MM, College Conservatory of Music at the University of Cincinnati, Oboe Performance BM, Ball State University, Oboe Performance
2017, 2015- Performed with members of Yo Yo Ma's Silk Road Ensemble at the Global Musician's Workshop
I am a multi-instumentalist/performer/teacher who loves working with students of all ages and musical backgrounds. My specialty is classical music, but I am also a singer/songwriter! I have a masters degree in Oboe Performance from the prestigious CCM, at the University of Cincinnati. I live as a freelance oboist, pianist, and vocalist in New York City, and am currently recording my first full length album. While oboe and piano are my wheelhouse, I feel comfortable teaching the following instruments: guitar, clarinet, flute, bassoon, ukulele, and folk/pop voice.
I began teaching oboe and piano lessons when I was in college at Ball State University, about 8 years ago, and have added the other instruments over the course of the last 5 years. I struggled with intense performance anxiety, and found that singing at open mics relieved some of the stress I felt when I played the oboe. I encourage singing everything through before even touching the instrument, and ask all of my students to get comfortable with singing in lessons, because it's going to happen! I love teaching beginning students, in particular, as I get to watch them grow and learn a completely new skill they've never had before! I love watching students find their voice and gain the skill of playing a new instrument so that they might find a way to express themselves through music! I try to combine musicality and technique in a fun, engaging way that makes students excited to practice.
For beginning piano students, I enjoy the Faber Piano Adventures. As the student progresses, I guage what their interests/goals are, and choose repertoire according to their interests. For beginning oboe and woodwind students, I focus on a myriad of things that have nothing (and everything) to do with actual music: how to form a correct embouchure, correct hand and finger position, double and single reed care, instrument construction and maintenance, and finally, sound production. Once the student can produce sound with correct embouchure and hand/finger positions, I introduce scales, and short tunes.
I always begin a lesson with having the student play a song/piece of their choice, so that they can feel confident and comfortable in their own skin and in the lesson space. For wind instruments, long tones and scales will occur at the beginning of the lesson, and will be followed by study of an etude and/or piece of repertoire. I will ask the student to sing through the piece, so that the student can make a connection with their own voice and with the music, followed by the student reading through the piece with their instrument. I ask all of my students to keep a practice log, which includes: minutes/hours practiced per week, pieces/etudes practiced, something they liked about the piece(s) they studied, something they didn't like about the piece(s) they studied, and personal goals for each week, which will be discussed in every lesson for the following week.