Education Highlights

My first real memory of music? I got in trouble.

In my first year of primary school, I was given a shaker in music class. I was so excited, I wanted to be the best shaker in the world. When my moment came, I played as loud as I could — banging it on the floor until it broke. I was sent to the principal’s office and a note was sent home to my parents.

I wasn’t trying to be destructive. I just wanted to be heard.

That instinct — to push, explore, and express through sound — never left me.

At age 10, I got my first drum kit. Soon after, I picked up the saxophone. But it was the guitar — always lying around the house thanks to my dad — that really took hold of me.

I started lessons with a local teacher and never looked back.

My passion led me to audition for the Advanced Diploma of Music Performance at Box Hill TAFE, and during my studies, I began teaching — first at my old high school, then at various private studios and secondary schools.

After completing my degree, I began performing professionally while also moving into tertiary education, helping shape the next generation of musicians.

Master of Music — Research Meets Creativity

Looking for a new challenge, I enrolled in a Master of Music, where I focused on the unique picking techniques of African-American Pentecostal guitarists — an area I had explored deeply while performing gospel music. My final project included both a written thesis and a documentary-style film titled The Backward Picking Technique, combining academic research with creative output.

That project taught me more than just technique. It pushed me into content creation — filming, editing, and storytelling. Skills I didn’t know I’d come to rely on later.

Teaching in Challenging Environments

When COVID-19 hit in 2020, Melbourne went into full lockdown. The music scene froze — no gigs, no studio sessions, no lessons. During that time, I took a role I never expected: working at Parkville Youth Remand Centre with Parkville College, a school embedded in the youth justice system.

This was a pivotal chapter in my teaching journey.

The environment was intense — a trauma-saturated, constantly shifting space. I worked across two ends of the educational spectrum: supporting students with learning disabilities and complex vulnerabilities, and also working one-on-one with students requiring highly specialised, isolated instruction.

Every day was different. Every challenge required adaptability, empathy, and purpose. I learned how to teach in ways that were culturally sensitive, responsive to trauma, and rooted in real connection.

That experience reshaped how I view education — and deepened my commitment to using music as a tool for growth and engagement.

A New Chapter in Queensland

Eventually, I left Melbourne for Queensland, seeking a fresh start and a connection to family. I began working as an NDIS support worker and soon transitioned into building my own business, providing in-home music education and creative support services to NDIS participants.

This work blends all my worlds — performance, education, therapy, and creativity — into something truly meaningful.

Looking Ahead

Now, in 2025 and beyond, I’m focused on mentoring and tutoring individuals who want to explore musical development, creativity, and artistic self-expression. My journey has given me a wide range of tools — both musical and human — and I’m passionate about sharing them with those looking for guidance, structure, and inspiration.

Whether you’re picking up your first instrument, writing your first song, or searching for a deeper connection to your creativity — I’m here to help.

Thanks for reading. I hope we get to work together soon.

– Brad