Faith U
Instruments: Violin, Viola, Electric Violin, Fiddle, Music
Styles: Classical, Jazz, Pop, Blues, Folk, Country, Swing, Marching Band
Faith U
Instruments: Violin, Viola, Electric Violin, Fiddle, Music
Styles:
Classical, Jazz, Pop, Blues, Folk, Country, Swing, Marching Band
Where I Teach:
Ages Taught: 10-80
Associate Degree: Virginia Commonwealth University, Course Work: Virginia Commonwealth University , Professional Certificate: Virginia Commonwealth University
2021-Preservice Teacher Certification at Virginia Commonwealth University
2021-First Chair Violist of the VCU Symphony
Hello there! I am a current VCU student in the Musical Education course of study with an interest in teaching younger and older students alike, with a focus on particularly reaching neurodivergent students. I'm currently a junior, with 10 years of viola performance and 8 years of violin performance. I've given performances both solo and chamber in the Singelton Center for the Performing Arts, along with side gigs. My work consists of one on one study with a variety of students, but I have also taken charge of classrooms of students with musical activities, composition, and performance. My methods not only consist of studying technique but also the groundwork of rhythm and a variety of styles for a more personalized study path for each and every student. This may consist of jazz play for rhythm and improvisation, but there is also a place for technique practice and musicianship in classical art pieces. The student takes a large part in studying what they wish to, I just provide the methodology to get them there.
I have had students learn from me for a few years now ever since my high school years. In my experience, the best way to get a student involved is to not only introduce them to the typical repertoire of their instrument, but also to help them write out, learn, or perform music they have a vested interest in learning. This can come in the form of pop music, inspirations like Lindsey Sterling, operatic or broadway show tunes and even music made for video games. Not only will they be rushing to put the music to their instrument, but they will also know what the music is supposed to sound like which translates to better intonation. This makes the music not only fun and enthralling but also satisfying and nutritional musically speaking.
Beginners generally get to start with proper technique via some harmony open string chords to common popular music, before stepping into the Suzuki or Essential Elements world. Once they reach the mid-levels of Suzuki I also start to incorporate common music for their instrument that may be separate from the books, bu almost more importantly I get the student to start investigating their own taste in music. This allows them to build a repertoire, be it fiddle tunes, jazz tunes, more romantic styles, classical, atonal, or other stylings they find themselves gravitating to.
A student will develop a loving connection with music under my study, whatever that music may be. More foundational technique learning such as practicing certain scales, arpeggios, etc. will be evaluated. Many students have different preferences for their practice and may want to structure it differently than how is commonly taught. I make it vital to make practice something that can be enjoyed while also being a puzzle or challenge just enough to make the student want to keep going, learning things on their own that I can guide them along. I make a specialized google document that students and parents have access to in order to track the growth of the student, giving them a practice guide for skills that build on top of one another, showing where there is big or little growth.
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