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.

Teaching Qualifications and Experience

Curriculum Experience

BTEC Music

AP Music Theory

A-Level Music



Badminton, Bicycling, Fencing, Hiking, Horseback Riding, Jogging, Orienteering, Sailing


Music Theory

Music Appreciation

Digital Audio Workstation (DAW)


Live Sound

Principles of Leadership

Logic (Philosophy)



IB Cat1 DP

MA Leadership in Education (Graduation Spring 2023)

Taught Instruments

Baritone, Euphonium,

French Horn, Trombone, Trumpet, Tuba

Lead Orchestras

Brass Band, Marching Band,  Mixed Orchestra, Wind Orchestra



Yin'ao International Arts Academy (YIAA) is an international High School in Shenzhen, China, that offers IGCSE, BTEC and A-Level studies in Music, Dance, Drama and Media. At YIAA I am the Director of Arts and a Music Teacher. I am the coordinator of all the art majors and I work closely with the principals, owners and teachers to realise YIAA's vision from startup to fully functional school, responsible for scheduling, streamlining, syllabus development and cooperation amongst the arts. As a music teacher, I am responsible for teaching all the music theory needed as well as being a brass teacher and working on music interpretation with our music students.


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 have built the music department from scratch, creating an interesting and diverse curriculum that will challenge and engage every student, no matter their level or grade. This has resulted in 3 major courses.

Music1 (1 semester 5h/week): 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 (1year 5h/week): 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 (1week per student), march, and perform.


AP Music Theory (1year 5h/week): Advanced placement for the top theory students in Music1 or any other student with the 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 were 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 to 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 and chose the Tuba.


During my late master studies, I developed a new kind of pedagogic material, materialised into a set of chunk-cards. The main aim is to give students a powerful tool for high-quality performances, both as a checklist and a game. So feel free to download the beta-version, cut the cards out and try it yourself or your students and please give me feedback so that it can develop.