Flute Lessons in Phillipston, MA

Instruments: Piano Flute

Faber and Faber piano adventure Alfred's piano course Hanon the virtuoso pianist, , sonatina album: Haydn, Mozart, Beethoven.Bach invention, Burgmuller Op.100. For flute students, Trevor Wye flute book vol.1,2. Altes flute methods, Learn to play series, Kohler 33 easy flute exercises, French composers by Luis Moyse, also for advanced level students, preparing district auditions requirements. Stamitz, Mozart, Boccherini, Mercadante concerti, J.S. Bach, C.P. E Bach solo sonata, Handel sonatas. Read More

Instruments: Flute

As a flutist, my performing has taken me all over the US and the world. From my education at the University of Oregon and the New England Conservatory, I have reached the highest level of excellence in music. My performances have earned accolades from publications such as The Boston Globe, The Boston Musical Intelligencer, The Oregon Daily Emerald, and New York Concert Review.My love for performing is equal to my love of teaching. Read More

Instruments: Piano Cello Trumpet Trombone Flute Clarinet Double Bass Euphonium

I will share fun and efficient ways to practice so that you get immediate results. If desired, I also guarantee you will be playing a blues and improvising within a maximum of 6 weeks as long as you practice at least 10 minutes, three times a week.  You will have the option of playing along with recordings minus your part so that you can experience the joy of ensemble playing early on in the safety of your own home. I love creating small ensemble groups of students at similar levels and arranging concerts at regular intervals. Read More

Instruments: Saxophone Flute Clarinet Piccolo

For beginners I often start with the Standard of Excellence, but it does not take long before we start to get into more individualized education. For example, a student may be bound for high school jazz band, in which case we will immediately begin on music theory and scale/mode practice from as early as 5th grade. On the other hand, I may have a high school flute student who wants to audition for conservatory, in which case I would use some Marcel Moyse books, orchestral excerpt practice, and standard solo repertoire. Read More

Instruments: Flute

I have been teaching students since my sophomore year of high school, 3 years ago. I taught both beginner piano lessons and flute lessons of all levels. I encourage my students to keep a practice journal with their practice schedule, daily practice logs, long term and short term goals, lessons from notes, and anything else that can be useful for improvement. This allows students to continue progressing rather than finding themselves unmotivated to practice. Read More

Instruments: Flute Piccolo

I structure lessons to be as fun as possible while also helping students grow musically. For beginner students, I typically start by teaching from Flute 101: Mastering the Basics by Phyllis Avidan Louke and Patricia George. If the student is in a band or orchestra program, I make sure to incorporate any method books or music being taught in that program into my lessons as well. I also use workbooks and games to teach beginning music theory and karate belt levels to encourage younger students to learn their scales. Read More

Instruments: Piano Flute Piccolo

Students learn best in a relaxed, nurturing environment.  I believe in order to successfully teach, I need to be encouraging, and truly care about the students.  My goal is to always have the students improve.  To do this, I think students need a well-balanced diet of tone (Moyse De la Senorite can be used), technique (scales for younger students, Maquarre Daily Excercises or Taffanel and Gaubert Daily Excercises for more advanced students), etudes (Melodious and Progressive Studies), and pieces (I consult the NYSSMA manual for appropriate pieces for the students level).  Having taken Alexander Technique, I strongly emphasize posture so that students can use their bodies in the most efficient way.  Individualized instruction allows for teachers to cater to the needs of the student, challenging the students without frustrating them.  Everyone is unique and learns at different rates, so no two lessons will ever be the same.  I teach students how to practice, so that they can progress outside of the 30 min. or hour long lesson.  As for performance standards, I have used rubrics for tone, technique, articulation, phrasing, and breathing.  Once strengths and weaknesses are assed, I create a plan to help the student improve, which is what students and teachers want to hear. Read More