Atemu A
Instruments: Guitar, Bass Guitar, Double Bass
Styles: Classical, Jazz, Pop, Rock, Blues, R&B, Gospel, Latin, Funk, Hip Hop, Salsa, Reggae, Latin Jazz, Swing, Samba, Bossa Nova, Soul, Avant-garde
Atemu A
Instruments: Guitar, Bass Guitar, Double Bass
Styles:
Classical, Jazz, Pop, Rock, Blues, R&B, Gospel, Latin, Funk, Hip Hop, Salsa, Reggae, Latin Jazz, Swing, Samba, Bossa Nova, Soul, Avant-garde
Where I Teach:
My Studio
Ages Taught: 10-80
ABOUT
Degrees / Training / Special Info:
New England Conservatory of Music Boston, MA Master of Arts (M.M.)Jazz Studies, General music, Performance and Music Theory Chicago State University Chicago, IL Bachelor of Arts (B.A.) General Music, Instrumental, Performance/Theory Berklee College of Music Boston, MA Music: Instrumental Certification/Licensure Issued By Massachusetts Certificate/License Certificate Endorsements/Subjects Music/ general Test Name California Basic Educational Skills Test Date Taken June 2004
Awards:
2013 - Oakland School for the Arts Outstanding years of service Award
Overview:
I have worked for many years teaching, counseling and assisting students with their love and joy of music. During my teaching career I have also helped students with conflict resolution, coping skills, issues with and surrounding pride and culture, college selection, application processes, financing and preparation for college. I have taught a very diverse group of students, which has allowed me to learn various approaches to communicating and working with students from all walks of life. In addition, I have toured the world performing Jazz and other styles with various bands, taught upright and electric bass privately, and have released two CD’s of original compositions.
EXPERIENCE
I have for the past twenty-two years been working as a Music Educator, Administrator, Jazz composer and performer. The last eleven of those years have been in the San Francisco Bay area at Oakland School for the Arts, teaching and leading large jazz ensembles, orchestra, small groups and music theory classes for grades 6-12. As Chairman of the Instrumental Music Department, I was responsible for teaching and developing music curricula, developing new programs, recruiting and auditioning new students, presenting and speaking with incoming parent groups, writing and developing the school A-G requirements, and meeting with community schools and faculty to create meaningful collaborations.
METHODS USED
My methods vary depending on the situation. I start by getting to know my students in an effort to learn their musical likes and dislikes only then can I design a lesson that will allow each student to get the best results. Of course, I always include the basics ie... sight reading, notation, hand positions and breathing but I think the most important aspect of music is focusing on the emotion and message in each note or phrase.
One of the many things I learned that will always be a part of my approach to teaching music is how jamming or having a conversation with expert musicians is the most fundamental and important way to learn how to develop your voice and technique on your instrument. My approach at my studio is designed to allow students the opportunity to jam and learn. Making music can and should be as fun as learning to speak for the first time.
LESSON STYLE
My beliefs are very clear in regards to learning and the dissemination of information “ It is impossible to learn effectively in a bubble” learning requires interaction with all forms of life and keeping an open mind. As a teacher I also believe that “in order to teach you must be a student of and for life,” This belief has allowed me to be a good listener and a practitioner of setting new goals and creating new paths with my students regardless of their particular backgrounds, disabilities, cultures or religions. I feel the most important thing in life is acceptance and the quality of allowing others and yourself a peace from within. This state of being or of mind gives everyone an opportunity to be involved and feel that their contribution has great meaning and value. Far to often students experiences from a very young age a sense of not belonging and disassociation caused by economic, ethnic and cultural barriers.
PHOTOS & VIDEOS
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