Pedagogy

Daniel Merrill’s teaching philosophy is deeply informed by the Social Model of Disability and Paulo Freire’s Pedagogy of the Oppressed, guiding him to create accessible, student-centered learning environments where all students can succeed. He believes that barriers to learning are often institutional rather than inherent to students themselves, and he works to design educational experiences that empower students to shape their learning journeys.

As Course Leader for the National Diploma in Popular Music at Colchester Institute, Daniel developed a curriculum that encouraged students to play an active role in shaping their own learning. By co-creating program elements with students, he fostered a collaborative learning environment that built both individual confidence and team dynamics. This approach prepared students not only for the creative industries but for a life of self-directed learning and adaptability. Daniel also coordinated with local and regional arts stakeholders to expand the reach and reputation of the program, connecting students with broader creative networks.

Daniel’s leadership extended to the Undergraduate Computer Music pathway at Colchester, where he introduced students from classical and traditional music backgrounds to experimental techniques and expanded listening practices. By inviting them to explore beyond their familiar frameworks, Daniel helped students incorporate new methodologies and perspectives into their creative work, balancing structure with freedom.

At the Cairo Institute for Liberal Arts and Sciences (CILAS), Daniel led a semester-long course on sound as a mediated experience, introducing non-music students to music’s role as a social and political force. This course went beyond conventional analysis, guiding students to consider the ways production choices, compositional structures, and sonic elements communicate complex ideas. Here, as in his other teaching experiences, Daniel encouraged students to engage with music as a living, interactive field that extends beyond mere auditory enjoyment.

Daniel’s workshops with Dead Rat Orchestra at Dartington Summer School of Music provided an immersive, site-specific learning experience. Here, students developed composition and performance pieces inspired by the unique historic setting. He worked alongside participants in a supportive, non-judgmental atmosphere, encouraging each student to find their own creative voice. This process-oriented approach nurtured experimentation and open dialogue, leading students to create works that resonated deeply with the surroundings.

At Goldsmiths Institute of Creative and Cultural Entrepreneurship, Daniel worked with a diverse group of students across fields such as fashion design, game development, and social entrepreneurship. His focus on textural and contextual research methodologies helped these students understand their fields’ social, cultural, and economic dimensions, enabling them to develop sustainable, impactful creative projects.

Through these varied teaching experiences, Daniel has fostered an inclusive, interdisciplinary environment that emphasizes the exchange of ideas between students and instructor. His international teaching background and diverse experiences have shown him that the most transformative learning often comes from engaging with those who have faced barriers or had limited access to traditional education. For Daniel, education is a two-way journey where he learns as much from his students as they do from him, creating an enriching environment that encourages critical thinking, curiosity, and a lifelong commitment to learning.