Colin J  
Instruments: Voice
Styles: Classical, Jazz, Pop, Rock, Blues, Folk, Country, R&B, Gospel, Musical Theater, Opera, Latin, Funk, Hip Hop, Electronic, Flamenco, Salsa, Showtunes, Spirituals, Reggae, Merengue, Latin Jazz, Swing, New Age, Samba, Bossa Nova, Soul, Marching Band, Punk, Mariachi, Avant-garde

I have taught private voice lessons for well over a decade in various genres from classical to contemporary. I earned a Doctorate in Musical Arts in Voice Pedagogy from Shenandoah Conservatory. My dissertation is entitled "The Application of Motor Learning Feedback in the Singing Voice Studio." https://ycp.academia.edu/ColinJohnson. In addition to my doctorate, I earned a Master of Music in voice pedagogy from Shenandoah Conservatory and Bachelor of Music in voice performance from the University of Iowa. I am a member of the National Association of Teachers of Singing (NATS), the Pan American Vocology Association (PAVA), and the Voice Foundation. As a performer, I have sung in many opera houses and theatres across the country as well as in Germany and Italy. My voice has been described as “ebullient” in roles such as Figaro in Le Nozze di Figaro, Leporello in Don Giovanni, Dr. Dulcamara in L’elisir d’amore, Méphistophélès in Faust, Caspar in Der Freischütz, and Sam in Trouble in Tahiti. His other concert works include Baritone Soloist in Brahms' Requiem, Elijah in Mendelssohn’s Elijah, Bass Soloist in Bach’s Christmas Oratorio, and Handel’s Messiah. I have also performed the bass solo in Verdi’s Requiem. I am also a devoted lieder singer having performed Schubert’s Winterreise, Schumann’s Dichterliebe and Brahms’ Vier ernste Gesänge. My research interests include the application of motor learning strategies to the singing voice studio and vocal tract acoustics. I earned a Doctorate in Musical Arts in Voice Pedagogy from Shenandoah Conservatory. My dissertation is entitled "The Application of Motor Learning Feedback in the Singing Voice Studio." https://ycp.academia.edu/ColinJohnson. In addition to my doctorate, I earned a Master of Music in voice pedagogy from Shenandoah Conservatory and Bachelor of Music in voice performance from the University of Iowa. I am a member of the National Association of Teachers of Singing (NATS), the Pan American Vocology Association (PAVA), and the Voice Foundation.

The human voice is a highly expressive instrument where both art and science harmonize together. I employ humor and experimentation to provide a safe and secure environment that is tailored specifically to each individual singer. Such a learning space helps put students at ease, facilitates artistic exploration and enables development of their full potential as a singer. Art is the sharing of the human experience, and art is richer when we embrace our differences and celebrate our diversity. In working with diverse groups of learners, I celebrate each student’s uniqueness by empowering and encouraging my singers to bring their unique experience to their art. This is both a collaborative and individualized process. As an instructor, following the needs of each student is the key to finding an approach best suited for them. I accomplish this by listening to my student’s physical and metaphorical voice, acknowledging that their life journey is unique and vital to their full expression as an artist. In addition to teaching students with diverse backgrounds, I have taught students in extremely diverse repertoire as well, including contemporary commercial music and classical repertoire. I use my knowledge of 21st century pedagogy including anatomy, biomechanics and acoustics to help my students perfect their artistic craft in varied genres. Additionally, I apply my expertise in psychology, specifically motor learning, to facilitate their skill acquisition. Furthermore, psychological preparation is as crucial as one’s vocal preparation. Auditions, and performing in general, are challenging not only physically, but also psychologically. I work with students on developing habits of mindfulness, or being aware of one’s presence in a moment, which can help alleviate performance anxiety and lead to a more thoughtful and inspired performance. By providing students with the tools to overcome psychological barriers, I believe students are better able to find their voice. Ultimately, every relationship between voice teacher and student is unique and incredibly rewarding. I am extremely gratified to have the opportunity to work with both advanced students and young artists and believe that by empowering students to explore, in a nurturing environment, we can unlock their inner artist and help them share the human experience through song.`