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PhD, Indiana University, Music Education
MME, Indiana University, Music Education
BME, Ithaca College, Music Education
I am a versatile music teacher. As an undergraduate at Ithaca College, I learned each band and orchestra instrument from the college instructor. For example, I learned to play the oboe from the oboe professor. We had to make our own reeds and use them to play our final exam. Through this rigorous training, I learned to play all major scales and high school level music on the flute, clarinet, oboe, bassoon, trumpet, French Horn, trombone, baritone, tuba, violin, viola, cello, double bass, and percussion. Students enjoy playing at my studio recitals, because they get to hear so many different instruments played by my other students.
I started teaching music classes in 1992. As a public school music teacher, I have taught students in grades 1-12. I taught concert band, jazz band, marching band, string orchestra, full orchestra, and general music. I have conducted a women's chorale and taught college as well. For 7 years, I trained music education students and supervised their teaching experiences. I mentored music teachers for the University of New Orleans, Saint Cloud State University, and Artist Corps New Orleans. I love to see people smile when they succeed in music.
Music lessons can incorporate a variety of approaches depending on student preference and abilities. Some students love to read notation. I encourage these students to develop auditory skills through imitation games and improvisation. Other students play by ear and prefer to memorize all pieces. I encourage these students to learn to read notation and to look at the notes when playing familiar pieces. For young children, I create short musical tunes they can read using colors. If a child knows blue, red, and green, the child can begin keyboard lessons.
I like to create lessons in which students learn to read traditional music notation, develop technique, and play familiar tunes. I use musictheory.net to help student practice reading note names. The faster a student can read musical notation, the faster the student can pick up new pieces. To develop technique, I want students to lean scales and arpeggios. Sometimes, we use a technique book to develop muscle memory, and other times technical exercises are created based on the tricky musical passages of solo or ensemble pieces. Finally, I always want students to play pieces for fun. We get to review the old favorites and appreciate how much easier the old tunes have become to play over time.
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