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Bachelor Degree: Ithaca College
Master Degree: Boston University
other: Suzuki Certification
I have played cello since age 4 and piano since age 7. I holds a B.M. in cello performance and composition from Ithaca College, as well as a Masters in cello performance from Boston University. Currently earning a Performance Studies Certificate in Contemporary Classical Music from Boston Conservatory under Rhonda Rider, I perform with the contemporary ensemble there, as well as freelance performing in the greater Boston area. I am also an active composer and performer of contemporary music. Teaching and engaging students is among my foremost passions as a musician.
In addition to my private studio, I have taught as a private instructor, both through music schools in the central NY area and at Ithaca College in Ithaca NY. I have maintained a private studio since early in my undergraduate degree (6 years ago). I am most experienced in classical cello at all levels of experience and all ages, but will adapt my teaching depending on the interests of the student. With my interest in contemporary classical music I am always looking to engage new musical ideas with my students. I also teach piano to those interested in starting or who are relatively new to the instrument.
I am trained in the Suzuki method and will typically start my beginning cello students in this if they are not already interested in another method. If you are interested in a different method I will typically alter my teaching to accommodate. Early lessons typically work on establishing a strong technical foundation so the student will be able to pursue music that speaks to them. Pianists will typically begin with Faber's early music books. In both instruments student suggestions are always welcomed. We will work together to find repertoire that is interesting to you and that I feel is right for your skill level.
I strive to cultivate in all my students a lasting love for the art of music in whatever form it manifests in them. Finding what about the instrument is inspiring to the student is paramount to keeping both of us engaged in the process. As a teacher I challenge my students to explore the joy of making music with their instrument and to chase that which cultivates joy in their playing. While I acknowledge my role in the beginning is to lay a foundation on which the student may build their expression, I desire to move away from prescriptive solutions to problems once the basics have been covered and instead work with the student to find solutions to the problems specific to them.
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