Our music lesson students will have the opportunity to take lessons from the comfort of their own home or in one of the teachers studios. Careful attention is placed on each student to ensure a custom lesson plan. Our music teachers understand that every student has different needs and abilities and therefore the lessons will be planned with that knowledge in mind.
lessons are available in the following areas:
Teaching Methods: Cathleen enjoys teaching and believes the experiences she brings to her studio can help her students become more well-rounded and accomplished musicians. Cathleen’s approach to vocal pedagogy includes proper breathing technique, musicianship, and stage presence to name a few. Her favorite part of teaching is helping her students learn good technique while also making singing a fun and rewarding experience.
Teaching Styles: Lessons with Cathleen are fun, challenging and informative. Cathleen expects her students' best effort for their lessons and their practice time. She understands that learning to practice is one of the lessons young students in particular need to learn. That's something she takes seriously in her teaching. She also understands the importance of enjoying music and tries to help her students relate to the music.
Instruments: Piano, Voice
Teaching Methods: Lesson plans are catered to the needs and level of each individual student. For younger students with maturing voices, I generally work on basic technique like breathing and posture. I will teach solfege and simple songs that help develop the young singer's ear and a relationship to their voice. For more mature voices, typically above the age of 16, I begin to approach more technical areas of singing like vowel formation, breath energy and management, agility, legato, vocal registration, and a more detailed understanding of the physical anatomy behind singing. I use art songs that will guide singers through these areas of their voices, and will often allow the singer to bring in material of their own choosing within reason. At any age I put a large focus on how to practice outside of lessons. Lessons are for learning new vocal exercises and exploring new facets of the voice in a safe space. Outside of lessons are where substantial growth occurs.
Teaching Styles: In the voice studio I am a kind and nurturing teacher - no matter the age or level of the singer. Above all, I strive to instruct healthy, beautiful singing. I absolutely believe in choosing music for a student that will help improve specific areas of vocal technique, but also music about which the student feels passionate. Singing should feel like a release and it should be rewarding. I remember looking forward to voice lessons and getting so excited to watch my voice grow and get better. Practicing outside of lessons was fun and felt worth my time. I always want that for my students.
Teaching Methods: The voice is such an amazing instrument, and because of its personal nature it can also be the most challenging. My teaching style is infused with the knowledge that students of voice must be treated with great care, love and encouragement. I incorporate classical voice and Bel Canto exercises along with the physical studies of Tai Chi, Nikolaus Technique, Pilates and Yoga to help develop core strength. Sessions include stretching and movement.
Teaching Styles: My passion is helping other access their authenic voice in the most healthy way possible. I tailor each lesson to the individual, listening carefully to discern what is needed, and what will assist them in finding their sound and an easier way to produce tone.
Instruments: Piano, Voice
Teaching Methods: I choose the books according to my assesment of the student during the introductory lesson. The Faber Method is one of the more popular ones. I also use the Alfred All-in-One boooks series. As supplemental material, I use Keynote Speller by Shaum and Line a Day by Keith Snell. For solo repertoir, I select methods based on the skills and favorite peices of each student.
Teaching Styles: I encourage my students to include the music in their everyday schedule. They also receive assignments to compose musical questions and answers, transpose melodies, as well as listen to recordings. I use duets and play by myseelf to inspire their imagination. I also recommend attendence local music performances to help develop student's ears and form their music tastes.
Instruments: Piano, Voice, Trumpet, Trombone, Euphonium, French Horn, Tuba
Teaching Methods: Depending on whether it be voice or instrumental my methods will differ slightly. For beginning voice students (-12) I teach out of a folk songs book, and if they choose, challenging disney repertoire which adds an element of fun, but also is educational. for Intermediate students (12-15) I use the same folk songs book but apply more advanced techniques on proper singing technique, then depending on their level, I might do more advanced repertoire which fits them. For my advanced students (18+), depending on how advanced they are, I start them in the "First Book of _______ Solos" series. This series covers singing in English as well as several other languages and provides a good foundation for singing. Anything else I do with the student is on an individual basis. For younger brass students (10-14) I would teach out of the Standard of Excellence Books unless they are more advanced where I would start them in the Arbans Book, Robert Getchell Book, and/or Schlossberg Book. I would then find solos or other repertoire to work on depending on their skill level. This is also what I would do for my older more advanced students, and again, anything else I do with the student is on an individual basis.
Teaching Styles: My philosophy in teaching is that a good understanding of the foundation of music and the instrument will lead to self sufficiency in learning. I aim to teach my students not just to be dependant on myself as the instructor, but to be able to problem solve and learn on their own if they run into a question and an instructor is unavailable. I regularly practice sight reading with my students and keep them critically thinking about their music and what makes it up. Once I feel that the student is at a level to make critical decisions about the music they're making I will ask them to make their own interpretations of the music and help them along depending on style and appropriateness.
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