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West Virginia University-Music Education Louisiana Baptist University- B.A in Sacred Music (in process)
1988- Semper Fidelis Award 2006-present- Conn-Selmer Endorsing Artist
My passion for the trumpet has come from developing my skills through a disciplined focus on mechanics and fundamentals. In middle school most of my development came through trial and error with a transition to private lessons my junior year of high school. I have found that a majority of young trumpet players approach the instrument in a fashion that hinders their progress. By training a student to shift from a "pressure" to a " compression" mindset they are able to use the air stream to reach their range, power and flexibility goals.
I began teaching private lesson upon graduating high school in 1988 with a focus on the development of the "lead player". Over the years I have helped many trumpet players establish their upper register with a balance of power and flexibility. At the same time I have maintained the focus on proper tone and projection that is appropriate for the style being played. It is important for students to be able to perform equally as proficiently in a variety of styles. Most student musicians will be called upon to play classical, show tunes, pop, and jazz in the various ensembles which they play in. It is important to approach each style correctly so that we maintain the integrity of the style.
I use a number of method books depending upon the proficiency of the student. If I am staring an elementary student from scratch who is not involved in a school band program I like to use Claude Gordon's "Physical Aproach to Elementary Brass Playing." For middle school through college level players I use the same list of materials, but introduce them in stages as the student progresses though their development. Some of the methods are as follows: Arban's Complete Conservatory Method for Trumpet Advanced Lip Flexibilities by.Charles Colin Musical Calisthenics For Brass by. Carmine Caruso
In my experience I have found that it is most effective to teach students in a one-on-one setting. When others are involved in the lesson it can cause a student to become self conscious and therefore effects their progress. It is important for the student to begin with a defined goal so that progress can be measured. When the student sees their progress they maintain enthusiasm in pursuit of the goal. I have found that it is important to set challenges before the student to prevent complacency. When the student sees that they have accomplished the goal, and that their are greater accomplishments possible they achieve far more than they ever thought possible.
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