When I was a teenager, my family moved from Hiroshima, Japan to Pennsylvania. For me, it was the music program in the schools that helped me overcome both the language and cultural barriers and forge friendships. In high school, I’ve come to view music-making as a means to help “bridge the gap” between different cultural perspectives and foster mutual understanding and respect. So I went to a music conservatory to become a music teacher. After graduation, I taught music in the public schools for a few years but felt my own musical perspective needed diversifying. In an effort to broaden my own musical perspectives, I decided to receive further training in world music education. I enjoy teaching at Medgar because of the diverse musical-cultural perspectives, which I try to honor in my courses.
Bachelor of Music (B.Mus.); Master of Arts (M.A.,); Master of Education (Ed.M.); Doctor of Philosophy (Ph.D.)
Westminster Choir College; Columbia University; University of Washington – Seattle
Ph.D. Dissertation: Songs Young Japanese Children Sing: An Ethnographic Study of Songs and Musical Utterances. University of Washington, 2012.
Publication: The Pedagogical Process of a Japanese-American
Shamisen Teacher. Council for Research in Music Education, Fall 2009, p. 41-50.
Academic Presentation: Teaching the Music of Japan using Smithsonian Global Sound
Music Educators National Conference (MENC), Northwest Division Conference, Portland, OR; Society for Ethnomusicology Annual Conference, Honolulu, HI; University of Washington School of Music, In-Service Workshop for Music Educators, Seattle, WA.
Clinical presentation: Teaching Traditional Japanese Songs to Children Northwest KodÃ¡ly Educators (NKE) In-Service Workshop, Seattle.
Area of Expertise
Ethnomusicology; music education; the transmission of music from one generation to another within a cultural context; music-making practices of children;