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Evan M In HomeHome Teaches OnlineOnline
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Instruments: Piano, Voice, Saxophone, Keyboard
Styles: Classical, Jazz, Musical Theater, Opera, Showtunes

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Evan M In Home Teaches Online
Instruments: Piano, Voice, Saxophone, Keyboard
Styles: Classical, Jazz, Musical Theater, Opera, Showtunes

Where I Teach:
In Your Home My Studio Online
Ages Taught: 15-65
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:

Master of Music, McGill University, Vocal & Opera Performance Bachelor of Arts, Luther College, Music

Awards:

2016- Elizabeth Wirth Vocal Excellence Award Semifinalist 2015- McGill University Graduate Excellence Award 2014- Brudos Prize in Opera Performance 2013- National Association of Teachers of Singing Regional Honorable Mention winner 2010-2012- National Association of Teachers of Singing District winner

Overview:

My name is Evan, I am a huge British comedy fan, and I am a constant, evolving advocate of music. Classical music is my specialty, but I believe music crosses much more than disciplines, and I encourage that mindset in my teaching. I recently received my Master's degree from McGill University in Vocal Performance; while there, I was fortunate enough to work professionally through the Opera de Montreal and through the Opera America conference held in Montreal this past year. Through my Bachelor's degree at Luther College, I was fortunate enough to be involved with the Nordic Choir, touring across the United States and the United Kingdom.

EXPERIENCE

Through my undergraduate and graduate school years, I have held secular and liturgical studios and teaching experience in many varieties. I have had 6 years' experience as a choir director and 6 years alongside that as a private piano teacher. My specialty is classical music, but I believe that music as a cultural language can cross much more than disciplines, and I encourage that mindset with my students. I believe in self-efficiency in practice and performance, and self-efficacy in review and feedback. I believe demonstrating and guiding students in the technique of practicing is critical, and I lead with providing the motivation that says they, the student, can control their enjoyment of their instrument. By providing critical and lateral thinking when applying new concepts, the responsibility of comprehension rests solely on the student, allowing them to own and solidify what they know and how they acquired that knowledge. With a student-centered philosophy, I believe my role as a teacher is to eventually provide another, trusted set of ears to verify and gauge their progress, and ultimately, to collaborate in the joy of making music.

METHODS USED

When considering texts and books for students, I believe that Hal Leonard texts are a standard and acceptable form of teaching. For students who may have personalized needs, there are accompanying tools that can be of use, and I try to use those as necessary. Beginning with any student at any level, I first try to engage with them on a purely audio level. By interacting with their instrument from a simply aural perspective, I can get a sense of how they respond to sound; for example, how they attempt to find patterns on a keyboard, or how responsive they are to consonance against dissonance. In finding out how they understand sound, I can get a better sense of how they can grasp certain subjects of spatial relationships on paper or how that audio responsiveness might transfer when going through a text. I attempt to accommodate for each student, and this accommodation does not necessarily mean going through a book front to back is the most effective means of reaching that student.

LESSON STYLE

I believe in self-efficiency in practice and performance, and self-efficacy in review and feedback. I believe demonstrating and guiding students in the technique of practicing is critical, and I lead with providing the motivation that says they, the student, can control their enjoyment of their instrument. By providing critical and lateral thinking when applying new concepts, the responsibility of comprehension rests solely on the student, allowing them to own and solidify what they know and how they acquired that knowledge. With a student-centered philosophy, I believe my role as a teacher is to eventually provide another, trusted set of ears to verify and gauge their progress, and ultimately, to collaborate in the joy of making music.

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