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Brenda M In StudioStudio
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Instruments: Piano
Styles: Classical, Jazz, Pop, Gospel, Musical Theater, Spirituals

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Brenda M In Studio
Instruments: Piano
Styles: Classical, Jazz, Pop, Gospel, Musical Theater, Spirituals

Where I Teach:
In Your Home My Studio Online
Ages Taught: 5-67
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:
Bachelor Degree: Mercy College/Westchester Conservatory of Music
Awards:

2001-2003 CalArts School of Music Scholarship 2003 James Elrod Scholarship CalArts Library 2003 Sarah Allen Women's Missionary Society Scholarship FAME Church 2002- Men of FAME Scholarship FAME Church 2001- FAME Usher Board III Henry Nelson Scholarship

Overview:

I am a dedicated piano instructor where teaching piano is my greatest passion. I developed my love for piano having come from a musical family. I come from a family of pianists and piano teachers, choir directors, music teachers in public school, vocalists who sang in church, with rock and roll bands, or with big bands back in the 30's, 40"s, and 50"s, and composers. All throughout my musical educational experience at high school and at university, piano was my main instrument where I continued my study of piano and music composition. 

EXPERIENCE

I have taught piano since the age of 14 under the guidance of my piano teacher, Mr. Maximillian Mendel. Mr. Mendel was my model for teaching piano as I use his method for teaching, and as such I have been teaching piano ever since at my home. Having developed Mr. Mendel's teaching method into my own teaching method. I believe in including the student's interests in questioning all aspects of their learning process. The importance of having recitals is crucial for the piano student to develop their needed sense of achievement and to foster an uplifting sense of their esteem.

METHODS USED

My instruction for a beginner student is for them to learn the fundamentals of identifying what the piano keys are called, how to identify the notes on the piano sheet music, placement of fingers and that each finger is assigned a number, the aspects involving music theory, i.e. different names of notes, the grand staff, scale development, key signatures and time signatures, etc., and perhaps learning the fundamentals of music composition. After two or three lessons the student is actually playing the piano. Having the enjoyment of seeing the student smile and encouraged once they have played their first piano piece as well as subsequent repetitive lessons is my goal for the student, and is important for the student in having their sense to continue in their studies. For the intermediate and advanced student their sense to continue in their studies is enhanced by my guidance, my expertise of the piano repetoire, my instruction, and the student's expression of interpretation and nuance of the piano piece itself.

LESSON STYLE

I encourage the student to learn at their own pace as well as giving the student the opportunity to advance into new territory not keeping the student static in one level for too long. Each piece I select especially for the beginner is one which involves the easiest execution of playing the piece through fingering, etc. I often encourage the piano student even when mistakes are made letting the student know that through mistakes made in playing piano offers the opportunity through practice to achieve less and less mistakes resulting in the correct execution of the piece. I help the student to focus their mind on what they are doing in the moment in playing the piano piece. This is most important for a student to practice focusing their hand and eye coordination, helping the brain to "think on its feet," and etc. where in focusing this also helps the student to focus on their Math, English, and Science studies in school. For the intermediate and advanced student the same holds as to letting the student learn at their own pace and to focus as I teach them techniques to play more difficult music, and to instruct the student at this level in the knowledge of how to memorize the piece.

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