Ms. Perez's teaching philosophy is rooted in the belief that learning is a two-way street in which teachers and students learn from each other. She values adaptability and continuously evolving to meet students’ needs.

Ms. Mendoza, leader of the Preludio Ensemble, began her musical journey with YAMA as a 5th-grade violinist in its very first year. Now a teacher at the program since 2022, she brings her experience full circle by creating a sense of safety, structure, and community for her students.

Auburn Wren inspires YAMA students through trust, connection, and improvisation. She creates safe spaces where participants shed self-doubt, explore playful prompts, and experiment with instruments. By guiding students from comfort into growth, Auburn turns music-making into a practice of courage, collaboration, and leadership—where every act of creation becomes a lesson in life.

Young learners have an unlimited potential that can only be unlocked through new experiences. It is my responsibility as their teacher to help design an environment where students can feel safe and secure to experiment, make mistakes, and be creative. In order to build the ideal environment, I owe it to my students to show up as a dependable and approachable teacher.

In a reflective interview, two of YAMA’s Assistant Teachers (ATs), Rachel Mendoza and Itzel Perez, describe what it is like being an Assistant Teacher at our Garfield Elementary site.

We at YAMA have been trying to hone in on why YAMA is what it is, and what makes it that way. A YAMA Board member recently made the observation that none of us (the Teaching Artists, or TAs) are teaching in the way we were trained. We are striving for more, reaching for a different culture.

First, though, I have a question for you: Do you believe in magic? Or, if it is easier on your sensibilities to rephrase the word ‘magic’, do you believe in the power of intention?

As I prepared for my second year of teaching at YAMA this fall, I forced myself to look ahead to the darker days of winter when the gloss of learning a new instrument starts to fade and motivation issues set in. In the beginning, classroom management is made easy by the fact friendships haven't yet blossomed and the student's eagerness to impress their new teacher.