As a clarinetist, educator, and advocate, Jessica Phillips has spent over two decades shaping the sound of the Metropolitan Opera Orchestra while paving the way for meaningful change in the music industry. Her career is grounded in curiosity, adaptability, and a passion for growth—qualities that shine in her teaching at Manhattan School of Music and Juilliard, as well as in her advocacy for equity and innovation in the arts.
In this blog, Jessica reflects on the lessons she’s learned throughout her career: from implementing a supportive tenure process at the Met to reshaping how music education prepares students for the complexities of modern artistry. She shares her insights on fostering creativity, advocating for change, and embracing failure as a stepping stone to success.
Read Jessica's words as she explores how the arts can drive connection, challenge systemic inequities, and inspire future generations of musicians to think critically, act boldly, and make a meaningful impact in their communities.
photo credit: Rose Callahan
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I’ve always believed in staying excited and curious so I don’t get burned out. That’s been my guiding principle throughout my career as a clarinettist, educator, and advocate. It hasn’t always been easy—especially in an industry that can feel overwhelmingly rigid at times—but that commitment to curiosity and growth has kept me grounded, and that’s why I love teaching.
I’ve spent over 23 years playing with the Metropolitan Opera Orchestra, and my work there shaped much of how I approach music education and advocacy today. Early on, I became involved in creating a tenure process for our orchestra. While the Met has long been celebrated for its blind audition process, there wasn’t a structured system for tenure until 2018. Instead, the music director made the final decision, which led to uncertainty and anxiety for many musicians. So, my colleagues and I decided to design a tenure process that prioritised growth and support. We wanted it to reflect the values of the orchestra—helping musicians learn and succeed rather than setting them up to fail. One of the first things we did was include a statement of values and emphasise a growth and learning trajectory. It’s been incredible to see how this process has helped young musicians grow into their roles, and it’s a philosophy I’ve carried into my teaching.
When I started teaching at the Manhattan School of Music and Juilliard, I realised how much I could help students beyond just technique. I teach career essentials at the postgraduate level, which means I work with a large and diverse group of students. Early on, I decided to reshape the course to meet students where they are, and each year, I tweak it based on their needs, interests, and goals, which I gather from an entrance survey.
Each term, I start by building trust and creating a safe space where students feel comfortable discussing important topics and their concerns for the future of the industry. For the first month, we focus on self-reflection and communication—skills that are vital for any career in the arts. I guide them through crafting life-purpose statements and identifying their core values. By the end of the first module, they’ve developed a sense of who they are as artists and what they want to achieve.
We also delve into practical topics like personal finance, conflict resolution, and even contracts and negotiation. One of my favourite activities is a negotiation simulation where students role-play scenarios to learn how to advocate for themselves and others. It’s fascinating to see how creative and thoughtful they become when given the tools to navigate these challenges.
One of the biggest lessons I try to instil in my students is that there are many ways to be a successful musician. When I started my career, the idea of a “teaching artist” didn’t exist. Now, it’s an essential part of our field. Musicians today are expected to do more than perform—they’re engaging with communities, teaching, and advocating for the arts.
I’ve seen firsthand how creativity and advocacy can intersect. For example, Carnegie Hall’s Lullaby Project pairs teaching artists with new mothers to create lullabies for their babies. The research by WolfBrown shows that the benefits are profound—not just for the mothers, but also for their families and communities. Similarly, I’ve worked with students who use technology to create virtual reality installations addressing mental health. These projects show how music can be a powerful tool for connection and healing.
Success isn’t about perfection; it’s about growth. I tell my students that their greatest defeats often lead to their greatest achievements. It’s not about avoiding failure but learning from it and using it to propel yourself forward.
My journey as an advocate started with my work at the Met, but it deepened significantly after the racial reckoning following George Floyd’s murder. That moment forced me to confront my privilege and commit to doing more. Allyship isn’t always easy—it’s about listening, learning, and being willing to make mistakes, but the growth is incredibly rewarding.
In my teaching, advocacy takes many forms. We discuss inequities in the industry and how to challenge them. For instance, I teach students how to address conflict, discrimination, and navigate systems that feel inequitable. These conversations aren’t always comfortable, but they’re necessary—in one class, I use a technique called “Forum Theatre” where they act out some of these issues.
Advocacy also extends to challenging traditional norms. I encourage my students to question the status quo and think critically about the systems they work within. Why do we do things a certain way? Is it fair? Is it effective? By empowering them to ask these questions, I hope to prepare them to be change-makers in the field.
Despite the challenges we face—whether it’s funding cuts or systemic inequities—I find hope in the resilience and creativity of artists. Research continues to show how transformative the arts can be, from improving cognitive development in children to fostering community well-being. In many ways, the arts are essential to the fabric of a healthy society, and it’s up to us to ensure they remain accessible and valued.
As a teacher, it’s incredibly rewarding to see my students embrace this broader perspective. They realise that being a musician isn’t just about personal fulfilment; it’s also about making a meaningful impact. Whether they go on to play in orchestras, teach, or innovate in new spaces, they carry with them the knowledge that their work matters.
If there’s one thing I’ve learned, it’s that the arts are constantly evolving, and so are we. The ability to adapt, grow, and find joy in the process is what sustains us. Whether you’re a musician, educator, or advocate, remember to stay curious, stay committed, and never stop learning. And most importantly, follow your energy. It will guide you to where you need to be.
More about Jessica Phillips at https://www.jessicaphillipsclari.net
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