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Elise A In HomeHome Teaches OnlineOnline
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Instruments: Piano, Trumpet, French Horn
Styles: Classical, Jazz, Pop, Gospel, Musical Theater, Opera, Electronic, Showtunes, Spirituals, Swing, New Age, Marching Band, Avant-Garde

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Elise A In Home Teaches Online
Instruments: Piano, Trumpet, French Horn
Styles: Classical, Jazz, Pop, Gospel, Musical Theater, Opera, Electronic, Showtunes, Spirituals, Swing, New Age, Marching Band, Avant-Garde

Where I Teach:
In Your Home My Studio Online
Ages Taught: 10-80
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:

MM, University of Tennessee, Trumpet Performance BM, Ohio University, Trumpet Performance

Awards:

2018 - Onstage Egyptian Trumpet, Knoxville Opera Company

2016-2018 - Graduate Teaching Assistant, University of Tennessee

2015-2016 - Instructor, Athens Community Music School

2013 - Fine Arts Trustee Merit Award, Ohio University

2009, 2011 - Semi-Finalist, Solo Division, National Trumpet Competition

Overview:
I am an Ohio-based trumpeter with a passion for music education, the contemporary music scene, and brass chamber ensembles. I have experience in performing and offering master classes for universities in Ireland and Italy as well as colleges and high schools all over the Midwestern and Southern United States. Armed with my trumpet, rich roots in brass chamber music traditions, and an eagerness to share the gift of music, I am prepared to enlighten and inspire musicians and audiences young and old.
EXPERIENCE
“There is, has been, and always will be a certain group of people whom inspiration visits. It’s made up of all those who’ve consciously chosen their calling and do their job with love and imagination… Their work becomes one continuous adventure as long as they manage to keep discovering new challenges in it.” -Wislawa Szymborska, 1996 Nobel Prize for Literature Lecture Why am I inspired to teach? The words from this poet perfectly illustrate my calling, a calling to share a gift which keeps giving: music. This calling demands love and imagination, where the teacher and the student are invited on an adventure where we both strive to leave each lesson asking ourselves how the next might be better and how to better engage ourselves in our unique goals. It is my mission to teach your child the language of music. It is my goal to teach with this single purpose: my students will be able to give voice to that which they cannot and for which they have no words. To achieve this creative skill, I will teach and reinforce technique, musicianship, theory, rhythm, listening skills, and repertoire. My studio has a positive and enthusiastic environment, fostering a balance between individual growth and mutual respect.
METHODS USED
For beginning students who are children, I typically start with the Arban's Trumpet Method Book. Any brass instrument can play from this book! Once the student has progressed to have a grasp of the fundamentals, I will begin to introduce solo repertoire appropriate for their first recital performance. For adults, I try to find out what the student is interested in, and guide my instruction accordingly to keep the lessons engaging and fun, no matter their ability level. You or your child must agree to arrive at each lesson punctually, well-prepared, and with your instrument, assignment books, and music. To maintain sustainable progress, quality daily practice is necessary. Never be afraid to ask questions! You, your child, and I are on the same musical team and we are on a mission to help achieve your musical goals. If something is happening at home or school that is affecting you, please feel free to share this information. Making a phone call or sending a quick email or text message to keep me in the know can make a difference between a great lesson and a difficult one.
LESSON STYLE
I bring three overarching goals to captivate, challenge, and fascinate each individual student, each rooted in my understanding of teaching as an invitation to relationship. The primary goal is to develop respect. I will model and explicitly lay out guidelines that make passionate yet respectful exchanges of musical ideas possible, and the student is expected and encouraged to return the sentiment. A successful learning environment is established in a place where mutual commitment and earnest discipline rest at an equilibrium. Second, I invite the student to build a relationship with the goal of understanding the fundamental elements of music theory, history, and practices and how we relate and utilize them on the trumpet. It is my responsibility to provide these fundamentals, and it is then the responsibility of the student to learn and implement these elements to the best of their ability and to become inspired to ask questions along the way. The student will be expected and encouraged to take ownership of their goals, and we will work together on not only what these goals are, but how and why they can be used to communicate musically and beyond. Third, the student is invited to a relationship with the musical world around them. The one hour a week we spend working together is not bound to the limitations of that brief period of time, location of the lesson, or even any specific detail on which we might place our attention. Indeed, we will learn the ABCs of music and trumpet playing, but I will place an emphasis on listening to live and recorded music and attending concerts in an effort for the student to discover how their training relates to what occurs outside the four walls of the practice room. It is on purpose that the word invitation is overtly interspersed throughout this teaching philosophy. Fundamentally, I subscribe to the belief that teaching is an invitation to relationship. If authentic, life-long learning is to occur, and the student seeks to develop respect for the teacher-student dynamic, the craft, and their relation to the musical world around them, the choice whether to accept the invitation must always remain theirs. I will continue on my adventure fueled by love and imagination, determined to make that invitation to relationship as significant, enthralling, and heart-felt as possible. When a student is compelled to RSVP with a yes, no larger inspiration could resound.
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