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THE UNIVERSITY OF GEORGIA, Terry College of Business, Athens, GA 8/1999 – 5/2003 Bachelor of Business Administration, Management Information Systems Cumulative GPA: 3.39/4.0
THE UNIVERSITY OF GEORGIA MARCHING BAND DRUMLINE 2000-2002
2000 - Competed at DCI Finals in College Park, MD, marching Snare Drum for Spirit of Atlanta
I love drumming, and love teaching it! I teach from my own written material inspired by my music experience at school and the lessons I've been taught over the years. I have written hundreds of pages of exercises from which to pull for virtually every difficulty and style. I have played literally thousands of original and cover songs with many bands. I can play and teach the drum parts to virtually any song simply by hearing it, and I've heard more music than the average musician.
I have been playing drums for thirty years, and teaching drums to all ages of students for about twenty. I started playing drum set at the age of five, took regular private lessons from many teachers, took every music class available at school, and made District Honor Band seven years. I marched on my high school's snare line for four years and was Drum Captain for two. I marched snare drum for Spirit of Atlanta Drum and Bugle Corps in 2000, as well as for The University of Georgia's Redcoat Marching Band. In 2002 I started teaching drum set lessons and high school drum lines professionally. I also joined my first touring original rock band, and since have seen success with many bands, playing weekly for crowds up to six thousand in size.
On the first lesson, I seek to establish long-term goals based on the interest and skill level of the player. One of the first questions I ask is, "what song do you want to learn the drum part to?" The most important thing about playing any instrument is to have fun, so I custom-tailor every lesson in order to see the most enjoyment on my students' faces as possible. While I have hundreds of pages of exercises I have written from which to pull, I will usually hold off even opening my book until I feel the student is ready to have fun with it. Once a student dives into learning a song, the exercises in my book as well as my experience and a metronome will help polish the student's timing and technique, opening doors to other songs and more challenging rhythms.
My first priority is to make sure the student has fun. This keeps my second priority in check, which is to teach the student as much as I can in the short amount of time we have. There is so much I love about drumming that I want to share, and the focused, eager, and attentive students receive the full benefit of my teaching style. However, many students are more relaxed, so I adjust my pace accordingly.
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