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Bachelor of Music (BMus), Binghamton, NY (2001)
Beginning with my grandfather’s late-1950s electric chord organ at the age of 3, I have always chosen to spend the majority of my free time sitting at a piano, picking away at a guitar, or playing woodwinds in bands and orchestras.
At age 8, I began studying saxophone, and by age 10 I had added clarinet to my repertoire. Following a successful audition at the Nassau County NYSSMA Festival in 1996, I was selected to play alto saxophone in the New York All-State band during the annual NYSSMA Winter Conference in Rochester, NY later that year.
While an undergraduate at Binghamton University working towards degrees in mathematics and music, I continued to study saxophone and clarinet while playing with the University Symphony Orchestra, University Wind Ensemble, Harpur Jazz Ensemble and University Saxophone Quartet, and while preparing for my own solo recitals.
In high school, I began teaching woodwinds and percussion to young students ages 8 to 14 at a summer music program in my hometown of Bethpage, NY, and I continued to work with many of my saxophone and clarinet students during the school year once the summer program had ended, and this continued until graduation.
Upon graduating from college with a Bachelor of Music (B.Mus.), I returned home to Bethpage to resume my private studio and to perform as a woodwind doubler with regional musical theaters in the area.
I moved to Rockland Co. in 2011 with my wife and two daughters, and have been teaching music students young and old in the county ever since.
*** Performance Experience ***
Binghamton University Saxophone Quartet, soprano saxophone (1999–2001)
Binghamton University Symphony Orchestra, clarinet, bass clarinet (1997–2001)
Binghamton University Wind Ensemble, primary alto saxophone (1997–2001)
Binghamton University Harpur Jazz Ensemble, alto saxophone (1997–2001)
*** Musical Theater Experience ***
Riverdale Performing Arts Center, Riverdale, NY (2015)
And the World Goes 'Round, Reed 1: clarinet, flute, piccolo, alto saxophone, soprano saxophone (2015)
Cultural Arts Playhouse, Old Bethpage, NY (2001–2003)
Singin’ in the Rain, Reed 2: flute, clarinet, bass clarinet, alto saxophone (2003)
West Side Story, Reed 1: piccolo, flute, clarinet, bass clarinet, alto saxophone (2003)
Chicago, Reed 3: clarinet, bass clarinet, soprano saxophone, tenor saxophone (2003)
Anything Goes, Reed 4: clarinet, bass clarinet, tenor saxophone, baritone saxophone (2003)
Oh! Calcutta!, Reed 1: flute, clarinet, bass clarinet (2002)
42nd Street, Reed 1: flute, clarinet, soprano saxophone, alto saxophone (2002)
Fiddler on the Roof, Reed 3: clarinet, bass clarinet (2002)
Hello Dolly!, Reed 2: flute, clarinet, alto saxophone (2002)
Annie, Reed 1: flute, clarinet, soprano saxophone, alto saxophone (2001)
Cabaret, Reed 1: flute, clarinet, soprano saxophone, alto saxophone (2001)
*** Teaching Experience ***
Music to Your Home, Orangeburg, NY (2016–present)
New City School of Music, New City, NY (2015–present)
Private Studio, New City, NY (2015–present)
Private Studio, Bethpage, NY (1996–2003)
*** Primary Teachers ***
Timothy Perry, clarinet (1997–2001)
April Lucas, classical saxophone (1997–2001)
Michael Carbone, jazz saxophone (1997–2001)
Frederic Cohen, clarinet, saxophone (1993–1997)
James Coscette, clarinet, saxophone (1990–1993)
Glenn Scheid, flute, clarinet, saxophone (1988–1990)
For beginning students who are in grades 4–8, I typically start with the Rubank Elementary Method books. I find it to be a good supplement to whatever band method (Essential Elements, Standard of Excellence, Accent on Achievement, etc.) is being used in the school district.
For students who are preparing solos and/or duets for the NYSSMA festival in the spring, my lessons focus on helping students improve across all areas being evaluated including scales, sight reading, tone, intonation, technique, accuracy and interpretation.
For adult students, the structure can be as rigid or relaxed as best fits the student.
Nothing is more important to me than ensuring that the music student enjoys her or his time spent playing and learning. As such, I make sure not to put too much emphasis on sticking to any particular method or course of study.
I like to set realistic goals for my students and, being the father of two 2 school-age children, I understand that most of my students do not have the time to devote to music outside of their lesson time with me. As such, I never give assignments. For the students who want to work on something between lessons, I am happy to do so.
Ian is a great teacher. Superb Communication. Easy to work with .
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