What We'll Carry Forward: A Tribute to the Music, Mentorship, and Memory of Daryl Richardson

Grief has a way of opening our hearts to things we didn’t know we needed to say. After my cousin Daryl passed last week, I found myself sitting with the weight of that loss and began writing as a way to process my grief. But as I listened—to the stories people shared, the way they spoke his name, the emotion behind their words—I realized my experience was just one thread in something much larger. There was a wider chorus of voices—students, colleagues, families—each holding their own reflection of who Daryl was and how he showed up in their lives. In conversations and messages, in emails and memories, I began to hear how deeply he was loved at Mack Lyon Middle School—through his music, his mentorship, and the way he made people feel seen. So I began gathering those voices too, weaving them together as a tribute—an offering to honor not just who he was to me, but who he was to so many.

“He Was Their Favorite Teacher”

My cousin was more than a music teacher, he was a source of comfort, consistency, and care. Erika Whitmore, the school’s social worker, "heard over and over again from students how they loved playing a certain instrument, how band was their favorite class, and Mr. Richardson was their favorite teacher.”

Daryl’s classroom became a space where students felt proud to show up and excited to belong. Whether it was the energy of a school assembly or the steady rhythm of daily practice, his presence created an atmosphere where students felt seen and inspired, as they inspired him. Erika remembered the joy in his voice after his advanced band received a superior rating in Las Vegas. “He talked about how much he loved living in Moapa Valley, how great his students were, and how he loved being the band teacher at the school.”

Another colleague, Kasey Kowitz, the P.E. teacher at Mack Lyon, shared how much Daryl meant to both students and staff alike, “Daryl was an excellent teacher and a great friend. It was always so good to stop by his room to talk with him and enjoy a good visit. He was easy to talk to and always took time to invest in friendships with his fellow teachers at the middle school. He had a great sense of humor and a gift for storytelling.

His students loved him. I always heard them say how much they loved having him as a teacher. He put on some really great performances and worked hard to help every student be ready to perform. I loved walking past his classroom and hearing the sound of kids practicing. He had a gift for selecting just the right songs for each event.

If I had to describe Mr. Richardson in one word, it would be cool. Mr. Richardson always kept his cool—and he was one cool cat. He was a great friend, and I’m going to miss him. During his life, he was a great influence for good in the lives of thousands of students. He shared his love of music, his love of friendship, and his love for life with so many.”

Melissa Evans, another educator and mother of three students in Daryl’s band classes, recalled how he took care to make each student feel important. “He went out of his way to help my daughter learn percussion and made her feel like such an important part of the band,” she said. He greeted her and colleagues with warmth each morning and often spoke proudly of his family and his roots in North Carolina. “He was proud of where he came from, and took pride in his music.”

Kay Barlow, a math teacher, echoed the same sentiment. “Mr. Richardson had a unique ability to bring out the musical talents of students that may have remained untapped with a less-skilled teacher. His presence brightened our campus. He is simply irreplaceable as a member of our staff and our music department.”

Daryl's teacher's aide, Amber Curtis, reflected on how much she admired his talent, work ethic, and joy. “Right away I was in awe at what he accomplished and how he was with the students. Band was many students’ favorite class, and Mr. Richardson was their favorite teacher.” She recalled the pride in his face when the advanced band earned the highest festival rating—and how district leaders made a point to congratulate him personally. “His greatness was noticed,” she wrote. “He had an absolute talent for everything he did with music.” She added, “We were a fantastic team and had so much fun together. He was always so appreciative and made me feel like I was invaluable.”

That sense of appreciation extended across the school, including among Daryl’s fellow educators. One of them, Walter White—who taught orchestra, choir, and guitar at Lyon—shared his reflections as both a colleague and fellow musician. “Daryl was always kind, respectful, and helpful,” he wrote, “He never tried to dominate a conversation, but he was always willing to lend a hand or share what he knew.” He and Daryl often collaborated on music tech tools, with Daryl offering mentorship, support, and—true to his character—a hot cup of coffee during their working sessions. “He’d solve in seconds what I’d been struggling with for hours,” Walter shared fondly. He expressed admiration for Daryl’s talent as a composer and music educator, highlighting the beautiful warm-up pieces Daryl crafted for his students—pieces that taught technique, but also moved with a kind of emotional depth that only someone who loved music could create. “All music teachers simply cannot claim to have that kind of instructional expertise,” Walter commented.

That heart that poured into music and made students feel something, also found its way into the quiet gestures that meant the most. Sixth-grade English teacher Gerilyn Heiselbetz offered one of the most touching memories. At the end of the school year, she had invited her students to write letters to a teacher who had impacted them and several chose my cousin. “Since Daryl was out (sick) with his back, I tucked them away in my desk and planned to take them over to him,” she said, but was unable to before he passed. She retrieved those letters afterwards and shared them with my family. Their words echoed what so many others had shared: Daryl was deeply loved. “He was a giant teddy bear with a calm demeanor,” she said. “The kids always looked forward to his class every single day.”

“No Excuses, Just Results” - Daryl Richardson

These young voices speak to the heart of Daryl’s influence. He wasn’t just teaching them to play. He was helping them find confidence, discipline, and the courage to try again. His students—many just beginning to find their place in the world—didn’t just learn notes and rhythms in his class; they found encouragement and the belief that they could grow. In their own words, they shared what it meant to be taught by someone who saw them, challenged them, and cared for them through music.

Alejandro, 13, remembered his favorite quote: “One big thing Mr. Richardson would always say is ‘No excuses, just results!’ and I try every day to live by that.” He described Daryl as “amazing” in every way—from his teaching, to his stories, to his love for music. “Every time I play a song written by him, I’ll keep him in mind and heart.”

Levi, who will soon be a high school sophomore, shared how his relationship to music transformed in Daryl’s class: “I really did not like playing music. For a while, when I would play the piano, I would hate it. I was dreading going into a second musical situation. Then I got into his class and it had such an impact on me that now I am playing the piano without a teacher. I’ve joined various extracurricular music classes and have continued taking musical classes to this day. I will miss him and how he made a room feel, even when he was mad or disappointed.”

Sawyer, another student, reflected on a pivotal moment in his learning: “Mr. Richardson loved music, especially his trombone! He was encouraging and would make us laugh with music jokes. His love for music inspired me not to give up when I struggled switching from trumpet to trombone two weeks before our concert. He believed in me and was a dedicated teacher. He spoke proudly of his time playing in the military band. I loved him as my teacher and will miss him a lot.”

And then there’s Sofia. Her memories are textured with the sights, sounds, and feelings of Daryl’s classroom: “One thing I won’t forget is how he cared about each student in each of his classes. He believed in each one of them—even if they weren’t first chair or were still learning. I remember walking into his classroom and smelling the coffee and the orange citrus spray he used.” She recalled nerves at the district festival and how Daryl grounded them with a simple reminder: try your best. The joy when they received their superior rating was unforgettable. “Everybody was so happy, and I knew Mr. Richardson was happy too.”

Sofia’s reflections are full of small, meaningful moments: talking about music, sharing snacks before basketball games, being invited into advanced band. “He gave us spicy popcorn that wasn’t really spicy—and cookies,” she wrote with a smile. “Mr. Richardson was the best band teacher I could ever have. I’m so grateful I got to play in his class and talk to him every one of those days. He will be the reason I continue doing band, and I will never forget him.”

My cousin Daryl with his Advanced Band at the 2025 Clark County School District Middle School Festival, held at UNLV in March. The group received a Superior—the highest possible rating—a reflection of the pride, discipline, and joy he nurtured through music.

What We’ll Carrying Forward

As I read through each reflection, I found myself feeling even more proud of the man Daryl was—not just because of how he taught, but because of how he showed up. His joy, kindness, and quiet confidence offered something profound for students who saw in him a reminder of what was possible. He didn’t have to try to inspire—it was simply who he was. And in showing up that way, he left an impression that ran deeper than music.

Daryl Richardson didn’t just build band programs, he built belief—in students, in their families, in those around him. He brought a warmth into every space he entered and used music to help people feel grounded, connected, and capable. His steady presence, his belief in his students, and his joy for teaching made him a pillar in his school community. His impact carried something meaningful, and reflected a kind of representation that was quietly affirming.

This community tribute holds just some of what he gave—through his music, through his mentorship, through the way he made people feel seen. His influence didn’t end with the final note. It’s still here, showing up in small moments and steady ways. And that’s what we’ll carry forward.

Written by Carlita L. Coley, LPC

*******

About the Author

I’m a writer, therapist, and cousin who uses therapeutic storytelling as a healing agent. I wrote this tribute to honor Daryl’s memory and to offer space for those who loved him to reflect, remember, and begin to heal. In gathering these voices, I’ve seen how writing and remembrance can gently help us tend to the weight of our grief and love. It’s what I offer through both my work and my words—a space where grief is honored, love is remembered, and connection is made visible.