Building music education communities in the Philippines and Indonesia

David Emmanuel Cadlum Saraza, FLCM, ALCM (TD), is LCME’s National Coordinator and Regional Manager for the Philippines and Indonesia. A vocalist, pianist and conductor, he has worked with LCME since 2013, first as a Representative and now supporting candidates and leading our growth across two of the largest island nations in the world. Here, he shares his story in his own words.

A musical start

“Music has been part of my life from a young age, largely because my mother was a piano instructor. So, in a way, I did not really have much choice at the beginning! I grew up surrounded by music and piano lessons, and what started because of my mother’s influence eventually became a very important part of my life.

“Over the years, my musical interests expanded beyond piano and singing into conducting, composing, musical direction and music education.”

From seminary to conservatoire

“I entered a Catholic seminary intending to pursue the priesthood. Seminary life further developed my musical abilities because music played a significant role in liturgy, worship and community life. I was given many opportunities to sing, play, conduct and work with different musical groups, and these experiences helped shape both my musicianship and my ability to work with people.

“When I eventually decided to leave the seminary and pursue a different path, music was the natural direction for me. I continued my formal studies at the University of Santo Tomas Conservatory of Music, majoring in Conducting with Piano as my minor.

“I discovered that I enjoyed not only making music myself, but also helping students understand music, improve their skills and achieve something tangible from their training.”

More than a decade with LCME

“I started working as an LCME Representative in 2013. Over that period, I have seen the organisation grow in the region, and I’ve also grown professionally alongside it. LCME has been part of my own professional development, including receiving my Fellowship of the London College of Music in Professional Achievement and my ALCM in Musical Theatre Teaching.

“Becoming a National Coordinator and taking responsibility for developing LCME in the Philippines and Indonesia felt like a natural progression. I believe strongly in giving students and teachers access to internationally recognised standards and qualifications, while ensuring that these opportunities remain relevant to the local educational environment.

“For me, the role is not simply about organising examinations. It is about developing teachers, schools and centres, building sustainable music education communities, and creating opportunities for students to progress through a recognised educational pathway.”

Why an exam is worth it

David’s advice for teachers across the LCME network starts with a familiar challenge in the current economic climate.

“One of the biggest challenges in both the Philippines and Indonesia is convincing parents and students of the value of taking a formal music examination. Music lessons already involve a financial commitment, so teachers and schools sometimes need to spend time explaining why an examination is worth the additional expense.

“An examination is not simply about receiving a certificate or a grade. The preparation itself has enormous educational value. Having a defined examination goal encourages students to practise consistently, work towards a deadline and develop discipline, perseverance and responsibility.

“Geography is another major challenge. Both countries are made up of many islands, with students and teachers spread across different cities and regions. Organising face-to-face examinations, examiner visits, seminars and professional development activities requires considerable planning.

“At the same time, these challenges create tremendous opportunities. Both countries have large populations of talented young musicians, strong musical cultures and many dedicated independent teachers and music schools. With the right support, there is significant potential for LCME to grow.”

Giving music learning direction

Looking ahead, David sees one development that matters more than any other.

“Learning music should have direction. Students should understand what level they are currently at, what skills they are expected to develop and what they need to achieve before progressing to the next stage.

“By following the LCME syllabus, schools and teachers can create a more structured learning programme. The syllabus provides clear expectations at each level and helps teachers accurately determine the appropriate level of their students.

“At the same time, examinations should not restrict creativity. They should provide the foundation and structure that allows students to become more confident and independent musicians.

“Strong music education requires strong teachers. By providing examinations, seminars, professional development opportunities and internationally recognised qualifications, LCME can help develop not only students but entire music education communities.”

Beyond music

“I am also passionate about martial arts, particularly karate and kickboxing. I received my 1st Dan black belt in Shotokan Karate around 25 years ago and have recently returned to training. There are many similarities between music and martial arts. Both require discipline, patience, repetition, respect for your teacher and the understanding that improvement happens gradually through consistent practice.

“Most importantly, I value spending time with my family, particularly when my work and travels give us opportunities to experience different places and cultures together.”

A message to the LCME community

“Qualifications are important, but the greatest value is what happens during the journey towards them: the discipline students develop, the skills they acquire and the confidence they gain through music.”

“Having experienced LCME as a candidate, Representative, National Coordinator and Regional Manager, I understand the organisation from several perspectives. My goal is to help develop a culture in which students, parents, teachers and schools understand the value of structured learning, clear educational standards and continual musical development.” 

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