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Nick H In Home
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Instruments: Violin
Styles: Classical, Country, Opera, Showtunes, New Age, Avant-garde

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Nick H   In Home
Instruments: Violin
Styles: Classical, Country, Opera, Showtunes, New Age, Avant-garde

Where I Teach:
In Your Home
Ages Taught: 6-80
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:

DMA, University of Utah, Instrumental Conducting, Violin Pedagogy. MM, Brigham Young University, Conducting BMED, BYU-Idaho, Music Education, String emphasis

Awards:

Featured on the US Dept. of Education Website for innovative teaching during the pandemic.

Music Teacher of the Year, 2019-2020 Keene State College

Overview:

Growing up in a musical family, I developed a love of music from an early age. As an undergraduate at Brigham Young University-Idaho, I studied violin under Dr. Dallin Hansen and earned an undergraduate degree in music education. As an instrumentalist, I have performed with the BYU-Idaho Symphony, BYU-Idaho Sinfonietta, BYU Philharmonic Orchestra, Idaho Falls Symphony, Utah Philharmonic, Utah Philharmonia, and Salt Lake Symphony. I obtained my Masters in Music with an emphasis in Orchestral Conducting at Brigham Young University. While attending BYU, I conducted the BYU University Orchestra, BYU University String Orchestra, as well as BYU's production of Humperdinck's opera Hänsel und Gretel. Additionally, I collaborated, as conductor, with the composers and performers of the BYU Studio Orchestra. Together, we have been responsible for the scores of BYU film and creative art student projects, including films, documentaries and video games. I am currently obtaining his Doctorate of Musical Arts in Orchestral Conducting with a secondary emphasis in Violin Pedagogy from the University of Utah where I study primarily with Dr. Robert Baldwin.

EXPERIENCE

My teaching experience includes a wide range of topics, ages, and skill levels. In addition to private violin lessons I have taught music theory, aural skills, and conducted numerous orchestras. It is essential that my students don't only learn violin technique and repertoire, but all aspects of music in order to become well rounded musicians. In addition to a focus on solo repertoire my students are encouraged to participate in either a school of local ensemble and seek out performance opportunities. Students are encouraged to be self-motivated in multiple aspects including personal practice, repertoire selection, and performance opportunities. This does not only foster strong self-accountability, but also enjoyment of the instrument as the student choses, with some guidance, what they want to learn.

METHODS USED

All lesson plans are centered around each individual student, their interests, and skill level. All students will learn different etudes that foster technical development and support their solo repertoire. For students that are less experienced they will work out of the Essentials for Strings series. Other early string series books can be considered if already purchased by the student. More advanced students will use the Kreutzer etudes. Beginning to Intermediate students will typically choose solo repertoire from the Suzuki series, but are welcome to suggest anything they want to learn. Advanced students are encouraged to research and choose concertos that they are interested in learning. I also make time to review the parts that they are working on in their ensembles, answer questions, and offer suggestions.

LESSON STYLE

Students do not progress or progress very slowly when they do not have a desire to do so. Therefore, the students interests and desires are always paramount. Goals are set by the student, and together we make a plan to achieve those goals. I see myself not only as a teacher, but also a mentor. So, I strive to aid the student's progression by providing opportunities and resources. To aid in a students understanding of a piece, each section being worked on is demonstrated by myself. More advanced students are also encouraged to watch and listen to numerous performances of the same work to show multiple interpretive options. Student's interpretive choices are never discounted as that can stifle the students creative capacities.

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