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Types of Lessons Offered
Clarinet: Ideal for youth and adults ages 11 and older who aspire to be competitive in All-District and All-State Competitions as well as their school or community band and/or orchestra.
Chalumeau: Ideal for children ages 6 and older who aspire to play the clarinet or saxophone in their school ensembles or for adults who are folk/early music enthusiasts. It serves as a great transitional instrument from recorder to clarinet and does not require the same level of commitment and care as the clarinet. Learn more about the Chalumeau here: https://en.wikipedia.org/wiki/Chalumeau
Recorder: Ideal for children ages 5 and older who wish to learn a musical instrument other than the piano or violin. It is also ideal for adults who are folk/early music enthusiasts. Recorder lessons cal also be taught with the Suzuki Method.
Composition: Ideal for youth and adults ages 13 and older who need to write down all of the tunes stuck in their heads. We will develop your unique compositional style and pieces that you will be proud to perform.
Teaching Philosophy
The benefits of music are unlimited. Music and the arts are necessary aspects to a well-rounded education, they enhance local economies, and they are vehicles for social change. The arts transcend language and preserve cultures, and teaching any form of art is a tremendous responsibility and privilege. As a music teacher, I aspire to create a nurturing environment that inspires creativity, fosters critical thinking and teamwork skills, commands discipline, and encourages self-expression.
My instrumental lessons focus on sound production and developing the students’ unique voices. By focusing on the art of breathing, fundamental practice, proper equipment, active listening, and creative phrasing, students are able to be their best musical-selves. I also encourage camaraderie within the studio to build lifelong networks and friendships. This enhances our nurturing environment where students thrive together as a community.
Like my instrumental lessons, composition lessons are designed to develop a composer's distinct voice and style. I encourage symbiotic creation of new music and encourage composers to work with their performing colleagues to create viable works that are enjoyed by both performers and audiences. It is also important for my composition students to explore new avenues of music creation and to foster innovation.
In the classroom, I aspire to create a multifaceted approach to academic courses in order to inspire creative and critical thought. In music theory courses, I encourage students to ask "why:" Why is a piece of music beautiful? Why does it sounds strange? Why does it sound dissonant? By asking these questions, students can analyze music thoughtfully and gain further appreciation for these great works of art. In music history courses, I prioritize the context of musical events. In order to fully understand the music we play, we must have a thorough understanding of the world in which composers lived. My arts administration courses prioritize community building through the arts. As musicians we serve our communities with our art, and arts administrators must find the delicate balance between musician and audience satisfaction in order to truly build a new community through the arts.