As a proud Double Hatter, I remain deeply grateful to the Stetson faculty who invested in me, challenged me, encouraged me and believed in my potential. I often reflect on the professors who took the time to pour into my dreams, helping me complete my education, become an attorney and ultimately serve my alma mater.

To recognize that lasting impact, I have launched Faculty Forward, a monthly spotlight recognizing faculty members who continue this important work every day by preparing and inspiring the next generation of leaders. 

This month's faculty highlight is Lynn Musco.

Lila Jaber ’88, JD ’90
Chair, Stetson University Board of Trustees

Q: You have said that teaching music enables you to help students “find their voice.” What does that mean to you, and what does it look like when you see a student truly begin to find that voice?

For me, finding “their voice” is multifaceted. Looking in from the outside, music can seem very myopic, extremely focused and skill-oriented. In reality, we are multitasking on so many different levels, and that constant awareness, critical thinking, analysis and decision-making in real time are invaluable to students' futures regardless of their career choice. Finding their voice first involves helping them find who they are as a person — what motivates them, what are they afraid of, how best do they study, practice, learn and retain, what are they passionate about (in addition to music) and how do they see themselves making a difference? As those aspects start to fall into place, we can fine-tune interests, projects and goals. They learn how to work through personal challenges, fears and anxieties. They learn that it’s OK to fail — that without failure we don’t have boundaries, we don’t see our limitations, but also that the bar for “failure” is not static or fixed.

For a student, finding their voice is the process of beginning to understand who they are as an individual; the instrument is the tool used to help us.

Confidence builds, they cease to question whether they are “doing it right,” and they start using the tools and strategies we employ to do more decision-making on their own, requiring less of my guidance and input. They begin to teach themselves.  

Sometimes, we find that music is not the vehicle best suited to them to let their voice be heard — and that self-exploration is crucial to their personal well-being and the trajectory of their future. When the student finds their musical voice, it is pure joy! Many a tear has been shed during senior recitals as the culmination of four years of work and growth is on display on that stage—but it is equally as gratifying to see them grow and change as their life journey begins. Seeing a devoted music educator choose to make a difference by joining the Peace Corps or becoming a doctor, public defender or physicist—the discipline of studying and performing music only enhances other career choices and the process of finding their voice motivates them as a caring, productive, contributing human. 

Q: The sound of the clarinet is beautiful. Personally, I always visualize a songbird when I hear it, and I love its distinctive sound. What first drew you to the clarinet, and what has kept you passionate about it throughout your career?

Well, honestly, when we were trying out instruments in the fourth grade in this tiny little town in Wisconsin, I had my heart set on playing the oboe, but I had never heard a really good oboist. The story goes that I told my dad (who was there for the instrument testing and choosing as both parent and the band director) that I didn’t want to play anything that sounded like a duck. And so a clarinet was put in my hands. Of course, I was smitten from the beginning and the rest sort of writes itself. I always knew from the time I was in middle school that I would do something in music. I liked the solo stage, chamber music and teaching privately, so academia was the path for me.  

I am blessed to have had an outstanding instrument to perform on as early as the seventh grade, and I am truly honored to be able to represent Buffet Crampon as an artist and clinician for more than 25 years. The art of making music is easier when you have an instrument you can trust — it’s a very personal thing. The ability to bring my interpretation of a piece and create an emotionally moving experience for an audience is the passion for performing — it’s all about sharing my gift with others. Teaching is another aspect of that passion. It is simply what I was meant to do. 

Q: You founded the Stetson Clarinet Clinic, which brings middle and high school students to Stetson. How does the Clinic strengthen Stetson’s connection to the broader community, and what do you hope those young musicians take away from their experience on our campus? 

The Stetson Clarinet Clinic was founded primarily as a recruiting event for the School of Music. It’s the only summer camp of its kind in the state of Florida for clarinet and offers an opportunity for the students to experience intense focus on all aspects of the clarinet. We also balance the activities with nonmusical activities that foster teamwork, leadership training, communication skills and just pure fun. The students then share what they’ve learned with their peers in their local band programs and foster community in their hometowns.  

It is an outstanding example of the Stetson experience on a smaller scale, and the students remember that when they are looking for colleges and making life choices. The impact of being able to spend quality time with the clinic staff and faculty is profound. The emphasis on personal relationships and interactions, making choices that allow you to live with a successful work-life balance, and knowing that it’s ok to fail are all positive influences on their personal future, their journey toward success, and how they interact with others along the way.

Q: In your opinion, what makes a Stetson education distinctive, and what do you hope every graduate carries with them long after they leave campus? 

Without question, the most distinctive element of a Stetson education is the relationships that are built. Regardless of degree or area of emphasis, the professors who choose to teach at Stetson commit to a personal investment in their students, and the environment fosters strong relationships among the students. No one is a number, people don’t fall through the cracks, someone always has your back, and we strive to teach and enrich the whole person.   

It starts in the School of Music long before the students are enrolled. When a student commits to Stetson, they are surrounded by people — staff, faculty, student peers, alumni — who want them to succeed and are committed to helping them become the best they can be. Those relationships are strong, personal and meaningful.  

One of my graduates always says the relationships you develop and nurture here at Stetson last for a lifetime. I hope every graduate believes, experiences and carries that support with them after they leave campus. 

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