“Life is long.”

Using these three simple but impactful words of poet T.S. Eliot, Rachel Rensink-Hoff hoped to inspire Brock’s graduating class to reflect on their experiences and take in the world around them.

“Give yourself permission to dwell in the length of life, and do this by resisting pressures, graduates, to take shortcuts, to give up, to make hurried choices or choose the path of least resistance,” the Associate Professor of Music said during her Convocation address on Friday, June 14. “Instead, relish in surprising connections. Enjoy the subtle shades of colour and the interesting shapes around you. Take the time to observe every single little detail.”

It is an idea that has been important to her life and work, she told graduates from the Faculties of Humanities and Mathematics and Science.

Rensink-Hoff received the Faculty of Humanities’ 2024 Excellence in Teaching Award in recognition for her dedication to supporting students on their academic and creative paths.

Reflecting on the honour before Brock’s Convocation celebrations, she said the most rewarding thing about teaching music is when students let go of their inhibitions and take risks.

“There is an energy that fills a room when one student, then two, then more, dare to try new things — it has an inspiring ripple effect. I feel I’ve done my part as an educator and conductor if I’ve made space for this to happen,” she said.

The biggest source of joy for Rensink-Hoff is when students take ownership of the creative process.

“In rehearsal or the classroom, teaching and learning depends on the willingness of students to encourage and mentor one another. When this happens naturally, then I know I’ve done my job,” she said.

At the core of Rensink-Hoff’s teaching philosophy is a commitment to educating the whole person, seeking to accommodate the diversity of musical experience and motivation among those she teaches.

This helps her develop an approach to teaching that is both inclusive and rigorous, striving to help all students and singers to discover their full potential regardless of their musical background or ability.

How people learn music, the kind of music they interact with and the advancement of digital forms of music creation translate into a wide range of musical skills and identities shaped by one’s exposure to music, family and social influences, and cultural environments, she said.

“The prospective music student of the 21st century looks very different than was historically deemed ‘suitable’ or  ‘eligible’ for a music degree program,” she said. “As music educators, it is incumbent upon us to diversify approaches and the musical content we interact with, all with the goal of better representing the incredibly rich and diverse tapestry of global music traditions beyond the historically favoured Western canon.”

Her research and creative work focuses on three elements of well-being: being, belonging and becoming. Through these lenses, she explores how engagement with music supports all aspects of humanity from the physical to the social to the psychological and spiritual.

“I feel strongly about the profound impact that group singing and musical skill development can have on one’s health and sense of well-being across the lifespan,” she said.