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Frances K In Home In Studio
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5
  5.0 (4)

Instruments: Piano, Guitar, Voice, Drums, Synthesizer, Harmonica, Ukulele, Music, Keyboard, Electric Guitar, Classical Guitar, Acoustic Guitar
Styles: Classical, Jazz, Pop, Rock, Blues, Folk, Country, Gospel, Musical Theater, Electronic, Spirituals, New Age, Soul, Punk

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Frances K  
5
  5.0 (4)
In Home In Studio
Instruments: Piano, Guitar, Voice, Drums, Synthesizer, Harmonica, Ukulele, Music, Keyboard, Electric Guitar, Classical Guitar, Acoustic Guitar
Styles: Classical, Jazz, Pop, Rock, Blues, Folk, Country, Gospel, Musical Theater, Electronic, Spirituals, New Age, Soul, Punk

Where I Teach:
In Your Home My Studio
Ages Taught: 3-80
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:
Master Degree: SUNY Potsdam, Bachelor Degree: Niagara University
Overview:

The Starcazia Music Conservatory: Artist Background & Experience My name is Franny K. and I've been teaching music privately since 1997. I specialize in classical technique, and have expanded the teaching repertoire to include jazz, blues, ragtime, and instrumental improvisation. I teach piano, synthesizer, classical/acoustic/electric guitar, and vocal technique and development. I also include Penny/Celtic whistle and ukulele upon learner request, or educational benefit. Every student rehearses a core of relational musical skills, which includes a skill set that allows the learner to master multiple instruments and play songs by ear. In this way, conservatory learners become their own master of learning, and become confident, open, deliberate listeners and performers. Teaching Materials & Method Most teaching materials are self-made and include fingering exercises, memory songs/duets, harmony and ear development repertoire, and walking rhythm exercises, often using floor decorations for the very young. Instinctive rhythm development is elicited throughout the teaching repertoire by using the child's own walking rhythm and rhythmic games, serving to allow for better self-management in learning new material (e.g., patience), and mastering the learned music over time (e.g., persistence). Rhythm allows the learner to regulate the speed of practice, leading to eventual mastery of every song and exercise.

Please see the photographs for complete details about The Starcazia Music Conservatory.
EXPERIENCE

Teaching While Performing I have taught multiple ages, across the spectrum of ability. Typically, the youngest I begin a learner is 3 years old, but I have also developed numerous music programs (ex, Kidz Bounce) which incorporates ear and movement instruction for children as young as 16 months. These programs utilize parental participation, story songs, and simple movement patterns. I also use costumes (for myself and the children), original songs and games, children's songs, age-appropriate and cooperative crafts for children and parents. I have been performing in the area for 12 years in local coffee shops, school auditoriums, and in private homes as a birthday party artist. Birthday party repertoire/order is determined by the birthday child and parents, and the age of the expected audience, as is the craft. Every show is unique, and the majority of music is educational in nature, guiding each child with listening directives, interpretive movement, and active listening activities. The conservatory employs songs that evoke a learning attitude, using play and group participation. *Innovation for the Classroom & Special Education Environment I have also spent time as an AIS aide. In addition to using the provided manipulatives, I invented several specific games to target specific trouble spots (ex. Reading a clock face) and enhance the child's learning ability. I also developed several math programs for use in the classroom in conjunction with my programming, for both enrichment of the gifted, and assistance to those who need it. The program incorporated fun, cooperative partnership, and sequential learning skills in conjunction with memory, concentration, and patience. The programs were designed to allow the student to progress at their own pace, without pressure and without external incentive. Most of my games and programs targeted the development of instinctive math understanding. (ex. multiplication) Before the Classroom: A Performer As a teen, I was a part of the Rochester, NY Chapter of the Peace Child chorus, along with participation in several other choruses as well. Peace Child was unique because we were allowed to develop our own musicals, using dialogue and self-written song. Other cities across the US and the world also had Peace Child choruses, and we would often exchange youth, music and shows. Over the summer months, the older youth would be selected by a unique audition process and placed on a Tour, to be joined by older youth from another country, and we would all travel and perform in other sister cities who had their own choruses rehearsed to perform with the Core (older) Youth. These Tours took place all over the world, to places that are now entrenched in war (ex. Syria). The Core was responsible for writing and developing their own show before going on the road for a summer of performing. Every show was unique, remembered only by the performers. My heart and soul were tremendously blessed to have participated in such a program. I continued to perform with Peace Child as an older Youth representative until the age of 19, singing in special avenues with selected other older Youth, in the capacity of showing the sponsors of the program how important, valuable and fruitful the program was. The Peace Child program still exists, but it has since morphed into a dynamic and innovative organization that helps impoverished communities improve and build themselves, worldwide. Presently, I invent games, compose music, design children's educational programming, perform, and continue to teach at my recording studio (Fat Cat Studio A). I have also become a seasoned videographer and create commercials and videos to help present educational children's programming, live performances, and to assist in teaching. My hobbies include research about ANS control, Behavioral Disorders, and the Autism spectrum. I design programs for the classroom utilizing Art/Writing/Music enrichment, and I enjoy videography, photography, performing, preaching, and designing new programs. Thus, the Starcazia Music Conservatory specializes in using musical instruction to alleviate difficult emotional experiences including: Depression Generalized Anxiety Disorder (GAD) Post-Traumatic Stress Disorder (PTSD) Autism Grief/Loss of Caregiver Physical-Mental-Emotional Abuse Learning Differences Music also helps to alleviate unproductive behaviors associated with: Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) The Autism Spectrum The Starcazia Music Conservatory uses music to enhance cognitive/emotional development in every learner, enhancing students who are gifted, augmenting students with special needs, and allowing every human to discern and create their own music & learning experience. The Starcazia Music Conservatory uses a human-centered approach, utilizing games amidst structured lessons designed with learner requirements. Music is the Universal language that not only reaches every heart, but Every level of the learning and listening Soul. It is a Time for growth and healing, at any age. I will travel great distances to teach.

METHODS USED

The Starcazia Music Conservatory: Overall Objective and Simplified Methodology Over the years of teaching, I have incorporated ear-training skill sets into my methodology that perpetuate relative-pitch skill development in my students, regardless of their cognitive difficulties/gifts. It is by utilizing student strength and instilling intrinsic motivation that I may reach a child, to help where they need to be met, and in the process, allow them to learn how to teach themselves to learn. Once they have the confidence as a learner and consequently master this process, they are free to learn whatever they'd like, and proceed in whatever direction, for as long as they wish.

LESSON STYLE

My teaching style, then, reflects the importance of self-discovery. There exists something uniquely vital about listening to music… For it is in music that you listen to the conversation of sound… it is a different way to listen, a different way to imagine what sound does, and is! If we have the luxury of listening; the privilege of hearing, we have an opportunity to let music transport our mind, and move our heart with emotional awareness and expression. We can feel inside the music what we are seeking. We can find relief inside any song... forever. I utilize progress reports every 6 weeks. They are given a practice chart and I write to them on it about what we did during the lesson and give them a rating (ex: "Awesome). They may track their own practice behavior using the same chart, and parents can see how the lessons are progressing. We continuously strive to build a Repertoire of songs that are mastered well enough for a public performance. There are recitals twice a year, where students perform their repertoire for family and friends. Their repertoire selections usually rotate over time. I do not mark up their music, and I do not criticize, ever. We have fun and explore the sounds we make... and celebrate the ones They make! Lessons are very productive and a lot of fun.

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Rachel Laso

5

My son and I have taken guitar lessons from this Amazing Teacher.She makes learning so much fun.So encouraging to her students! I highly recommend

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