younger than me, willing to learn, about the sound and theory of music, that is what I consider joy. The feeling of compassion, understanding, and selflessness, that is what I consider to be joy. For some people finding joy could be difficult or easy. To me, I feel proud to say that I find joy everyday of my life. Everyday, I am blessed to get to be around the people that love and care for me. So what exactly does joy mean to me? Joy isn't derived from one specific gesture. Joy can be alive from anything and everything, but it is only found from seeing through the thickness.