Experienced Ethnomusicologist and Educator Bridging Music, Identity, and Learning

Hello everyone, my name is Kelsey Milian Lopez, and I am a PhD candidate in Ethnomusicology at the City University of New York Graduate Center. My research explores how music connects to language, identity, and culture, particularly among Indigenous and Latin American communities. I earned my Master of Arts in Ethnomusicology from CUNY and my Bachelor of Arts in Sociology and Education from Furman University, where I focused on bilingual and multicultural learning. I have taught a variety of college courses at Brooklyn College, including introductory classes in music and general education that help students navigate their first year of university life. My teaching philosophy centers on creating inclusive, engaging classrooms where every student feels that their background and voice matter. I enjoy connecting theory with real-world examples and often incorporate multimedia, sound, and discussion-based learning to make material relevant and dynamic. Beyond the classroom, I have also facilitated workshops for undergraduate leadership programs and community initiatives that bring together music, storytelling, and cultural exchange. Teaching, for me, is about helping students recognize their own creative and intellectual potential while connecting what they learn to the world around them.

As an educator, I strive to make learning understandable, engaging, and inclusive for all students. My teaching philosophy is built on clarity, accessibility, and connection. I believe that students learn best when they can see how new ideas relate to their own experiences and the world around them. To make complex material more understandable, I use multiple teaching methods that address different learning styles. I combine lectures with visual presentations, guided discussions, group activities, and short reflective writing assignments. For example, when teaching about music and culture, I often use sound recordings, videos, and live demonstrations to help students hear and see the concepts we discuss. This multimodal approach allows students to connect theory with practice. I also emphasize scaffolded learning—breaking larger ideas into smaller, manageable steps. Each class builds on the previous one, with opportunities for review and application. I check for understanding frequently through open discussion and low-stakes assessments, such as short reflections or group exercises, rather than relying only on formal exams.