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BM, Otterbein College, Music Education, 1996 Ph.D. Curriculum and Instruction, University of New Orleans (graduation, fall 2018)
1992 - Vocal Performance Scholarship (Undergraduate) 1993 - Outstanding Music Major 2014 - Doctoral Scholarship in Curriculum and Instruction
Though I have been teaching for over two decade years, I am far from feeling like a burn-out. In fact, the more I teach, the more intrigued I become with the learning process, and I am constantly re-tooling my approach in order to help my students learn more effectively. I LOVE teaching, and I have chosen to teach privately because I enjoy the one-to-one interactions with my students. I can actually get to know each of my students, and I use my knowledge of each new student's goals, temperament, age and learning style to tailor each lesson. I studied music education, I needed training if I was going to understand how to pass on the skills I've acquired. I graduated from Otterbein College in Columbus, OH in 1996, and I have been teaching privately ever since. I love to help students discover how they learn best, and rejoice with them as they master a particularly challenging passage, or access a new genre.
While I finished my undergraduate degree, I taught piano and music theory to children in my university's community music program After graduating, I launched my own private studio, and taught both children and adults both piano and voice lessons. I have helped the youngest learners discover the joy of making music, prepared high school students for college auditions, and prepped local actors for upcoming performances in musicals. I have also taught group music classes to newborns, and helped elderly BEGINNERS (yes it's never too late to start) realize their musical potential. I also write pop music and instrumental piano solos pieces for local performance and have two EPs to my name. Most recently, I've discovered the world of arts-based research, and I am currently writing a research musical as I complete my doctorate at UNO in curriculum and instruction.
I always begin my lessons by learning as much about my students as I can. I believe that when paying for an individualized lesson, students should receive just that. While I do use method books in order to to provide pedagocial continuity, I am constantly evaluating students and can switch tacks mid-lesson, if I perceive a student needs something different than I anticipated. Students can expect to be treated like musicians, because I believe it is important for students to learn to think musically-to envsion themselves as artists with a unique musical voice. I love to teach children of all aptitudes and temperments, and I am comfortable working with differently-abled children, or children on the autism and hyperactive spectrum. I firmly believe that these students perhaps have to most to gain from caring, pedagocially sound instruction.
I am an upbeat, kind and creative teacher. An attitude of warmth positivity pervades my studio. When teaching, I pull from my broad knowledge base in order to problem-solve with my students. I am also fairly Socratic, and I prefer to help students learn by leading them, rather than by merely dumping musical data. I am also very organized and energetic in my lessons. Students will be engaged with multiple varied instructional activities. In a typical lesson students will compose (yes, even beginners), as well as read music. Student's will also learn proper technique (an absolute necessity in order to interpret music and prevent injury.) I aim for student mastery of nearly every piece so that students can "lift" the music off the page rather than woodenly replicate notes and rhythms. Good musicianship requires finding the story in a piece of music, and then telling that story in one's own way. I aim to empower my students and to help them listen to their inner musician. I also help my student's self-evaluate, so that they become more independent learners. My goal is to create lifelong lovers of music.
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