Composer | Educator | Researcher | Coder


I sound art.


MUS1331 - Technology for Music Educators

MUS3378 - Tech & Keyboards in the Church


MUS4302 - Electronic Studio

MUS5328 - discussion on electronic music since 2000

ENG1304 - research methods

Music Composition Links / Electronic Music Links

My philosophy of teaching:


Students’ personal growth and their contribution to society are my top priorities as a teacher. I want students to shed hindrances, gain confidence, and become innovative, mature, wise, knowledgeable, skilled, problem solving, creative scholars. I have found that patience, encouragement, and seriousness in teaching greatly contribute to students meeting these goals.


Nurturing, safe, positive learning environments conducive to growth, experimentation, and discovery...require patience. To me, patience involves taking the time to paraphrase, re-demonstrate, and search for new ways to communicate concepts with a positive, optimistic attitude. Patience is understanding that students learn at different paces and should feel welcome to ask questions outside of class over email and during office hours.


I encourage students by believing in them and their abilities to learn. I set high standards in my classroom and I let students know I have faith that they can meet them. My enthusiastic teaching inspires interest and excellence. I am always searching for ways to encourage students to actively participate in their learning. In addition to encouraging students to research what those before them accomplished, I encourage students to actively experiment and search (like Josef Albers) for innovative ways of thinking and creating.


I take education very seriously. Students trust that part of what has qualified me to teach is that I have been in their shoes and took it very seriously. Once again, I want to inspire excellence: I approached my own education in a meticulous, thorough, studious manner and expect the same effort from students. Students depend on my capacity to determine what subjects,  topics, relationships, special cases, and even obstacles are relevant for them to cover in order to meet their particular goals. It is my responsibility to select the appropriate pace and difficulty level of lessons that best enable students to retain knowledge and make critical decisions in similar future applications. By example, I hope to inspire students to be life long learners.

Five I's of Composing


  • Heard and Unheard — 8-channel fixed electroacoustic work
  • React — flute, violin, and interactive computer
  • Interact — flute, violin, and computer performer
  • [relentless] — alto sax, double bass, 2 percussionists, and interactive electronics
  • Light-Box — computer controlled wooden box with RGB LED, 5.1 surround sound, and video
  • 4 — trumpet and interactive computer (4-channel)
  • Gravitations — winds, strings, percussion, voice, electronics, fish, and other visuals
  • Brainwash — solo percussion and acoustic/electric real-time electronic instruments



  • Phonotopoeia — artist book for percussionist
  • rip — percussionists and paper
  • MONOCHROMADDICT — two Bb clarinets and two bass clarinets
  • !MPACT — solo percussion, sax quartet, brass quartet, and string quartet
  • stir — tenor voice, bass trombone, and piano
  • ENGULFED — wind ensemble, string orch, organ, tenor choir, and more
  • [three paintings] four alto saxophones
  • yellow light blue mirror — four marimbas and a piano



  • Twelve — indoor, site-specific sound installation
  • This Room Has a Pulse I & II — a living installation
  • preVIEW — interactive installation piece
  • Recycled Sound — outdoor, interactive, site-specific art installation
  • Piezo2 — interactive sound installation


Composition Pedagogy

Music Technology

in the Classroom

Christian View of Art

Data-Driven Music


Art Creation

[ARC lab]

Real-Time Composition

Portable Preservation Quality Doc Scanner

Research for UNT's

Hybrid Arts Lab (HAL)

Photo attributes: child with headphones, colored dots,