Trying to be an educator and not only a teacher is a wonderful challenge. I always try to give the students

a feeling of self-fulfilling, independence, and a will to experiment.

Experience in Education


1 yr Head of BTEC Center

2.5 yrs Arts Academy Director

2 yrs HOD Music

4 yrs in trustee positions


IBDP Music cat1

17 Nord Anglia University PD Certificates

5/5 Juilliard PD Certificates

Curriculum Experience

AP Music Theory

A-Level Music


BTEC 3 Music Production

BTEC 2 Music

Juilliard Music k-12


CNC Music

SWE Preschool

PSHE Homebase

Other Subjects

Logic (Philosophy) Principles of Leadership


Marching Band

Brass Band


All Brass Instruments



Leading and managing Performing Arts and Visual Arts programs, ensuring quality and budget compliance. Collaborating with stakeholders and maintaining program records. Planning and leading whole school productions, cross-subject projects and major events. Curriculum development and alignment of all arts subjects, including Juilliard integration with CNC, Pearson GCSE and IBDP for Performing Arts. As a teacher responsible for Pearson GCSE Music, ECA Band, and ECA Chamber Music.



Coordinator and manager of all teachers and students, working closely with the owners and other stakeholders. From startup to fully functional school and was part of the task force attaining a vocational school licence with the new Chinese school policies, also licensing as a Pearson BTEC Center. Responsible for all school scheduling, productions etc. As a teacher, responsible for teaching music theory, brass instruments, music interpretation, composing and production with all music students, as well as Homebase. Started in 2021 with Cambridge iGCSE and A-Level, and became a HKDSE and BTEC school in the Fall of 2022, resulting in a rich curriculum experience both as a leader and teacher. Additional roles from Fall 2022: Head of BTEC Center and Exam Officer.


RDF International School in Shenzhen has a range of students from grade 7 to 12, from no English understanding to mother tongue and from having literally no music education whatsoever to being virtuosos. I built the music department from scratch, creating a differentiated curriculum set of three courses.

Music1 (90GLH): an introduction to music, including music appreciation, music theory, music history, and musicianship.

1Q History, theory, appreciation, 2Q ClassBrass Band (musicianship, theory, appreciation). Project-based/Unit-based.

ClassBrass Band: In China, brass instruments start at a very reasonable price. They are one of the few instruments that cope with the climate of south China, plus the handling of a beginner. Therefore we get all the Music1 students to buy a brass instrument instead of a book, and during 2Q, we implement learning by doing. Together the class develops into a band, and before the end of the quarter, they have gone from no experience to playing 4-5 simple orchestral pieces together as a class.

Music2 (180GL): Developing in music through an orchestral experience. With the knowledge of Music1 or having pre-knowledge, the students of Music2 play in an orchestra, lead the orchestra/conducting (1w/student), march, and perform.


AP Music Theory (180GLH): Advanced placement for the top theory students in Music1 or any other student with adequate pre-knowledge.




At the School of the Arts in Hjo and Tibro Music School, I had students from pre-school to high school. I educated all the brass students, the wind orchestras, and other band constellations. I personalised every student's lesson to adapt it into a constructive and fulfilling moment of their week. Some of my main goals was getting the student to really listen to their own sound and self-correct, psychologically practice and prepare a performance, and learn how to use your instrument as if it was your own voice. In the orchestra, my woodwind college and I worked a lot with getting the students to become a strong group. So that they could feel and give comfort instead of pressure each other while performing and finally evolve as a group towards the same goals.

google maps
google maps



Throughout my working years as a musician, I have always tried to have private students. It is a good way to develop as an educator and a musician. It could be the professional co-worker who wanted an exchange of ideas, the young student that wants some specialised tuba education or the 45year old programmer who wanted to learn an instrument from scratch.


During my late master's studies, I developed a new kind of pedagogic material, chunk-cards. The main aim is to give students a powerful tool for high-quality performances, both as a checklist and a game. Feel free to download the beta version, cut the cards out and try it yourself or your students, and please give me feedback for further development.