Mallory N
Instruments: Piano, Voice, Violin, Cello, Viola, Trumpet, Trombone, Saxophone, Flute, Clarinet, Drums, Synthesizer, Recorder, Euphonium, French Horn, Tuba, Piccolo, Mallet Percussion, Orchestral Percussion, Oboe, Bassoon, Keyboard, Djembe
Styles: Classical, Jazz, Pop, Musical Theater, Marching Band
Mallory N
Instruments: Piano, Voice, Violin, Cello, Viola, Trumpet, Trombone, Saxophone, Flute, Clarinet, Drums, Synthesizer, Recorder, Euphonium, French Horn, Tuba, Piccolo, Mallet Percussion, Orchestral Percussion, Oboe, Bassoon, Keyboard, Djembe
Styles:
Classical, Jazz, Pop, Musical Theater, Marching Band
Where I Teach:
Ages Taught: 10-80
BM, Western Carolina University, Music BS.ED, Western Carolina University, Music Education Working towards MM.Ed, University of North Carolina at Greensboro, Music Education
I'm a young teacher who loves working with students and instilling my passion of music in them. I have been involved in music since the age of 5, and received my Bachelors of Music Education degree from Western Carolina University in 2018. Through my experiences there, I was able to perform across the state of North Carolina, as well as tours in South Carolina, Florida, and take part in the Macy's Thanksgiving Day Parade in 2014. I have worked to create a successful marching and concert band program at Salisbury High School, and have grown the program to give them the ability to have their first competitive seasons this year. I am starting work on my masters degree in music education at the University of North Carolina at Greensboro in June.
My teaching experience dates back to high school. I was a student leader in the marching band, serving as the woodwind captain for the marching band and the senior student conductor for the concert bands. With these positions, I was able to tutor peers and work on expanding my knowledge of teaching music. Once I graduated, I continued to be employed as the clarinet technician for the marching band at my high school for the next 4 years. In college, I served in several internships where I was able to learn how to teach every age group. My student teaching was an intensive experience where I was teaching both middle and high school students every single day. I learned a lot about myself and my teaching style through these experiences.
For beginning students, I start with the Essential Elements book. If the student has already taken lessons or is in their school band/orchestra, I encourage moving onto the Rubank Elementary, Intermediate, and Advanced method books depending on ability. Once a student has proven that they are able to handle it, I will start on solo repertoire. Particularly for college-bound musicians who wish to major in music, the majority of their lessons will be based on preparing solo literature for All District or college auditions. I work with students to find a practice method that works for them, not an outdated model that doesn't work for today's youth. I teach students how to keep themselves accountable and to set daily practice goals for themselves.
I love being able to send students on their way for the day knowing that they put their best foot forward. Even if they did not come to a lesson prepared, being able to see growth in the small amount of time I'm with them is enough for me. I understand that every student progresses at their own pace, so I work with them and their parents to make sure that realistic goals are set and written down to hold the student, parent, and myself to this growth plan. I also find it important to know exactly where students want to take their playing ability (what their end goal is) at the very first lesson, so I can design my approach around those goals and each specific student's needs.
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