About

Biography

Abby Mauldin is a bassoonist, conductor, and music educator from Fayetteville, Arkansas. Her musical journal began in 2010 with piano lessons under Rosemary Hash. She earned her Bachelor’s in Music Education with an instrumental emphasis from the University of Missouri - Kansas City Conservatory in May of 2026. While at UMKC, she studied under Dr. Leigh Munoz, and had the privilege of playing with the Conservatory Wind Ensemble, Wind Symphony, Orchestra, and the UMKC Roosoons. Abby began adjunct work and teaching private lessons across the Northwest Arkansas area in 2022, where she has helped multiple students make the ASBOA All-State Bands. She is now attending the University of Arkansas to pursue her Master of Music in conducting. Her ultimate goal is create a bassoon army within the Northwest Arkansas area.

Teaching Philosophy

My primary goal as a teacher is to help students become the best versions of themselves as human beings and musicians. By the time they are done in school, I aim for them to become strong musicians, as well as strong in time management, organization, communication, and professionalism.

A strong musician means knowing how to teach yourself. By equipping my students with the technical and musical tools necessary for independent growth, I am to empower each student to become self-sufficient as an artist. They will learn how to reflect upon their own playing.

A solid foundation begins with mastering proper voicing of the instrument. The balance among air support, throat, tongue, jaw, and embouchure forms the basis of all great technique and expressiveness in music.

Preparation as a musician requires countless hours in the practice room, as well as thoughtful engagement with a wide range of repertoire: solo, chamber, and ensemble. This involves students doing theoretical analysis of lesson assignments, participation in ensembles, and an understanding of periods and styles. Students will learn about music from all periods, styles, and genres, as well as developing a strong technique through scales and arpeggios.

Students move at their own pace. As a result, I do not impose a fixed curriculum, but instead have a more fluid curriculum to meet students where they are at. Within each unit, there are different levels of difficulty so students can learn each concept at the level and depth they need.

I also believe that the success of the student is not my credit to take. In each student’s education, as the teacher I am meant to be the guide to help the student become the best musician they can be. My job is to help the student first.

Finally, I am deeply committed to fostering an inclusive and supportive learning environment in which students from diverse backgrounds and perspectives feel valued and empowered. I view the diversity of my students as a source of strength and inspiration. It is my responsibility as a teacher to ensure that their needs - both inside and outside the lesson - are met, so that every student can thrive as both a musician and a person.

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