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High School Diploma, Wichita East High School BM, DePaul University, Jazz Studies (in progress)
2013, International Trombone Association Gilberto Gagliardi Competition First Runner Up 2015, Louis Armstrong High School Jazz Band Award 2015, John Phillip Sousa High School Band Awasrd 2015, Jacobs Award Recipient (only full ride scholarship given to a music student at Indiana University, declined the award) 2015, DePaul University Performance award (covers tuition)
I'm a passionate and driven musician and instructor who understands the importance of music and the impact it can have on young minds. I have played the trombone for more than 10 years, taught the trombone for 5 years, and in 2019 I plan on graduating from DePaul University with a Bachelor of Music in Jazz Studies. In my time as a musician, I've toured the country with college orchestras and played with legendary musicians both in Kansas and the Chicagoland area. Just in the last year I've made a name for myself in Chicago as a sideman, playing with such acts as Max Subar, Sen Morimoto, Kaina, Fade, and numerous others. My mission as a teacher is to spread the joy of music and motivate other young aspiring musicians to hone their craft and understand the value of hard work and dedication, on and away from the horn.
My teaching experience dates all the way back to high school. By the time I was a sophomore in high school I had a small studio made up of a few of the trombonists in my section. By the time I was a senior I had expanded my studio to other high schools and middle schools. After graduation I moved away from my home state of Kansas and had to start from scratch building a studio in Chicago. Even still with the smaller studio I have now, teaching has become a pivotal part of my musical experience. Nothing is quite as rewarding as working with younger musicians and seeing the improvement and skills they develop in as little as a few weeks.
For beginning students I like to start out with Hal Leonard's Essential Elements and Emory Remington's The Remington Warm up Studies. This is what I started out on, and above all these works are essential for developing healthy warm up routines and fundamental exercises for the trombone. They are essential for establishing a daily warm up routine that overtime makes the challenges of the trombone easier than ever. Depending on the level of the student, my next goal above all is to establish the goals of the student, what their interests are, and how to move forward.
My diverse background of Classical and Jazz studies mean that the student can choose to pick one or the other avenue of study, or a combination of both. My classical method revolves around building repertoire, developing the perfect sound, and conquering all technical obstacles of the trombone. This is achieved through working through technical exercise books and working on one or two classical solos at a time to build the spectrum of music a student is learning. For those interested in Jazz, the curriculum will focus more on rhythm, harmony, learning tunes, and using tunes to practice specific harmonic progressions and soloing techniques. This will involve a combination of trombone technical knowledge, as well as a clear understanding of theory, each of which I have meticulously constructed method plans for. No matter what, the lessons and lesson plan will revolve around the student and his/her goals as a musician and an artist. I also believe in these lessons being enjoyable, and will never force a student to learn anything without first making sure the student understands what we're working on, why, and if they are having fun in the process.
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