Carter M
Instruments: Bass Guitar, Double Bass
Styles: Classical, Jazz, Pop, Rock, Blues, Folk, Country, R&B, Gospel, Latin, Funk, Hip Hop, Reggae, Latin Jazz, Swing, New Age, Samba, Bossa Nova, Soul, Punk
Carter M
Instruments: Bass Guitar, Double Bass
Styles:
Classical, Jazz, Pop, Rock, Blues, Folk, Country, R&B, Gospel, Latin, Funk, Hip Hop, Reggae, Latin Jazz, Swing, New Age, Samba, Bossa Nova, Soul, Punk
Where I Teach:
Ages Taught: 10-80
BM, Belmont University, Commercial Electric Bass
2011-2012: Belmont University Rock Ensemble
2011: Performed with the Belmont University Symphony Orchestra
2011-2012: Performed with the Belmont University Chamber Ensemble
2012-2014: Played upright and electric bass with Belmont's jazz vocal ensemble, Jazzmin
2014: Graduated Cum Laude from Belmont University
Born and raised in Atlanta, I came to Nashville in the fall of 2010 to study electric and upright bass at Belmont University. From my arrival to my graduation in May 2014, I had the opportunity to play in numerous ensembles in styles ranging from jazz, classical, funk, fusion, and rock. In December 2013 I had the opportunity to perform in Christmas at Belmont with internationally acclaimed opera vocalist Denyce Graves at the Ryman Auditorium. I also performed alongside Jazzmin, Belmont's acclaimed jazz vocal ensemble at the 2014 JEN convention in Dallas. The convention also featured performances from some of the biggest names in modern jazz including Randy Brecker, Bob Mintzer, Jeff Coffin, Peter Erskine and Victor Wooten.
I first started teaching in high school, where I would help fellow students with upright bass technique and reading music notation. In college, I assisted other musicians in reading jazz charts and interpreting chord symbols. However, it was from the tutelage of my many instructors that helped me craft an effective teaching style. They taught me everything from basic rudiments to principles key to developing an advanced, distinctive playing style. They also taught me how to structure my practice routine and prioritize areas in accordance to my respective competency. I've taken these components and adapted them into my own teaching vocabulary so that I can help my student as effectively as my own instructors have helped me.
For my first lesson, I ask my student to simply play something, whether it be a song he/she may have learned or something entirely impromptu. From listening to and seeing my student play, I can gauge his/her skill level in timekeeping, rhythmic phrasing, melodic phrasing, tone, musical interest, and hand technique. From there I can create a practice regimen that will facilitate my student's development in the most effective way possible.
I believe there are universal concepts that every student must learn, but I also want to teach my students in a way that's fun and will encourage them to develop an individual voice. For every concept that I teach to my student, I'll always include a practical musical example that includes said concept so he/she can view it as more than merely just a concept.
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