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MM, University of Denver, Classical Guitar Performance BM, University of Nebraska Omaha, Classical Guitar Performance
2013-2015 - Lamont School of Music Teaching Assistantship
2013 - University of Denver Dean's Scholarship
I began my guitar studies at the age of 12. A contemporary of the Tarrega School, I have taught and performed regularly as both soloist and ensemblist throughout my career. In 2012, I earned my Bachelors Degree in music performance from the University of Nebraska Omaha while studying with classical guitarist Hadley Heavin. Upon graduation, I was awarded scholarship and teaching assistantship to attend the Lamont School of Music where I am currently finalizing my Masters of Music Performance. During this period, I was among Maestro Ricardo Iznaola’s final students before his retirement in 2015. While the classical guitar retains my primary focus, I have played, performed, studied, and taught many styles of music during the whole of my life.
My teaching experience began during my undergraduate studies. Instructing privately, I developed exposure teaching classical, electric, and acoustic musical styles. During my assistantship at the Lamont School of music, my teaching resided primarily toward college students. However, I am truly passionate towards working with students of all ages. I fully welcome the new challenges each experience presents. I believe every teacher should recall this wisdom from guitarist Andres Segovia: "To teach is to learn twice."
I use a large number of methods. However, the chosen method or path is highly dependent on each student’s age, experience, musical interests, and allotted time for daily practice and study. Regardless, I suggest implementing a full curriculum encompassing study of repertoire, technique, musicality, theory, and music history for each student. Therefore, I prefer briefly conversing with each student before choosing a distinct program.
In our modern (distraction-filled) world, nothing is more rewarding than guiding my students toward developing artistry and intellectualism. Therefore, treating each student as an individual is paramount. Regardless of age or experience, my primary teaching goals bear improving a student’s abilities of cognitive function, problem solving, confidence, self-awareness, work ethic, artistry, and creativity through music. To accomplish this, I encourage the building of proper study habits to achieve personal goals. Subsequently, my primary injunction concerns never overwhelming a student. Determining the proper amount of practice and study is substantial to musical growth.
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