Graduate Spotlight: Tomás Márquez

The educator from San Juan, Puerto Rico, shares how he went from Berklee ABLE Assembly conference attendee to graduate student, then to developing courses for the Berklee Institute for Accessible Arts Education.

Editorial Staff

September 22, 2025

What’s it like to be a Berklee grad? Our Graduate Spotlight series asks alumni about their Berklee experience—what they learned in class, what kinds of projects they’re involved in now, how they recharge, and of course, what advice they have to share. In this installment, get to know author and educator Tomás Márquez MM ’20 from San Juan, Puerto Rico, who studied music education (autism concentration).

Tell us about your path to Berklee. What made you decide to come here?

When I began teaching students with autism and disabilities in 2009, there weren’t a lot of resources and institutions available to study and learn about how to teach music to this population. In 2017, I attended the ABLE Assembly at Berklee. There, I met and talked to other music teachers and Dr. Rhoda Bernard, and instantly I felt like I had arrived home. The next year, I presented at the conference, and later that year, in June, I began the graduate program. I think the graduate program is very comprehensive and prepares graduate students and teachers to be ready to teach music to students with disabilities in the music room.

Tomas Marquez — Image courtesy of Tomás Márquez

What was your favorite class, and what did it teach you?

Dr. Bernard's Research to Practice in Music Education and Autism 1 and 2. This class reinforced the practical strategies and techniques I employed in my music class with my students and introduced me to new skills that I hadn’t acquired or utilized before. I appreciate the class’s emphasis on practical and real-life situations, as well as evidence-based practices. I was confident that I could apply these techniques and strategies effectively in my classroom the following day.

When you were a graduate student, how did you typically recharge or find new ideas outside of class?

Networking and exchanging ideas and experiences with other students in the graduate program, reading books about music education, and attending conferences such as the ABLE Assembly and the MMEA (Massachusetts Music Educators Association) Conference.

What is your current job, and what do you love about it?

Right now, I work as an Elementary Music Teacher in Boston Public Schools and at the Berklee Institute for Accessible Arts Education (BIAAE). One of the things I like about my job is seeing my students learn and enjoy making music in class, and the final result of my teaching when students play at concerts, and how they enjoy it and feel about themselves. Additionally, between my two jobs, I can teach a wide range of students encountering different professional challenges as a teacher, which keeps me learning and growing in my career.

What's a project you've worked on since graduating from Berklee that you've been especially excited about?

I was fortunate to be part of the META (Music Educator and Teaching Artist) Fellowship from the Mass Cultural Council, where I, with another music teacher, developed a website prototype that enables students to learn rhythm by visualizing it with geometric shapes and fractions, and to interact with the website to practice rhythms. Additionally, I created and developed the Music Theory and Music Technology classes at the BIAAE at Berklee.

When it comes to your teaching, what is something that you find rewarding?

I find it very rewarding to see my students enjoy making music, playing an instrument, and seeing how happy they look at the concerts. Also, when parents express to me how grateful they are when they see their kids playing an instrument.

Find out how to apply to a graduate program in music education.