Guitar Lessons in Jersey City, NJ

Instruments: Guitar Bass Guitar Ukulele Electric Guitar Classical Guitar Acoustic Guitar

What musical accomplishments are you most proud of?
While some of my musical achievements were performance based, such as attaining 1st chair in the West Chester University Guitar Ensemble, or recording a series of Christmas music videos for QVC, my favorites have always revolved around education. When my elementary school choirs were tired of singing the traditional Christmas songs, I was tremendously proud that they enjoyed the new ones that I composed for them. I loved the success that the students in my guitar class (and private students)had with the guitar methods that I created specifically for them. I'm also quite proud how well received my methods have been with other teachers that have attended my seminars or seen my work online.

What advice do you have about practicing effectively?
Practicing effectively is the most important concept to get across to a student. To do this, the student must develop the ability to critique their own performance in order to identify areas in need of improvement. By focusing on these specific areas, students then maximize the efficacy of their practice time. This removes much of the frustration involved with practice. It's also important to set some time aside, when practicing, to play pieces that have already been mastered, but are still enjoyed by the student; "fun time". While this is not technically "practice", it gives the muscles a break from more strenuous tasks and allows the student to enjoy the instrument.

Why did you choose your primary instrument?
I tend to think that it chose me. I had been playing the saxophone in school since I was in 4th grade. I enjoyed it, but it really wasn't something that I took very seriously. In high school, a friend bought a new guitar and decided to teach me how to play a few simple chords. After that, I was hooked, I could not get enough. I immediately went out and bought my own guitar and started taking lessons. I drove my family crazy playing constantly. Once I had that guitar, I knew I'd be playing for the rest of my life.

Did you have a teacher that inspired you to go into music? How did they inspire you?
Absolutely! I've had a number of teachers in my life that have inspired me in different ways. In college, I loved my Classical guitar teacher's way of fusing material from multiple methods to cover everything his students needed. My voice teacher showed me that a sense of humor went a long way in helping students accomplish difficult tasks. My high school history teacher was a model of dedication to his field of study, and was able to bring that passion to every lesson he taught. I've been very fortunate throughout my education to have had inspirational teachers, and when I teach, I try to live up to their example.

When will I start to see results?
Results are always immediate, but it's important to set reasonable expectations. If a student has a busy schedule and not much time to practice, then they shouldn't expect to sail through material. I don't require a minimum amount of daily practice time for my students, because I understand that everyone's schedule is different. My only rule is that they practice as much as they can, as long as it's still fun. When it ceases to be fun, they need to take a break; but they must also understand that if you get a total of an hour a week practice, you can't expect to move as quickly as someone who gets five.

How do I know if my child is ready to start lessons?
For young children interested in playing instruments like guitar, bass or ukulele, I assess their readiness by observing a two factors. The first is to see if the child still has "the wiggles". In order to play the instruments that I teach, they must sit on the lap, relatively still, for a sizable amount of time. If a child wiggles too much, practice becomes very frustrating, leading them to think of it more as a chore then something to be enjoyed. Next, it's important to see if the motivation to play the instrument comes entirely from the child. If the desire to play is not their own, the lesson, again, becomes a chore for them to do. This runs the risk, not only, of failing to teach the child, but also of ruining any future enjoyment or desire they might have of playing an instrument.

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