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2018- Show 'God Save Queen Pam' debuted Off-Broadway, script was published by Steele Springs. Joined the selection committee of the Players Theatre in NYC.
2018- Invited to the BMI Lehmen Engell Musical Theater Advanced Workshop
2016- Wrote lyrics and music to Julie Atherton's song on the MS. Songbook Album for the MS Foundation UK
2016- included in Scott Pfitzinger's compendium of composers, 'Composer Genealogies: A Compendium of Composers, Their Teachers, and Their Students'.
I'm an enthusiastic, optimistic and fun piano/voice/ukulele teacher who has over 15 years of experience teaching all ages, including special needs students. I'm a graduate of Berklee College of Music, and also have a career in musical theatre composition. My last show, 'God Save Queen Pam', was workshopped at the BMI Lehmen Engel Musical Theatre Workshop in NYC, and was produced at the Players Theatre in Greenwich Village NYC. Lifelong education is important to me, so I've also studied at University of Oxford, the Schola Cantorum in Paris, and with mentor Paul Boyd for a month every year in London.
I began teaching almost 15 years ago, starting with private lessons, and eventually branching out to singing and handbell choirs, inner-city after school programs, outreach programs for the homeless, and adult continuing learning in Boston, MA. I moved to NJ 3 years ago to be closer to my musical theatre career, and have enjoyed teaching private lessons to typical and special needs students of all ages. I pride myself on being able to teach for all sorts of needs and understandings, and helping every student find their own personal voice and place in music.
For young beginners of piano, I start with Edna Mae Burnam's Step By Step Book 1, as it begins right away with basic reading of notes and music. From there, I progress into the Faber Piano Adventures Series.
Adults will start with the Alfred Adult Piano Course.
Voice students are welcome to choose one song each cycle, while I choose two. It's important to me that they get to express themselves and what they like, while also learning new pieces for their repertoire. Students must choose a personal goal each week. Younger students receive a prize for completing 20 goals.
It's important to me that students are invested in their own lessons, and what this means will differ from student to student. For some five year olds, that may be simply participating in the whole lesson and practicing a few minutes per week. For others, it may mean being challenged with advanced materials. Each student will receive a unique repertoire and lesson based on ability and interests. I focus on technique, then repertoire, then theory, then review for a 30 minute lesson, and younger students will often get a fun music-based game at the end if the lesson has been fruitful. There are, of course, also stickers, which I've found to be the currency of most lessons!
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