Travelyan Chambliss is a passionate and dedicated music educator, certified in K-12 music education, with a degree in music education from THEE Jackson State University. A proud Detroit native, he currently teach music to students in grades K-8, striving to create an engaging and inclusive learning environment where every student can discover the joy of music.
With the belief that “There is no such thing as an unteachable child; it is up to the educator to help pull the best out of the student,” Mr. Chambliss is committed to meeting students where they are and guiding them toward success. He incorporates a variety of teaching methods to ensure that every child, regardless of skill level or background, can actively participate in and appreciate not only his music class but learning fundamental building blocks of life.
Travelyan’s musical journey has been rich and diverse. He has played in the marching band, jazz band, orchestra, and symphonic band at Jackson State University, honing their skills across multiple ensembles. Additionally, has performed on grander stages such as with the Detroit Lions Drumline for two years and have played gigs around the country, further deepening their experience as a musician and performer.
Beyond the classroom, Travelyan is an active member of several esteemed organizations, including the National Association for Music Education (NAfME), percussive arts society (PAS), Prince Hall Affiliated (PHA) Freemasonry, Mu Phi Sigma National Percussion Fraternity Inc., and Gamma Psi Nu Musical Fraternity Inc. His goal is to instill a lifelong love for music in every student and help them develop confidence, creativity, and collaboration skills that will benefit them far beyond the music room.
Reasoning for seeking my MSED:
My commitment to P–12 teaching and learning began with my own experiences as a student in Detroit, where music played a transformative role in my life. Growing up, I was fortunate to be part of strong music programs that nurtured my passion and provided me with opportunities to perform, grow, and connect with others through music. These formative experiences inspired me to give back by becoming an educator who could provide the same opportunities to the next generation.
My time at Jackson State University further solidified my dedication to music education. Playing in the marching band, jazz band, orchestra, and symphonic band exposed me to a wide range of musical styles and teaching methodologies. These experiences not only strengthened my musicianship but also deepened my appreciation for the power of ensemble learning, discipline, and mentorship. Being surrounded by dedicated educators and musicians reinforced my belief in the importance of strong music programs in schools. While attending Jackson State I was able to encounter my mentor Dr. Virgil Goodwine, during student observations and who still mentors to this day, who has emphasized the importance of being a lifelong learning and to “never be the smartest person in the room.” Which led me to always want to pursue a masters and then a doctrine degree
Beyond my college years, performing with the Detroit Lions Drumline and gigging around the country gave me firsthand experience of music’s ability to connect people across diverse backgrounds. However, I realized that my true calling was in education—helping young students develop their own voices and confidence through music. My philosophy, “there is no such thing as an unteachable child; it is up to the educator to help pull the best out of the student,” reflects my belief that every student deserves access to quality music education, regardless of their background or skill level.
As a current K–8 music educator, I am continually inspired by my students’ growth and enthusiasm. Seeing them develop a love for music, gain confidence, and discover their creative potential reaffirms my commitment to teaching. My involvement in organizations like NAfME, PAC, PHA Freemasonry, Mu Phi Sigma National Percussion Fraternity, and Gamma Psi Nu Musical Fraternity Incorporated keeps me connected to the broader music education community, allowing me to bring fresh perspectives and opportunities to my students.
Ultimately, my journey as a musician, performer, and educator has shaped my dedication to K–12 teaching and being a lifelong learner. I strive to create an inclusive, engaging, and empowering learning environment where every student can find their place in music and experience its transformative power—just as I did, while being well equipped for different challenges of different stages of life.
I have enrolled in the MSED program to further develop my skills as an educator and enhance my ability to impact my students’ lives in meaningful ways. Throughout my career as a K-12 music educator, I’ve seen the potential for students to grow, not just academically, but personally, when they feel supported, motivated, and inspired. I believe this program will help me refine my teaching methods and leadership abilities, enabling me to make an even greater difference in my students’ lives.The inspiration to pursue this program comes from a variety of sources.
My own experiences in the marching band, as a percussionist, and as an educator, mentor, and volunteer have shown me the transformative power of music and mentorship. Also, my passion for helping students reach their full potential and my belief that there is no such thing as an unteachable child have played a pivotal role in my decision. I want to continue learning, growing, and refining my skills so that I can give my students the best possible educational experience. By completing the MSED program, I hope to expand my impact beyond just teaching music and become a more well-rounded educator who can better address the diverse needs of my students in the classroom.