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Monmouth University, Musical Theater, (H.S enrollment program). AA, Brookdale Community College, Humanities Music. BA, University of the Arts, Music Business, Entrepreneurship & Technology, Composition. The Juilliard School Summer Percussion Seminar (H.S program). National Association for Music Education (NAfME).
2017 - BMI TV Music Award - Being Mary Jane. 2017 - RIAA Gold Certification. 2016 - Soul Train Music Award, Best R&B Song of the Year. 2016 - RIAA Three-time Platinum Certification. 2012 - University of the Arts School of Music Scholarship. 2010-11 - All-State ranked #17 (snare drum) Marching Band. 2010-11 - All-Shore conference rank #1 (snare drum) Marching Band. 2011 - All-Shore Jazz Band (drummer).
I'm a driven music professional who does not only love music but is motivated to teach and give knowledge to those who are aspiring musicians. I have been involved with music from early elementary through college. Composing and producing soundtracks for television shows, film and playing as a studio musician for mainstream artists has been one of the higher experiences of my music profession. While attending college, I worked as a session drummer for artists like Jon Bellion, Tinashe, and Pia Mia. I currently coach artist development for students seeking to become pop recording artists, as well as teaching drummers who aspire to play for acts or ask to become better in genres of rock, hip-hop, r&b, and pop.
My teaching experience dates back to high school years, as I began teaching private lessons outside of school for ages 8-14 7 years ago. Junior year of high school I transitioned to giving group lessons for the music students in my school district. I have been consistently teaching students for the last four years, by being invited to do workshops for students at Monmouth University, Brookdale Community College, and Long Branch High School. Encouraging a periodic practice outside of lessons is one of the key points I like to emphasize for young students, as it tends to make further progress from what students are learning as in homework material. I also love to implement music appreciation, engaging students to listen to classical music and on the role it plays within the broader contexts of history and society. Listening materials are drawn from a variety of sources: classical music, non-Western music, American popular music (mainly jazz, country, and rock) tradition. My duties as an instructor are to make lessons fun and enjoyable so that students feel enthusiastic to learn our various core concepts, new techniques or work material. Primarily, I encourage my students to compose their own original music, so they feel great about their work and continue to progress. My students are inspired to participate in competitions, recitals, as well as and concerts in and outside of school programs. I'm always willing to take on new students of all ages for any interest they may have for lessons, whether it be for preparing for education, career, new curriculum activity or just for fun.
For beginning students who are children, I typically start the first day with allowing them to perform what they have learned prior so that I can see where their strengths and weaknesses are. Afterwards, I will work on their strengths so that they feel confident to tackle on their weaknesses. Once the student has progressed in fundamentals, I will advance them to solo repertoires appropriate for their performances. For adults, I allow the students to plan out what they want and will like to learn, while guiding my instruction accordingly so that lessons are met effectively.
The greatest feeling is seeing my students build a stronger passion and appreciation for the art form! It's crucial for me that students are reminded that progression is made at his or her own pace. A common thing I notice from students is that some feel that others around them may seem to be ahead of them. It's important to me to encourage students to feel very comfortable and relaxed at their level so that they understand that they are not late or early, but on their right timing. Acknowledging my students timing of accomplishments helps them stay focused on themselves, as well as reaching the next goal set forth. By staying at a constant engagement with what inspires the student, I can successfully give my instruction a strong foundation to their wants and needs.
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