Luis “Tito” Talamantes juggles being a mariachi musician and educator at the K-12 and collegiate levels — and he makes it look easy. “Mariachi is inherently intergenerational, rooted in mentorship and community, which makes that continuity possible,” says the Interim Assistant Principal at Chavez High School in Stockton, California, and the Mariachi Director at the University of the Pacific.

“I don’t see my roles as separate responsibilities — they are part of a connected ecosystem.” Talamantes explains. “My work in K–12 education informs my teaching at the university level, and my collegiate work helps shape what I build for younger students. When everything is aligned around student growth and cultural sustainability, the work becomes purposeful rather than overwhelming.”

Talamantes became a music educator because music was one of the first places where he felt seen and empowered. “I wanted to create access, guidance and lasting systems so students could thrive not just as musicians, but as leaders who carry the tradition forward,” he says.

His love of mariachi started early. Growing up, his home was full of different genres of music — from rock to R&B to country. “But the ranchera music of Vincente Fernández, Juan Gabriel and José Alfredo Jiménez left the deepest impression on me. That music carried emotion, storytelling and cultural pride in a way that stayed with me,” he explains.

When he was in 5th grade, he asked his mother if he could learn the horn that mariachis play. Two years later, she took him to his first mariachi conference and from that moment, mariachi became more than music to Talamantes — it became his purpose.

Since then, he has helped start and develop multiple mariachi programs across elementary, high school and university settings, focused on building sustainable ensembles and clear pathways, including ensembles at Fremont Elementary in 2015, Peyton Elementary in 2019, and two collegiate programs at the University of the Pacific and University California, Davis.

To start mariachi program, Talamantes says to do the following: 

• Identity and interest — when students see themselves in the music, engagement and ownership follow naturally.
• Do your homework — attend conferences, listen deeply to the music. Study established programs. Understanding the tradition, instrumentation and pedagogy is essential, especially when resources are limited.
• Start small and level appropriately — without readily available repertoire, its important to begin with accessible material and grow intentionally. Early success building confidence, retention and momentum for the program.
• Build relationships and advocate strategically — garner trust with administrators by clearly communicating goals, instructional value, and long-term sustainability. Strong relationships help secure scheduling, funding and institutional support.
• Leverage community and share resources — mariachi thrives on community. Partner with local musicians, educators, and organizations, and don’t be afraid to share or adapt materials. Collaboration fills resource gaps and strengthens the field as the whole.

The mariachi program at Chavez High School was already in place when Talamantes arrived, but he expanded it by designing a CTE (Career Technical Education) mariachi pathway, adding a new course and implementing leveled ensembles. In 2023, the Chavez High School band was rebranded as Mariachi Voz Campesina.

With his expanded responsibilities as Interim Assistant Principal, Talamantes continues to oversee the mariachi program.

Talamantes is seen as a mariachi resource. He willingly shares his original compositions and arrangements with others. “Mariachi music has traditionally not been leveled the way band or orchestra literature is, and that creates a real challenge for educators,” he explains. “I began leveling music out of necessity for my own programs. As I built those systems, it became clear that this work could benefit more than just my students.”

Sharing arrangements, resources and leveled catalogs is his way of supporting the broader mariachi education community. When educators have access to appropriate, well-organized materials, “they can focus less on survival and more on teaching, mentorship and musical growth,” he says. “I believe that growth happens when knowledge is shared, not protected. If I have something that another educator is willing to use, learn from, or adapt — and it helps their students — then that’s a win for all of us.”