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BA, New England Conservatory, Contemporary Improvisation
2014 - Essentially Ellington Honorable Mention - Trumpet Soloist
2017 - Member of Honors Ensemble at New England Conservatory
2018 - Original Composition Selected to be performed at NEC Commencement Concert
I am a multi-instrumentalist composer and improviser. My primary instrument has always been Trumpet, but recently I have been focusing on keyboards, organs and synthesizers. I am currently leading an experimental, genre-hopping rock band called Queen Crony that plays all of my original music. I have done a lot of singing and songwriting, and play drums casually with multiple groups.
I grew up in Seattle and attended Roosevelt High School. There I was a member of the nationally recognized Jazz Band. We travelled to festivals all around the country to perform and compete, including the Essentially Ellington festival in New York. At the end of my senior year we toured around Europe and performed at several notable festivals in different countries.
I attended New England Conservatory to study Jazz Trumpet, but while there I switched into the contemporary improvisation program. These four years allowed me to become my own best teacher, develop my voice as a creative musician, and learn from some truly inspiring teachers and peers.
As a working musician I have played trumpet in marching bands, rock bands, pit orchestras for musicals, wedding bands; sang in choirs, and performed with various improvising ensembles.
My first teaching experience was around 6 years ago with a program called Seattle Music Partners. I travelled weekly for two years to teach trumpet lessons at underprivileged elementary schools around Seattle. As a high school student this job could be difficult for me, but it instilled in me the importance of meeting the student where they are at, and being encouraging and supportive 100% of the time. Each student had a diverse background and I try to cater my teaching style to individual needs as much as possible.
In college I taught private lessons sporadically. As a member of the Wildcard Honors Ensemble in my last year at NEC I participated in a few group masterclasses at middle schools around Boston. We would perform then discuss our creative process and sometimes give technical advice. Now I have been out of school for almost a year and I am looking to work with new students of any kind!
Typically I try to acknowledge longterm goals with the student, then work together to break them into smaller, understandable and more manageable goals. Then, depending on what works best for the student there are a number of ways to tackle smaller goals. For instance, if a student says "I want to be better at trumpet" that is a pretty big task! We can break that up into, breath control, articulation, range exercises etc... We find ways to tackle small goals that work best for the student, keeping them engaged and having fun. For example:
-method books and repertoire. Each instrument has a whole slew of book with exercises to build fundamental skills
-playing along with recordings, and learning to play songs that they know.
-writing and developing our own exercises to tackle the different things we want to work on.
-other ways to have fun making music!
Each student comes with a different background, experience, and a unique personality. Rather than force a student to practice things that they clearly don't want to do, I try to understand their relationship to music and meet them where they are. Helping a student discover things that excite them and keep them engage is the most rewarding thing for me.
Teachers are here to make sure students stay consistent in what they are practicing. It can be easy to get distracted and want to work on something different each week. I try to always start a lesson by following up on what we worked on last week. At the end of a lesson, we can set new goals for the next lesson, building on what we worked on before.
Something that has been very helpful for me is to develop a practice routine and write it down. Then each time I sit down to practice I can follow that as a guide for things to work on. If I think it will benefit a student, I may try to help them build a practice routine.
Select all the days/times the student would be available to start lessons. Selecting "3pm - 7pm" means the student can start as early as 3pm or start as late as 7pm. It is important that you select as many days and the widest window of start times for each day as possible. That will help us make a match with one of our teachers.Ok
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