Instruments: Guitar, Drums
I draw from a wealth of numerous musical resources. I believe in facilitating healthy technique as it is the foundation of the physical aspect of playing. I combine this with the theoretical essentials, learning scales, intervals, reading music, improvising and conceptualizing. I advocate these aspects subject to the needs of the student.
Instruments: Guitar, Bass Guitar
The teaching style that I use is to get to know my students and keep a fun and engaging atmosphere. I try to convey that the goal of learning an instrument is to play music, so I always save time for playing songs or jamming together. I always found that my best teachers were kind and lighthearted individuals that understood my needs. I try to be the same for my students. Through encouragement and recongnition of progress I keep students excited for their next lesson rather than being afraid of what could otherwise be a boring or intimidating experience.
Instruments: Guitar, Bass Guitar, Ukulele, Electric Guitar, Acoustic Guitar
Teaching Methods: For beginning students, I use the Hal Leonard Basic or Kids Guitar Method because it is such a good introduction to the instrument. For bass and ukulele I also use the beginner Hal Leonard Method books.
For more advanced students, I first get a sense for what they want to learn and where they want to go, by asking them some questions about their previous education, what songs they like to listen to, and any problems with practicing or grasping the material, that they may have experienced.
Then, I create a custom lesson plan catered to their goals, based on my experience, and various methods gained from Berklee College of Music curricula.
Teaching Styles: Because I have gained so much in terms of amazing experiences from playing, writing, recording and performing music, I want to pass that passion on to those who are interested in learning music, and an instrument, themselves. I am very plan-oriented, knowing that students learn differently and progress at their own pace. In following the structure of a plan for learning, I build in some opportunities for students to experiment with what has been learned, in a way that other students have found to be fun, so that a deeper understanding of the fundamentals of the instrument, and musical structure, are gained by the student.
Instruments: Guitar, Voice, Violin, Viola, Mandolin, Acoustic Guitar
Teaching Methods: For beginning students, I typically start with basic elements of Music: scales, melody, harmony and rhythm, with the interactions of musical instrument, e.g Guitar. Once the student has progressed to have a grasp of the fundamentals, I will begin to introduce solo repertoire appropriate for their first performance. I will try that repertoire is good for the students, according to their likes and trending. I try to find out what the student is interested and what motivate them. The most important are to find the passion for music.
Teaching Styles: For me, the most important thing is not to teach what I know. The most important thing is to teach my students to generate knowledge for themselves. In addition, the change, the result or the progress I seek is that which exerts music through its transforming power of the human being. My style is interactive. The dynamics of the class we make between the student and me. Of course, I lead the class, but the questions are very important. My classes are a constant process of appreciative inquiry that allows finding the potential of each musician.
Instruments: Piano, Guitar, Voice, Flute, Organ, Synthesizer, Keyboard, Electric Guitar, Acoustic Guitar
I blend the tried-and-true poise of classical technique with holistic approaches to satisfy two purposes: 1) the traditional desire to hone skill with practice and discipline, and 2) the psychological development of the student's independent musicianship. Music without expression is only sport. While technique, exercise, rigor, and history are essential in order to develop the deepest possible understanding of music, I aim to go beyond this to shape the independent expressionism of each student.
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