Voice Lessons Montgomery County, MD

Instruments: Voice

45 minute - an hour long lesson: Warm up Work on an assigned piece or pieces Use assigned pieces to improve upon vocal or harp technique Learn how to best express the text and musical line of the piece For vocal music - create an interpretation unique to the student Work on pieces that stretch and challenge the student Read More

Instruments: Voice, Saxophone

First of all I feel the student should be comfortable and relaxed with playing music you shouldn't be tense (hence the pocket). Secondly, they should know every aspect of their instrument. And thirdly, they should know how to hold and play their instrument (with fingers or mouth). also through some music theory in. But, foremost I want the student to enjoy playing so, they can pick what ever they want to learn. Read More

Instruments: Piano, Voice

We also learn age-appropriate songs, of course. In lessons with young children, everything is play-based. I make learning experiences into games, and we move between activities quickly to accommodate the kids' attention spans and keep them engaged. I gradually shift my focus to technique and more advanced repertoire once the students reach middle school. For high school and adult voice students, we focus primarily on technique and learning repertoire. In an hour-long lesson, we might spend 15 or so minutes warming up and doing technique exercises, 10 or so minutes working on music theory, and the remainder of the lesson working on one or two songs or arias we've picked together. Read More

Instruments: Guitar, Voice

Functional Voice Method, also known as Rabine Method is a voice pedagogy created by singer, chorus director and voice teacher Maestro Eugene Rabine. Voice health is essential and the cornestone of this pedagogy. Understanding our physiollogy and anatomy and how to reach a balance in wich the vocal cords can work with no extra stress or tension. Self-perception is the guide and nothing is more comfortating that getting in touch with our own physiology, rather than follow external rules or images of how our voices should work or sound. Read More

Instruments: Piano, Guitar, Voice, Violin, Trumpet, Trombone, Saxophone, Flute, Clarinet, Drums, Bass Guitar, Recorder, Euphonium, French Horn, Tuba, Piccolo, Mallet Percussion, Orchestral Percussion, Music, Keyboard

During my employment with Sallie B. Howard School for the Arts and Education (in Wilson, NC) where I introduced a marching band program and lead the band to winning second place in the Music in the Parks competition in May of 2015. During my internship I was able to develop a percussion line with the students in under a month. The formation and level of proficiency of the percussion section was so astonishing that administrators, staff, other teachers, and even the principal dropped in from time to time just to hear the progression of the ensemble. Read More