Amanda C
5.0
(6)
Instruments: Piano, Saxophone, Flute, Clarinet, Mallet Percussion
Styles: Classical
5.0
(6)
Amanda C
5.0
(6)
Instruments: Piano, Saxophone, Flute, Clarinet, Mallet Percussion
Styles:
Classical
Where I Teach:
In Your Home
My Studio
Ages Taught: 5-40
ABOUT
Degrees / Training / Special Info:
BM, Northwestern University, Music Education and Saxophone Performance
MA, Teachers College, Columbia University, Music Education
Awards:
2012-2014 Betty Kanable Scholarship in Music from Northwestern University
2010-2014 Northwestern University Scholarship
2010-2014 Work-Study Scholarship from Northwestern University
2011-2012 Milton Florsheim Debate Award from Northwestern University
Overview:
I'm a passionate, motivated, and organized instructor who loves working with my students to share my love of music. I graduated from Northwestern University this June with my Bachelor of Music degree in Music Education and Saxophone Performance. I maintained a studio of six saxophone, piano, and percussion students while earning my degree, so I am very experienced with private teaching! As a saxophone player, woodwinds are my specialty. I am very comfortable teaching saxophone, clarinet, and flute, in addition to non woodwind instruments like piano and percussion. I am excited to work with you and your child in the beginning or middle of their musical journey!
EXPERIENCE
My teaching experience dates back all the way to Middle School, when I started teaching my first saxophone student. I continued teaching in High School in the following subject areas: Physics, Geometry, Algebra (all math), and Chemistry. I started teaching swim lessons in early college too. Why does all of this matter? Well, I hope it shows that I am an experienced educator in more than just music! I believe that there are overlaps in every subject of teaching, and these experiences have enhanced my teaching of music. In the past four years at Northwestern University, I consistently taught music to students in their homes privately. I encouraged regular practice and a consistent weekly schedule, especially for younger students. I believe that the faster students see positive results of their hard work, the more likely they are to remain passionate and excited about their musical careers. I enjoy preparing my students for concerts, recitals, school talent shows (and any other opportunity) by maintaining high standards, efficiently using lesson time, and combining pedagogically sound teaching with an excellent model for my students to mirror. I have experience primarily in Classical and pop music, and I strive to make lessons fun for my students!! (Even when we are learning scales!) I enjoy challenging my students to experiment, explore, and compose their own music. I am always looking for ways to mix lessons up, whether that means playing Musical Twister or listening to music before playing. Regardless, I always want my students to feel good about their hard work!! I have experience teaching students in preschool, and in elementary, middle, and high school. Students of all ages are always welcome!
METHODS USED
For beginning students who are children, I typically start with a method book (my method book preference varies depending on the instrument). At the early stages, the fundamentals of music are essential. My philosophy of music is that any student is capable of achieving anything they want, as long as they put their mind to it and they work hard. I started playing the saxophone in second grade; however, there were basic fundamentals that I was still learning in college. I believe nothing is too challenging for a student to learn at a young age. If I do not tell a student that something they are learning is difficult, they will never develop a complex that they cannot do it. Basically, I teach my students so that they can surpass where I was at their age. I enjoy preparing my students for concerts, recitals, school talent shows (and any other opportunity) by maintaining high standards, efficiently using lesson time, and combining pedagogically sound teaching with an excellent model for my students to mirror. I work with my students from a method book, and then move to add scales, etudes, and repertoire as they advance. Additionally, if I start teaching an older student as a beginner, I believe it is important to teach them at their intellectual level. I never intend to talk down to my students, and I always strive to meet them where they are to raise their level of understanding. Finally, if students are interested in learning a particular song or want to focus on a particular topic, I am always eager to help them with that!
LESSON STYLE
There is nothing more rewarding than seeing one of my students grow as a musician! I believe in the importance of supporting my students by attending concerts, recitals, and any other performance opportunity. In lessons, my teaching style and technique involves positive reinforcement and encouragement for progress. I make realistic goals for my students, and I clearly articulate when my students have reached their goals. I believe that constant reinforcement and encouragement is vital for students to feel their own successes, no matter how big or small. Finally, student interests are very important to me. If a student has a strong desire to learn a song or study a topic, it would be wrong for me to deny them this opportunity. The only exception would be if a student wanted to learn something that was seriously out of their current level. In that case I would find a simpler version for the student, or I would scaffold other songs or exercises to build the necessary skills that are needed to reach that goal. Setting both long term and short term goals are important to students, and this would certianly be a long-term goal situation. In order for my students to achieve their goals in and out of lesson time, I assign practice and homework assignments for my students to work on for the following lesson. I strongly believe in the importance of communicating with both the students' parents and band director at school. Gaining a full understanding of the student and their needs is the most effective way for me to cater my instruction. (I should note that I have experience teaching recorder and piano to a student with autism as well). At the end of each lesson, I like to de-brief with the parents about the student's progress that day and to discuss their assignment for the week. I also like to be a resource for my student in and outside of the lesson, so parents and/or students are always allowed to contact me about questions or concerns during the week.
PHOTOS & VIDEOS
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RATING & REVIEWS
Mary
Teaches with easy steps & patiently answers all my questions.
Chasecates
Amanda is very patient and knows what it takes to reach our son. You can see that she is talented and our son Chase is enjoying himself.
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