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Isabel G In HomeHome In StudioStudio
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Instruments: Flute
Styles: Classical, Avant-Garde

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Isabel G In Home In Studio
Instruments: Flute
Styles: Classical, Avant-Garde

Where I Teach:
In Your Home My Studio Online
Ages Taught: 10-80
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:

MM, Manhattan School of Music (contemporary performance program) - flute performance

MM,Yale School of Music - flute performance

BM, SUNY Purchase - flute performance

High School Diploma, Fiorello H. LaGuardia High School of Music & Art and Performing Arts - instrumental major

Awards:

2013 - Performed in Yale in New York concert at Carnegie Hall, Zankel Hall

2012 - Flute Fellow at the Norfolk Chamber Music Festival

2012 - SUNY Purchase Conservatory of Music Directors Award recipient 

2011 - Performed with ensemble Le Train Bleu at the Galapagos Art Space NYC

2010 - Kentucky Flute Festival Collegiate Artist Competition 1st Place Winner

Overview:

Music is what I love to do, and have always loved to do. I owe my accomplishments and my deep connection with music to the musicians who have taught me over the last 19 years. I have performed in concerts throughout the United States, China and in Banff Canada, in halls such as Carnegie Hall's Stern Auditorium, Zankel Hall and Weill Recital Hall, as well as Symphony Space, Galapagos Art Space NYC, Sprague Hall, and the Shubert Theater. I have participated in summer festivals such as the Norfolk Chamber Music Festival, and the Banff Festival Orchestra. In May of 2014 I graduated with my Master's degree in flute performance from the Yale School of Music. My musical passion is chamber music, and new music. This focus has led me to found a professional woodwind quintet, Sounding Board, and to pursue my second Master's degree in a specialized contemporary performance program at Manhattan School of Music. I am currently an artist member of TACTUS new music ensemble while completing this degree. 

EXPERIENCE

I started teaching privately when I was in high school. After graduating with my masters from Yale my interest and love of teaching has grown and become an essential element of my career. While at Yale I worked as a Teaching Artist in two New Haven public schools. I taught private lessons as well as coached chamber ensembles and ran sectionals. I worked at a summer music festival for middle school and high school students for the past two summers. These experiences helped me fall in love with teaching again! I have helped a young student succeed in his audition for LaGuardia High School in NYC. This past year I taught a very motivated girl who was applying to college music programs, and did not have a private teacher before me. I was and will never stop being proud of her amazing accomplishment of being accepted to every program she applied and auditioned for! I love watching someone of any age grow through music, and to be there to guide someone through that process is incredibly rewarding. I also find myself always learning something about myself, my playing, and the flute while coming up with new ways to tailor my thoughts to every student.

METHODS USED

I believe that technique and musicality go hand in hand. I do not believe that one is more important than the other; instead, you cannot truly have one without the other. The most important aspect of playing music, is that, in and of itself, music! I like to foster an environment with any student where creativity and individuality are top priority. Especially with young students who are still self conscious, if they feel safe with their instrument in hand to create freely, I have no doubt they will be able to perform with greater ease later on in life. With adult students I love hearing what they think the meaning of a piece is. I want to help them gain the technical ability to portray their thoughts through music. My job when teaching young students is to show them that playing the flute should be, above all else, enjoyable. However, it is not something that comes easy, or without effort. Dedication is crucial to success, and consistent practice is something I like to instill in my students. Goals are incredibly important to keep focused. Whether someone is preparing for a NYSSMA exam, an audition of any sort, a performance, or a competition, having a clear understanding of how long something will take to learn and how long you have is crucial! I am an advocate of teaching a student as early as possible how to practice to be successful. I like to use a method book as well as a book of short pieces to get a student started. Because I feel like you can't learn technique without musicality, I think it is important to begin with that in mind and apply the skills we learn in the method book to the piece and visa versa. Some of my favorites are the Trevor Wye: A Beginner's Book of the Flute (there are 4 volumes), as well as the succession of Louis Moyse Flute Series beginning with Forty Little Pieces (these are in progressive order). All flutist should become proficient in Taffanel and Gaubert 17 Daily Exercises (once a certain level and ability is obtained, this is a requirement for my studio). There are many etude books for any level, and etudes are also a requirement (etudes act as a continuation of method books, which focus on specific technical aspects in each etude). Specifically for students who show a clear interest in pursuing music professionally (at least though a collegiate level), and definitely for any adult student, I will recommend these books to read as study material to help truly understand the physics of playing the flute, and how that relates to being musical: Michel Debost's The Simple Flute, Thomas Nyfenger's Music and the Flute, and Arthur Weisberg's The Art of Wind Playing. 

LESSON STYLE

I like to get to know my students before real in depth work can begin. Why are you interested in music? Why flute specifically? What other activites interest you? etc. I ask these questions so that analogies can be made to show how most things apply to all interests. Practice techniques in sports are similar to those in music for example. Knowing a student's personality outside of music also helps when setting goals, such as what to work on specifically in each lesson, what they are working towards in their own practice, and what future plans they have for music. I am demanding in terms of focus and dedication. There is pride shared when a student is successful. I don't measure success based on how many auditions or competitions someone has won, but a smile after completing a difficult task, a concept that finally hits home, or the enjoyment a student has when they can experience their improvements are the successes I strive toward. These are things a student and a teacher can control. 

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