Matthew's academic pursuits led him to exceptional mentors and institutions. His formative years at Edward R. Murrow High School in Brooklyn laid the foundations for his musical journey. The invaluable guidance of Ayako Oshima-Neidich at the SUNY Purchase Conservatory of Music, where he pursued his Bachelor's degree, further enriched his musical education. It was at the Longy School of Music, during his Master's in clarinet performance, that his love for teaching was ignited by inspiring pedagogy classes.

One pivotal moment in his academic journey was encountering Dr. David Elliott's "Music Matters." This experience ignited his desire to explore the philosophy of music education, prompting him to seek further knowledge and understanding. Teaching woodwind studies at Avenues: The World School challenged his pedagogical principles and inspired him to embark on a Ph.D. journey at NYU under the mentorship of Dr. David Elliott.

His tenure at Avenues exposed him to innovative educational approaches that prioritize community building and social-emotional learning. He witnessed firsthand the positive impact of parental involvement on students' success in this supportive environment. This experience solidified his belief in the need to integrate such resources not only in private schools but also within the public education system.

Matthew's aspiration is to leverage his research to prioritize music education in educational institutions across the United States, addressing the undervaluation and underfunding of music programs and teachers nationwide. By revising pedagogical systems and shifting mindsets, he believes we can harness music as a potent tool for social-emotional learning, thus promoting the long-term mental health and well-being of children.

His time at YOFES (Youth and Family Enrichment Services) in Boston, MA, after completing his Master's degree, remains one of his most fulfilling teaching experiences. YOFES, led by his mentor Jorge Montilla, aimed to provide quality music education to Haitian refugees. The community-building aspect of this program left an indelible mark on him, reinforcing the belief that music has the power to unite and inspire.

As both a musician and a music teacher, Matthew firmly believes that these two roles are inseparable. Teaching is not just about imparting methods and scales; it is about igniting inspiration, fostering improvement, and sharing the profound love for music. He draws constant inspiration from his students' creativity, joy for learning, and their simple love for creating music.

Many ask why he has chosen to further his education in a Music Education Doctoral program when he is already active as a musician. He believes that being a musician who continually strives for improvement is the most effective way to teach. Teaching is a craft that requires daily practice and refinement, driven not only by knowledge and experience but also by a deep passion for teaching.

Matthew's vision for the future encompasses a multifaceted career that balances teaching, performing, and educational leadership. He aspires to secure a chair in a professional symphony orchestra while also teaching at the college and conservatory levels. Furthermore, he wishes to continue his work at Avenues the World School, nurturing the next generation of musicians and instilling in them a love for music and a commitment to excellence.

The phrase “learning music makes kids smarter” is often heard, but the necessary follow-up questions are frequently neglected. How does music make kids smarter? What does “smarter” mean? How can there be a conscious and deliberate effort to understand why instrumental music education can be best utilized to perpetuate development? Social emotional learning (SEL) and music education seem to have an almost symbiotic relationship that has gone relatively unexplored. Within this unexplored opportunity of incorporating SEL into music education pedagogy lies the possibility of performance improvements. It has become widely recognized how important SEL has become in academic classrooms across various age ranges. Extensive developmental research indicates that effective mastery of social-emotional competencies is associated with greater well-being and better school performance, whereas the failure to achieve competence in these areas can lead to a variety of personal, social, and academic difficulties (Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. 2011). Why then do we not see the same deliberate integration within music education?

Instrumental music learning can help in developing social and emotional competencies in early childhood and adolescent development by providing opportunities for focusing on building self-esteem and confidence. Learning to play a musical instrument can give individuals a sense of accomplishment, promoting self-expression and creativity. Playing music in a group encourages teamwork and cooperation, fostering a harmonious result and promoting cooperation and empathy. Understanding different types of music and cultures can broaden perspectives and increase empathy and understanding of others. Learning a musical instrument requires focus and concentration, helping to develop mindfulness and the ability to stay focused. Incorporating instrumental music learning into early childhood and adolescent development programs can provide a supportive and positive environment for children and adolescents to develop social and emotional competencies. In theory, emotionally competent students may achieve greater academic outcomes because they are better at initiating, sustaining, and regulating their motivation for goal-directed learning compared to those with poor emotional skills. Emotional knowledge may also foster effective learning interactions in the classroom, thereby promoting academic achievement (Panayiotou, Humphrey, Wigelsworth, 2019). Why then do we see such slow integration of SEL into instrumental music learning classrooms in spite of these potential benefits?

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During the pandemic of COVID-19 here in NYC , and all across the US, we saw first hand the importance that musical learning and making had on students. Many times over you would hear the students say all they looked forward to was music each day. Avenues led the way for remote learning nation wide, and was able to offer not only consistent group musical learning, and making, but also electives.

Here are a few examples of some of that usic that was created while being unable to be in the same room together and with limted access to instruments: