Piano Lessons in Manchester, CT

Instruments: Piano Guitar Bass Guitar Synthesizer Double Bass Keyboard Electric Guitar Acoustic Guitar

I am Professional musician with a deep appreciation and passion for composing, performing and teaching music. I graduated from the Hartt School of Muisc in 2014 with a degree in Jazz Studies. Since then I have been constantly studying and performing various styles of music which has built an ability to be adaptable to almost any situation. I am enthusiastic about sharing knowledge and helping others by bringing real world experience together with formal musical training to cultivate a positive and exciting environment that encourages creativity and learning. Read More

Instruments: Piano Violin Electric Violin

I am passionate about teaching as well as performing. My night job includes performing as a classical pianist at Cavey's Italian Restaurant in Manchester, CT on Saturday nights every other month. I also am the keyboardist in the alternative modern rock band, Perfect Fate. We are on Facebook as Perfect Fate. My main song that has been released on Itunes and Amazon is "Atmosphere." I was able to incorporate my writing style and also my knowledge of guitar, though it is not my sole instrument. Read More

Instruments: Piano Voice Synthesizer Keyboard

My name is David I'm a Classically Trained Composer/Pianist/Producer/ Audio Engineer. An American Dominican born in Bronx New York. Although I am Classically trained I am also self-taught so my teaching style is unorthodox. My goals as a teacher are not to teach how to play the keyboard but to unlock the inner music in you. The objective of teaching students is not just to learn how to play a couple songs but to unlock the inner creativity in a student. Read More

Instruments: Piano Organ Music

I have extensively studied music theory, music history and keyboards (particularly organ) at the undergraduate (at Vassar College) and graduate level. I am particularly well-qualified to teach beginners and children. GRADUATE CLASSES TAKEN: -2 years of private organ lessons -Counterpoint, Harmony Form: 1500-1800 -The Liturgy, Ritual Chant of Medieval England (Sarum Use) -Church Music in Early Modern European Cities, 700-1700 -Perspectives on the Cantus Firmus Mass -Hymns their Music -Music Theology in the 16th Century -Music Morality -Theological Aesthetics -Sacred Music: Unity Diversity UNDERGRADUATE CLASSES TAKEN: -3 years of private organ, voice and piano lessons. (Sang for 3 years in the select chamber ensemble, mixed chorus, and Womens Chorus.) -Independent Study in Choral Conducting -Independent Study in Basso Continuo -International Phonetic Alphabet -Music Ideas I: The Power of Church Court -Music Ideas II: Enlightenment the Influence of Rationalism -Musicianship Skills I -Musicianship Skills II -Musicianship Skills III -Modal Counterpoint -Tonal Counterpoint -Harmony -Advanced Harmony -The Sound of Space: Intersecting Music, Architecture Physics -The Art of Orchestration -Composition I Read More

Instruments: Piano Guitar Trombone

I have been a music teacher since 1972, teaching classroom music, as well as being a Choir and Band Director, in Vernon, Glastonbury and West Hartford. Especially popular were my guitar and music of the theater classes. I have also directed various musicals on the Middle School level, such as You're a Good Man, Charlie Brown, Fiddler on the Roof, Babes in Arms, Oliver and others. At times, I even accompanied the shows on piano as I directed! Read More

Instruments: Piano Trumpet French Horn

I am a fairly tough teacher: I expect my students to practice, regardless of their ability level. I believe firmly in scales, etudes and technique! I love watching my students figure out how these abstract skills translate into learning music!I use a few different method books for children, depending on theirlearning styles. For adults, I tailor my techniques to their interests and abilities, making it more interesting. Read More

Instruments: Piano

I use the score to pose questions about the way musical material is organized, how it reflects the composer’s ideas, and what makes the score coherent to the player and the  listener. In this way, a score is one point of focus for developing interest and a questioning attitude—practices that will serve students for a lifetime. I believe that our ability to talk about music emerges from the experience of “thinking music” as performers and that we truly learn music by using its grammar. Read More