At CMC, diversity and inclusion are at the heart of teaching. Through music, CMC educators create welcoming spaces where students from all backgrounds can grow both as artists and as people. Two teachers, Martha Rodríguez-Salazar and Michael Mohammed, show how inclusive teaching can transform students’ lives.
Mariachi as a Bridge: Martha Rodríguez-Salazar
Martha Rodriguez-Salazar, who teaches voice, flute, choirs and Mariachi, grew up in Mexico but only connected with Mariachi music about ten years ago. Since then, she has used this Mexican tradition to bring people together in her CMC classes.
“Mariachi brings people together,” Martha says. “New immigrants from Guatemala, Puerto Rico, or Cuba, and long-time residents—everyone can come together through their love of music.”
Martha’s classes go beyond teaching music. She spends time getting to know her students and encouraging them to share their thoughts. “It’s not just about playing the notes,” she says. “I talk to them about how they’re feeling, how their last performance went, or what’s going on in their lives. I tell them to ask questions and be curious, not afraid.”
This open and supportive environment helps students feel safe to express themselves. By focusing on connection and understanding, Martha creates a space where everyone feels included.
Personal Growth Through Private Lessons: Michael Mohammed
Michael Mohammed, a director and educator, believes that inclusion means making sure every student feels they belong. “Learning music can be a vulnerable experience,” he says. “As teachers, we need to create a safe space for students to grow.”
Michael’s private lessons start with a simple question: “What do you want to work on?” He uses this as a way to let students take charge of their learning.
“I had a student choose a Bollywood song to work on,” Michael shares. “It wasn’t a style I’m familiar with, and I don’t speak Hindi, but I focused on helping her with vocal technique and emotional expression. She left our sessions feeling proud of her progress.”
Michael also works to make sure marginalized students, like women and BIPOC individuals, feel seen and valued. “Many of my students are used to being in the background. I try to shift the focus so they feel confident and in control of their artistic choices.”
He shared another story about two students: one works in tech and finds joy in singing, while the other is building confidence to perform her original songs in public. “Both of these students have unique challenges, but their art allows them to shine,” Michael says.
Building Inclusive Spaces
Both Martha and Michael believe that small steps can make teaching more inclusive.
Michael suggests starting with honesty and empathy. “Talk to students about what they’re working on and how they’re practicing. Be open about what you do and don’t know,” he says.
Martha emphasizes collaboration and listening to students’ experiences. She encourages teachers to create spaces where every student feels valued and heard.
For teachers looking to embrace diversity, Michael offers this advice: “Involve students in decisions about what and how they learn. Show empathy for their challenges and celebrate their growth.”
At CMC, Martha and Michael show how inclusion can enrich students’ lives and bring communities together. Whether through classes or private lessons, their work highlights the power of diversity in the arts.