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Featured Music Teachers Near Watts, CA

Michael T

Michael T

Instruments:

The methods that I choose to use with my students depends on what they want to learn. Some students want to just play classical music, some pop, some jazz, some marching band, etc. Therefore I do not use the same teaching methods for all students. With that being said, I do make certain that all of my srudents understand the basic elements of music, i.e., time and key signatures, note values, melody, rhythm, harmony, pitch, intonation (if a wind instrument), form, theme and variation, etc.

Cory M

Cory M

Instruments:

I have been studying music since I was 5 years old on violin and went on to study piano, guitar, bass and several other instruments. Having studied with several world class performers who also love to teach has enhanced my own teaching abilities tremendously. I have performed over 400 gigs a year and can bring this experience to my students. I sing and play songs in over 10 languages including Spanish, Italian, German, Hebrew, Greek, French and have studied and played music from the 1920's up to todays current hits.

Andrew C

Andrew C

Instruments:

I'm a passionate and motivated instructor that loves teaching students and sharing my love of music. I also enjoy seeing my students do an amazing job and move on in their music. I was in high school marching band from 91-94. In 1994 I preformed with professional musicians in a musical. I got private instruction in 2007 at Citrus College. I have been a marching band instructor at many different high schools from 1999-present day.

Yi Christine C

Yi Christine C

Instruments:

for VOICE Students:   I usually associate singing the song with some kind of activity, usually passing a bouncy ball to the beat, or throwing it back and forth. From there, we progress to tapping the beat or the rhythm while singing. Then we’ll combine the two: student claps the rhythm while I tap the beat, and vice versa. I want my students to be able to clearly distinguish these two elements, and to be able to feel and maintain a steady beat which will set them up with a strong foundation for playing more advanced music. I’ve had mixed success with students singing in tune. Some have no problems. With others, I’m working hard with them at recognising and singing high and low notes as well as pitch matching. From there, I teach them to play each song on the piano through imitation. Through spaced repetition and regular review, I expect them to play these pieces from memory. What I’ve observed is that there seems to be a spectrum: some students have a far easier time of memorising the songs and playing them at the piano. Others have become stuck on the same pieces even after a period of a few weeks, so I move on to other songs, games and fall back to the method book to keep their momentum going and so they don’t get sick of trying to do the same songs every week.   for PIANO Students:   From the first lesson I teach the student to find the C and the F, which are the keys to the left of the group of two and three black keys respectively. I quiz them by asking them to identify the note that I am playing. It takes only a minute. When each one is secure, I add more on, and I do this over the course of several weeks. The G and A, in between the three black keys. Then the D, in between the two black keys. Finally, the E and B, to the right of the group of two and three black keys respectively. I spend a couple of minutes every week quizzing them on their keyboard note identification until this has become a solid foundation for them. For additional practise, I have them colour in worksheets in addition to the quizzing. We also play the keyboard race game which is always a hit with students. A number of my new students in this age category are transfer students who have been learning for some time and are reading music notation in their method books, despite having significant trouble identifying notes on the keyboard quickly. At times, I see students counting up from C to find a G or an A, so will take the time to reinforce the information that G and A is in between the three black keys, and practise finding them quickly. I want these keyboard geography skills well and truly secure in their minds long before starting to associate them with musical notation.

Joe A

Joe A

Instruments:

26 essential rudiments; basic reading; four primary styles (rock, jazz, blues, funk); independent exercises; development of musical ear; learning how to play to music; develop sense of time; learning how to perform in a live setting.

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