About me
Ashleigh is a bassist and teacher from Orefield, PA who graduated with her Bachelors of Music in Music Education from Temple University. She is the new Director of Orchestras in the Parkland School District in Allentown, PA. Having watched her mother teach voice throughout her entire upbringing she has always had a strong appreciation for the world of music education. She has been on track to becoming a music educator ever since she first started making music with others. As a natural leader and friend, she always found purpose in helping others achieve greatness in whatever ways she could. Ashleigh possesses a specific love for unlocking the passion for music in students and is incredibly excited to be entering the field herself.
She continues to have an active performance career alongside being a music educator. Ashleigh can be seen performing with local orchestra, symphonies, and theater companies around the tri-state area. Her current focus is on being an avid bass doubler (upright+electric) in the world of musical theater. She is a well-rounded instrumentalist credited to having surrounded herself with all genres of music ranging from classical to hard rock. She studied classical double bass under both Domenick Fiore and Anne Peterson. She also studies electric bass under Michelle Marie Osbourne of SIX the Musical on Broadway.
The most recent musical theater projects she has been a part of were Tick, Tick…Boom! (Bucks Country Playhouse) and The Songs of Nina Osso (54 Below). Other shows she has had the privilege to play for include: Into the Woods, Spring Awakening, Mean Girls, Loves Labours Lost, Sweet Charity, Urinetown, and more! Ashleigh is also in the ‘23-’24 Maestra mentee class which has given her the opportunity to be paired with and learn from a professional mentor in the theater industry.
teaching Philosophy
There is a place for every student in the music classroom. It is my personal mission to create a culture where each student feels comfortable making mistakes, putting themselves out there, being an active participant, experiencing joy, and growing simultaneously as both a musician and a person. The community will be built upon appreciation and representation. Every student is able to make music through whatever vehicle is best fit for them regardless of gender identity, socioeconomic status, experience level, and/or other identifiers that commonly lead to stereotyping or barriers for entry.
I believe there to be 5 main pillars for successful musical learning:
(1.) Students are being creative inside and outside the classroom beyond the traditional music rehearsal structure.
(2.) Students learn how to be team players and collaborate with peers for a common goal.
(3.) Students gain the skills to critique their personal/ensemble musicianship through their own lens to see musical growth, rather than just the teachers.
(4.) Students develop confidence in performing in front of audiences.
(5.) Students are able to make choices and have autonomy over portions of their musical experience in school.