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Featured Saxophone Teachers Near Norfolk, MA

Sarah H

Sarah H

Instruments:

I am a passionate and patient instructor who loves to help students find joy in making music. I believe that developing a methodical way of practicing and thinking about music reading, tone production, and creating rhythm is the key to unlocking students' abilities to enjoy the music they produce. In 2008 I graduated from the University of Maryland with a Bachelor of Music Education degree. During my ungraduate years I studied classical saxophone with Dale Underwood and was selected as a soloist with the university's concert band on two occassions. I was also a member of the school's jazz ensembles and began to study improvisation. Between 2008 and 2013 I taught classes and lessons, mostly classical in nature, but also played regularly in jazz ensembles around Washington DC. I honed my improvisation skills through attending Barry Harris' Jazz Workshop in NY and recieving lessons from the great Lee Konitz. I've had the opportunity to play with many formidable members of the jazz community, both old and young, and have performed at many venues. You can view my website for the particulars, along with samples of my jazz improvisation and free improvisation.

Jackie O

Jackie O

Instruments:

I have been teaching children and adults of all levels and abilities for over twenty years in a variety of venues and circumstances.  

Emily C

Emily C

Instruments:

For beginning students, I like to focus for the first few weeks on playing scales and songs without written music, and I continue to incorporate learning by at any level.  When I begin using written music I use the Accent on Achievement method (I am also comfortable with other standard elementary methods and would be happy to use whatever method a student's band director is using), which is a good place to start whether or not the student already reads music.  For adult students who are just beginning, I recommend the Universal Method, which covers absolutely everything.  Once the student has worked through the fundamentals we can begin introducing solo repertoire in whatever style the student is most excited about.

Evan B

Evan B

Instruments:

As a junior in high school I was given the oppportunity to provide inexpensive lessons to elementary students in the same town/program. It was just as much of a learning experience for us, the mentors, as it was for the students. A year later, I established, organized, and taught my own improvisation course in the form of a jazz combo of my peers that was counted as an independent study. It was an absolute blast working with my peers, having the opporunity to test out each other's compositions and ideas. I have always loved teaching and so a vast amount of my teaching has been in the form of informal lessons to my friends because I beleive that anyone can learn to enjoy playing music at any level. In between my two performance degrees, I took classes at UMass Lowell in education and was blown away by how innovative and helpful the program proved to be. Lastly, I have been teaching guitar and piano lessons to children 6-15 off and on, for about five years now.

Megan D

Megan D

Instruments:

My methods and philosophy are tightly connected. When talking to parents, I like to explain why music is essential to child development. Learning and practicing (especially individual practice) require great amounts of patience and discipline. Many aspects of performance cause you to develop and stretch your brain. Numerous studies show that people who learn an instrument, tend to more successful across all academic areas. And patience, determination, and discipline can be used in every career and along every path… not just music. For students, my philosophy is to challenge them by encouraging challenging repertoire and performance concepts. I am there to teach, to correct, and to inspire. Individual practice, outside of lessons, is used as preparation so that the student can learn everything beyond the written notes during their lesson. This includes performance elements, such as: dynamics, phrasing, articulation, the idea of the golden ratio (everything leading to one ultimate place), connecting phrases into ideas, and other BIG PICTURE STUFF. An hour is a very small amount of time, so it is important to come prepared with your concerns and questions, after learning about the issues in individual practice. For all of my students, I like to find out what type of music really connects with them. Students who connect with a type or genre of music are more likely to stay motivated and interested even when they encounter challenges. I like to incorporate solo music with technical exercises like scales, arpeggios, and smaller etudes. In addition, I introduce music theory concepts that are relevant to the music they are playing. The combination of solo repertoire, technique exercises, and music theory, create a well rounded and advanced musician, capable of playing any piece of music they desire!

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