Gracie Carrillo is a Music Educator and Conductor. She is an advocate for supporting arts in public schools, communities, and remotely. She travels frequently with her ensembles where they compete, engage in workshops, and learn about the many facets of the music industry. Her previous work has proven to champion a district grant to sponsor 60+ students to fly from California to New York and learn from Broadway artists, mock auditions, industry musicians, and creative thinkers.

Gracie's expertise ranges from Mariachi, professional Orchestra, Parade Band, Marching Band, Pep Band, Concert Band, Wind Ensemble, Musical Pit, Choir, Guitar, Piano, Colorguard, Jazz Band, and ensemble competion and workshops.

Gracie frequently attends workshops and is granted conducting fellowships. She has travled nationally and Internationally. She has had the opportunity to conduct ensembles such as:The San Francisco Philharmonic (San Francisco, CA), Sofia Philharmonic Orchestra (Sofia, Bulgaria), Arizona State University chamber winds (Tempe, Arizona), and currently accepted as a fellow to conduct in London (UK) via the Dirigierakademie workshop.

Gracie also prioritizes advocating for the arts in her community through yearly recruitment and retainment strategies, fundraising, crowdfunding, grant writing, marketing, and promotions. She is also part of her districts team to create profeciency scales via the music education secondary department, an engagement to close the gap in recuritment between feeder schools and student learning. All aspects in Gracie's line of work have allowed growth in her music program in the past years. A success which is enabled by Gracie's drive to support foundation via student interest and retainment, campus culture, and administration support.

Gracie holds a Bachelor of Music in Composition from California State University of Stanislaus, and holds a Master of Arts in Music Business from Berklee College of Music.

There is a blend and balance of student interest and teacher feedback. I've aquired strategies to consistently listen, monitor, and assist student learning. I break the learning activity into organized tiers: Foundation, Development, and acquisition. I work thorugh those tiers to engage students in developing their skill; but also keep consistent in reflecting on feedback and progress. Advancing skill aquisition is varied through competitions, workshops, and additional incentive related approaches to drive student interest in aquiring their skills in advanced levels.
My experience with the above question extends to teacher classroom observation. There are college students, and collegues who are curious and interested in observing my classes regarding their personal questions, college assignments, and personal growth.

Connect in the Music Teacher Guild Commons

music educatorconductorarts advocacymusic educationensemble directorprogram developmentmarching bandsorchestrachoir directorjazzfundraising

Dr. Elisa Janson Jones

Dr. Elisa Jones designs and scales learning systems for organizations and individuals. With an EdD in Instructional Design, an MBA in Strategy, and 20+ years building education platforms, she combines strategic thinking with hands-on execution experience.

She works at the intersection of people, systems, and technology—helping leaders and learners see what's actually working and what needs to change. Her approach is diagnostic, grounded in real-world constraints, and focused on outcomes that stick.

Learn more about her work at sovereign.plus, elisajones.ai, and the Music Teacher Guild.

https://elisajanson.com

Gracie Carrillo

My Philosophy

Why Select Me

Bud Woodruff

Marvin McNew

The Music Teacher Guild