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Bachelor Degree: Florida State University, Master Degree: University of Rochester - Eastman School of Music
Christopher L. is an operatic tenor, violinist, pianist, and songwriter from Tampa, Florida. Christopher trained as a classical violinist, and pursued a violin performance degree at Florida State University until he was encouraged by his then-voice teacher to switch to the voice program. He holds a Bachelor of Music degree in Vocal Performance from FSU, and a Master of Music degree in Voice Performance and Literature from the Eastman School of Music. As an orchestra member, he performed with the University Philharmonic at FSU, and the Patel Conservatory Youth Symphony in Tampa. This past summer, Christopher performed the Prince in Opera Steamboat's cover concert of Rusalka with orchestra. Earlier in the 2018-19 season, Longo originated the role of the Fisherman in Opera Tampa's world-premiere of Anton Coppola’s Lady Swanwhite. He debuted with the company in 2018 as the Defendant in Gilbert & Sullivan’s Trial By Jury. Earlier that year, Christopher made his company debut as Alfredo in St Petersburg Opera's cover matinee performance of Verdi's La Traviata. In 2017, he was an Apprentice Artist with Sarasota Opera. He was invited back the following season to cover Giuseppe in La Traviata. He made his Central City Opera debut as Alfredo in La Traviata as a member of the prestigious Bonfils-Stanton Apprentice Artist Training Program in 2015. Other operatic credits include Chevalier de la Force in Poulenc’s The Dialogues of the Carmelites, George in Rorem’s Our Town, Padre in Wasserman’s Man of La Mancha, Frederick in G&S's Pirates of Penzance, Herr Vogelsang in Mozart's Der Schauspieldirektor, Orphée in Offenbach's Orphée aux enfers, Nemorino in Donizetti's L'elisir d'amore, Les Fils in Poulenc's Les mamelles de Tirésias, and Bardolfo in Verdi's Falstaff. Along with performing, Christopher offers lessons in voice, violin, viola, and piano for all levels and ages.
I started teaching voice, piano, violin, guitar, and ukulele lessons in 2014. I pursued my Bachelor’s degree in Violin Performance, and I went to the Eastman School of Music in Voice Performance & Literature. In addition to violin and voice, I have been playing guitar and ukulele my entire life. This past year I have been teaching more and more students online than in-person. I teach all ages, and various styles, as well as music history, music theory, and language diction. I am always looking to bring on new students of all ages to join my studio. I expect this will be an engaging learning experience for all!
I find out what my student is interested in, and I guide my instruction accordingly to keep the lessons engaging and fun, no matter his/her ability level. I highly recommend my students maintain a practice journal for progress in lessons, homework, and weekly goals. I believe clear and defined expectations inspire daily practice. My voice students will learn a series of vocalises to warm up their voice before singing repertoire. I generally choose repertoire for my students, but I am open to repertoire based suggestions. For beginning violin students, we start in The Essential Elements for Strings for Violin, and for advanced young violin students, we typically start in the Suzuki method. For beginning piano students who are children, I typically start in Faber’s Piano Adventures, and for advanced young piano students, we work a combination of Hanon, Czerny, and various solo pieces. For beginning guitar and ukulele students, I send individual pages via email to work on each week.
I believe in invoking a passion for music performance into my students. One way I invoke is by being a model music performer for my students. For instance, in my studio, you will hear me thinking aloud, performing the music during lessons, and encouraging the development of independent thinking by asking students questions. I believe that every child or person can reach their highest level of musical achievement with high expectations, the necessary methods and repertoire, and a caring environment. I support this effort by getting to know each student by asking them questions about their interests, so that each student feels welcome and believes that he/she is part of a positive learning environment. I clearly state the learning and behavioral expectations for their lessons, and I follow through in upholding these standards. For instance, if a student performs a piece or turns homework that is substandard, then I reiterate my expectations, and provide any further assistance or support that the student might need to fix the performance, or finish the homework. I believe in teaching students with respect, and in providing a fun, student-centered learning environment. I make sure that every student knows that they are worthy by listening to and caring for their needs. I work hard to create a studio that celebrates achievement and progress. These efforts encourage the student to continue taking lessons and learn. We celebrate weekly and long term achievements.
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