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Community, defined by Merriam-Webster as "a body of persons of common and especially professional interests scattered through a larger society," means a lot to Esther Morgan-Ellis, assistant professor of music at the University of North Georgia (ÌìÃÀÉçÇø).

One can see it in her work with the musical ensembles at ÌìÃÀÉçÇø.

"Ensembles are really important and playing music with other people is important," Morgan-Ellis said. "We're a part of a shared community. It's about working together toward a common goal. In this case, creating a common experience that's really important to everyone involved."

Her musical community stems far beyond ensembles. Morgan-Ellis's relationship to music was cultivated from a young age as her parents are both music educators.

"Music is my entire life," she said. "When I was an infant, my crib was actually in the room where my mom taught violin lessons. The first thing I would do when someone gave me an unfamiliar object, you know most babies stick things in their mouth, well I would put it underneath my chin like a violin."

She began playing violin at age 3 and cello at age 4. She continued throughout her teenage years. So, it was no surprise when she attended the University of Puget Sound for her Bachelor of Music degree with a concentration in instrumental performance. Then, she continued by obtaining master's and doctoral degrees from Yale University.

Musical community was emphasized further through the focus of her doctoral dissertation which was sing-alongs in movie theatres in the 1920s and 1930s. Upon the completion of her dissertation, she was offered a job at ÌìÃÀÉçÇø.

Now, her sense of community extends into the classroom. In addition to teaching music courses, particularly music history, she is the director of ÌìÃÀÉçÇø's orchestra and teaches cello.

"Teaching is the most fulfilling part of my job," she said. "I really like being in the classroom with students, especially small classes, where we can have conversations about things.

But I also love seeing students be really successful, especially when they exceed even my expectations."

As a professor, one of her tactics to ensure student success is to present high standards and push her students to exceed them.

"Last year I had a writing project in one of my classes where I wanted students to produce a 4,000 word, publishable article. I knew it was a ridiculously high goal," she said. "But, I had a student in that class who did it. He produced an unbelievable piece of writing that is under consideration at the journal Papers and Publications and it's really an astonishing quality of work."

Morgan-Ellis also relishes the sense of community that she has gained in relationships with faculty and staff at ÌìÃÀÉçÇø.

"I feel like I'm an important part of a really great team and I have lots of colleagues that I really enjoy working with and who are ambitious and visionary," she said. "That's very rewarding also."

In the future, she, along with her colleagues, hope to improve and grow the music department to provide more opportunities and create an even greater experience for music students in order to strengthen the sense of community that music brings. She has already begun by creating, in collaboration with ÌìÃÀÉçÇø professor David Peoples, the Research on Contemporary Composition Conference, which provides an opportunity for music students to share their research.