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(Current) BM undergraduate in biochemistry, Rutgers University
2015: Performed with the Rutgers University Concert Band at the State Theatre (Bicentennial) 2012-2015: Performed with the Rutgers University Concert Band at Nicolas Hall (Annual Spring Concert) 2008: Participated at Dorney Park's Music in the Parks for Keansburg High School Jazz Band 2004-2006: Participated at Dorney Park's Music in the Parks for JRB Middle School Concert/Jazz Bands
I have always had a natural affinity for the musical arts since I could remember; beginning at age 3, I began tinkering with the keyboard, and since then I have expanded my repertoire to encompass over 20 musical instruments with the aid of friends, family, teachers, and the resources they have offered me. While I have not formally pursued a career in performance art, I have nonetheless continued with my musical exploits on the side, on my personal time and, when the opportunity presented itself, with others in performing groups. In addition to keeping my skills presentable, these excursions have also provided me with the opportunity to interact with other musicians, young and old alike, with whom I have been able to share my talents and in return, pick up new ones, instruction being one of them. I teach mainly from my home - it is a humble abode, but I find it sufficient for my musical purposes; my current collection of musical instruments encompasses 7 types, 4 of which I am able to offer lessons on. I work best with younger students, but older students are equally welcome if they are motivated in their craft.
Incidentally, I started teaching when I was still learning myself; in grade-school, on the recorder. I learned early on that my ability to play by memory and through ear afforded me a stark intuitive advantage over peers my own age; naturally, they came to me during our shared lessons to inquire about my talent. While neither of my abilities was necessarily a teachable factor, they did endow me with the ability to "know" my music - through a bit of compositional translation, I was able to share tidbits of knowledge among my colleagues. Namely, sheet-music for favourite songs, tunes, and melodies which they could then read and master visually what I had picked up audibly. Seeing the joy on my classmates' faces was always a pleasure of mine, so I indulged in it wherever possible, eventually taking it to the internet and indulging learners across borders, and from there, my lessons have evolved from mere musical distribution to regular and consistent technical tutoring.
Ideally, I prefer to work with younger children because it is at this stage in life that they are most musically receptive; I believe it is important for a budding musician to love their craft and - regardless of age, technical skill can only take one so far in the arts. I have seen far too many musicians abandon their gift for the mundane, due to distorted visions of incompetence and unwarranted deceptions of grandeur. As a result, I have made emotional stability and dedication an absolute pillar in my philosophy. In addition to practical instruction, I strive to make sure students are aware of their own abillities, so that they may recognise, appreciate, and nurture their talents to the furthest potential with the necessarily outlook.
I begin my teaching by gauging the student's current ability; once it has been recognised, I then inquire about what it is the student wishes to accomplish under my tutelage. I weed out any early misgivings by trying to get the student to settle for realistic goals. Aiming too high can often overwhelm individuals, and it is a mistake I like to avoid in my teaching, especially in a field as emotionally demanding as music. However, this does not mean that the overall goal of the lessons should be underachievement; rather, my hopes for the long-term are that the cumulative growth in the student establish a strong foundation so that higher learning becomes not only possible, but manageable.
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