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BA, Wesleyan College, Music
2010-2014 Wesleyan Scholars
I'm passionate about student growth through the wonderful medium that music is. I graduated from Wesleyan College in 2014 with a Bachelors of Arts in Music focused in Vocal performance and a studio art minor with a painting focuse, and this fall I am going to start working towards a Masters of Fine Arts at Columbus College of Art and Design. Music conects me to people, places, and my own emotions like nothing else. Every performance is a unique and exhilirating experience, and I have been privilaged to be able to perform in a mulitude of choirs in and out of school, as a soloist in the middle Georgia area and abroad. I treasure them equally whether it was a small choir with an audience smaller than the choir itself or an aria in Italy accompanied by an international orchestra.
I fell into and in love with teaching my senior year of college when I accepted an internship oppertunity at Northminster Presbyterian where I taught begining music skills through games and team building. Last summer I was offered a wonderful oppertuniy to teach voice one on one at Second Baptist School of the arts, and I learned that I prefered the dynamics of privat lessons with the flexiblity to satisfy my students' needs individually. I like to form connections with my students and promote fun, so that they feel like they can make requests and voice concerns. I like to incoorporate other subjects and styles of music to help ground harder music concepts with concepts they are already familiar with. I look forward to teaching and learning with all of my students.
At the beginng of the first lesson I like to ask my student about their musical experience, interest and if they have any over arching goals, and after that I warm them up and teach them part of a simple song either from a popular musical or (for my younger students) Disney song in order to hear the maturity, tonality, and range they are starting with. If my students do not have a particular song or songs picked out then I assign songs, trying to adhere to the student's interest, during the second lesson. I typically half my lessons between music reading and theory skills and working on their song or songs, and I normally assign a listening example, music reading assingment, and encourage daily practice. I do not punish a student for incomplete homework, however I stress that the homework I assign is to help them on their musical journey. When preparing for a performance or audition I spend the lesson fine-tuning their repetoire. I like to press my students beyond their own expectiations, but also try to remain sensitive to my students frustrations and believe in positive re-enforcement.
There is nothing better than seeing the face of a student light up when they grasp difficult concepts or sections of music. Positive reinforcement is the most important tool any teacher can have in their arsonal, and I try to praise my students every time I notice imporvements and support and assure them when confronted with difficulties. I set small goals, achievable goals for every lesson, so that my students can sense their progress in reaching their over-arching aspitations. I strive to be open and approachable, so that my students (and gaurdians of non-adult students) feel confident asking me questions and giving feedback. I try to cater to each individual's needs and interests to make fun, personally challenging cirriculums.
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