Graduate Spotlight: Sofija Zlatanova

What’s it like to be a Berklee grad? Our Grad Spotlight series asks alumni all 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 Sofija Zlatanova MM ’21 from Cambridge, Massachusetts, who studied music education (autism concentration). 

You can follow her on her website.

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

I grew up in Skopje, North Macedonia, where I studied viola from an early age and later performed professionally with the National Opera and Ballet. Seeking to grow as both a performer and educator, I came to Boston Conservatory at Berklee for my Graduate Performance Diploma in viola. While studying, I worked as a student recording concerts and lessons—including classes with students at the Berklee Institute for Accessible Arts Education. Witnessing the incredible work led by Dr. Rhoda Bernard, who became my mentor, inspired me to apply for Berklee’s Master of Music in Music Education with an Autism Concentration. 

After graduating, I completed a post-master's fellowship at Berklee’s Career Center, and I am now pursuing music therapy training while continuing to teach and develop inclusive early childhood music programs. I chose Berklee because of its world-class faculty, diverse and collaborative community, and commitment to accessibility in the arts—values that have shaped my career as a performer, educator, and advocate for students of all abilities.

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

My favorite classes were Introduction to Autism Spectrum Disorders with Dr. Bernard, my now supervisor, and Teaching Music to Students with Special Needs with Dr. Alice Hammel. Dr. Bernard’s course gave me a deep understanding of autism, as well as insight into how to create music learning experiences that honor each student’s strengths. Dr. Hammel’s class provided practical techniques for the public school classroom, such as differentiation and adapting instruction to meet varied learning needs. Together, these courses gave me both the theoretical foundation and the practical tools to support all learners through music.

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

I recharged by witnessing the effect that music can have on students—helping them thrive and emotionally regulate through learning an instrument, which is exactly what Dr. Bernard’s first-of-its-kind program stands for. While I was a student, I worked as an assistant and taught at the Berklee Institute for Accessible Arts Education, where I still teach today. Seeing the transformative power of combining learning with therapeutic benefits inspired me to pursue music therapy. My students continue to energize me and spark new ideas; I learn from them every day, shaping my classes while remaining a student myself, even as I teach.

My students continue to energize me and spark new ideas; I learn from them every day, shaping my classes while remaining a student myself, even as I teach.

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

I am an Autism Programs Teacher at the Berklee Institute for Accessible Arts Education, providing adaptive music instruction for students with autism and other developmental differences. I am also completing my music therapy internship at Mass Eye and Ear, supporting pediatric and adult patients in surgical recovery and sensory care. In addition, I run private early childhood programs for children ages six months to six years, helping them develop speech, early counting, and social-emotional skills through classical music–based activities. I love seeing the joy, confidence, and transformation that music inspires across all these settings.

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

Since graduating, one of the projects I’ve been especially excited about is creating and leading my early childhood music programs at my private Zlatanova Music Studio—Mini Mozarts, Baby Bach, Little Beethovens, and Operetta—for children ages six months to six years. These programs combine playful, classical music–based learning with the developmental goals mentioned above. I’ve also integrated adaptive approaches for children with developmental differences, making the classes inclusive for all learners. 

In addition, I authored On Music Education, Psychology, and Different Abilities, a book that grew out of my research in the Music Education program at Berklee under the supervision of Dr. Bernard. Many of the creative ideas in the book stem from that work, and it has allowed me to share inclusive teaching strategies with educators worldwide. Seeing children thrive musically—and knowing these approaches are helping teachers reach more students—has been deeply rewarding.

Who's an educator that inspired you?

Dr. Rhoda Bernard has been one of my greatest inspirations. As my professor, mentor, and now supervisor, she deepened my understanding of autism and inclusive music education while modeling how to build programs that empower every student to thrive. I am also inspired by Howard Gardner’s theory of multiple intelligences, which affirms that students learn and excel in different ways, and by Maria Montessori’s child-centered approach, which nurtures learning through each child’s natural interests and abilities. All three have shaped my belief in a strengths-based, individualized approach that values every learner’s unique potential.

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

One of the most rewarding moments for me is seeing the developmental progress that music can spark. For example, a baby who began my Baby Bach program recently, at just 14 months old, started counting because of an activity I developed using Tchaikovsky’s "Dance of the Little Swans." I also find it deeply fulfilling to see how classical music in my teaching at Berklee helps students focus, build confidence, and feel like true prodigies—supported, encouraged, and believed in by their teacher. Those moments remind me why I do this work.

What is something that you find challenging?

One of the challenges I encounter is when parents don’t fully see how amazing and capable their children are—even when those children are already achieving so much. I believe in pressure-free learning, as I find it the most successful approach. For example, a toddler in a group class doesn’t need to sit still; they can run around and still be observing, and in their own time, they will join in fully—just as in an individual lesson. Sometimes parents expect quick results, but music is a journey that takes time and unfolds at each learner’s pace. The amygdala, which is crucial for emotional regulation, continues developing until around age eight, so creating a safe, positive, and pressure-free learning environment during those early years is essential. When a student feels that their teacher truly believes in them, magic happens. I remind families that I am still learning myself and will continue to grow, and their children deserve the same patient, supportive process.