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*Bachelor of Music and Master of Music, Manhattan School of Music in Viola Performance *Pre-College Performance Diploma, the Juilliard School in Viola Performance *Yamaha Grade Examination Certified in Piano Performance
2011: Albany Symphony Vanguard Scholarship Award
2002 - 2010: Manhattan School of Music President's Award
2000: WQXR-FM 96.3 From the Top Radio Showcase
2013: Principal Viola for Albany Symphony at Carneige Hall, NYC
2013: Violist with Yo-Yo Ma in Albany, NY
2012 - 2013: Principal Viola for Azlo Orchestra at Carnegie Hall, NYC
2011: Violist with Pink Floyd in Binghatmon, NY
2011: Violist with Joshua Bell in Albany, NY
2008: Violist for Latin Grammy with Gloria Estefan, Carlos Santana, John Legend, Patti LaBelle, Kenny G in Houston, TX
Welcome to my Musika Profile. My name is Tina, and I've been in the music industry for over 25 years. Teaching has always been a great passion of my career because I enjoy the process of working and inspiring students with my love of music. I have 15 years in professional piano training and 18 years in professional viola training. My education background includes the Juilliard School and Manhattan School of Music in New York City. I perform regularly in venues like Carnegie Hall and Avery Fisher Hall in New York, and have worked with artists from all different genres namely Yo-Yo Ma, Kenny G, Gloria Estefan, John Legend, Patti LaBelle.
I started to teach privately and give group lessons when I was in college. There I have received extensive training and varied teaching experience through including a required music pedagogy course, “Musician as Educator”, participating in the outreach program teaching grade 3 to 5 at the Children’s Storefront in East Harlem, NY, and assisting the Manhattan School of Music Pre-College Orchestra for students from grade 3 to 12, where I was responsible for helping students develop individually, leading sectionals, and rehearsing the assigned music. I was invited to the North Carolina Governor’s School in Winton-Salem, NC as a teaching assistant in the summer of 2011 for similar responsibilities that I had with the MSM Pre-College Orchestra as well as giving private lessons and dormitory resident counselor duties. As an recent Master's of Music Degree graduate, I am teaching both privately, and at an after school K-8 group violin and viola program as a substitute teacher for the Harmony Program in Manhattan, and coaching the Stamford Young Artists’ Philharmonic for high school students in Stamford, CT. In April, 2013, I was invited to be an adjudicator for N.Y.S.S.M.A. to evaluate the elementary students’ violin and viola performances.
Most of my beginner students are children from grade 3 to 8 who play violin or viola, and I usually begin by building their physical fundamentals (how to hold the instrument and the bow, how to stand, etc.). I find that having visual imagery can be helpful to the studnets, for example, asking the student's fingers to form a tunnel on the fingerboard to prevent their fingers from collapsing. After that, I teach a scale and write down a well-known tune (Twinkle Twinkle or Mary Had a Little Lamb) that corresponds the notes to that scale. My goal for these students is for them to be able to play any tune on the page comfortably by themselves. For my more advanced students, I concentrate on more technical aspects of playing, namely intonation, rhythem, and posture by using exercises from Hal Leonard's Essential Elements, Samuel Applebaum's String Builder, and the Suzuki books. I also begin to introduce musical aspects of playing, namely phrasing, dynamics, and articulation. For my advanced students, I introduce them to an early classical work or Baroque work, and supplement exercises that aid in the learning the piece. I also coach professional players who are looking to apply for music schools, competitions, and auditions.
I strongly believe having a fun and interactive lesson with a student is the key to learning music. I am a very patient and open-minded educator because I understand that it can be a daunting task to learn something if the student doesn't enjoy it. For example, some of my older beginner studnets feel silly when I ask them to learn Twinkle Twinkle, so I ask them for their favorite song, and I transcribe the tune for them to practice. For some students, motivation comes from having a percivable goal, in which I encourage the students to apply for auditions, such as N.Y.S.S.M.A. Let me know what your needs are, and I am happy to accomodate my style of teaching depending on your personality and progress. I am here not just to teach, but also to inspire and have fun with music.
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