Daniel S
Instruments: Guitar, Voice, Violin, Bass Guitar, Harmonica
Styles: Classical, Pop, Rock, Blues, Folk, Hip Hop, Soul
Daniel S
Instruments: Guitar, Voice, Violin, Bass Guitar, Harmonica
Styles:
Classical, Pop, Rock, Blues, Folk, Hip Hop, Soul
Where I Teach:
Ages Taught: 6-80
BA, Bradley University, History with minors in English-Creative Writing and German
Currently working on a Certificate in Music Production from Berklee Online
2023 - Performed on violin with Barry & the Fountains at historic venue The Green Mill
2017 Illinois Mini-Tour
2015-2016 - Performed at Los Angeles venues such as The Viper Room & Molly Malone's as well as Harvelle's - Long Beach
2012-2014 - Performed at New York City/Brooklyn venues such as The Knitting Factory & Rockwood Music Hall -DIY Soul Singer, Violinist, Songwriter looking back on 10 years performing original material.
-Recorded in studio for my original material as well as for other artists such as Prateek Kuhad, Baby Alpaca, and Valley Shine.
I am a singer, violinist, and songwriter that thoroughly enjoys helping students get closer to music and find their sound. Over the past 10 years, I have fronted multiple bands and I have backed or recorded for other artists such as Prateek Kuhad (NYC/Indie - singer-songwriter), Baby Alpaca (New York City - soul pop), The Vampyre Bunnies (New York City - punk rock), Valley Shine (Los Angeles - folk pop), Orlando Vick Jr. and Divine Glory (New Jersey - gospel). Through my music career so far, I have performed at various notable venues across the country such as The Viper Room (Los Angeles), Hotel Cafe (Los Angeles), Harvelle's - Long Beach (Long Beach), The Knitting Factory (Brooklyn), Uncommon Ground (Chicago), among many others. I also do events and was a regularly featured live violinist doing improv with the DJs at Sunstruck Sundays in 2014 on the rooftop of the Gansevoort Hotel - Meatpacking in NYC.
I've been teaching voice and violin for the past year and a half to children and adults but I mostly tend to work with younger students from early teens well into the 20s who want to pursue music. The background for my teaching experience comes from a few different sources. In 2014-2015, as an operations director and mentor with non-profit Off The Wall Graffiti in LA, I would regularly mentor young people who were getting in trouble for doing graffiti in the streets and needed guidance and a positive way to be creative. I was known as the "Music Mentor" and would help those graffiti writing kids who wanted to funnel their creativity into a positive musical outlet. Also, I founded an arts start-up five years ago that creates opportunities and a platform for independent artists. So, in short, I am very passionate about helping the struggling young musician get to the next level, and this is why I talk about providing advice on the other aspects of becoming a musical artist, if needed.
The first lesson is always partly an interview so I can understand exactly what the student's goals are. I typically establish good posture and breathing habits (or bowing and fingering, if violin) first and then move on to essential warm-up exercises. Those exercises then become their regular homework, to hopefully be practiced multiple times a week or if possible, every day. I remind the student of breathing and posture regularly - good habits are the goal! I will continually focus on vowel-forming exercises and funneling the singing air through the nasal cavity and middle of the face. This way, the student will understand how to produce a big sound without straining. Breathing exercises such as 'underwater noises' and 'tornado siren' are fun and keep the mood open and lively. I want to create an atmosphere that lets the student feel strong enough to test their limits. Beyond this foundation, we will choose songs to learn together and these songs will be how we develop the students performance power and put the exercises into practical application.
My approach is definitely supportive and positive, but I don't let that get in the way of challenging the student. I am not afraid to tell the student that they can do better. It's very important to get to know the student's goals and inspirations. That way, I can focus on the skills they need. Also, I like to let the student learn songs by artists they love (if applicable) because it motivates them and sometimes it ends up being the sound they want to go for anyway. I will also select other songs to learn to challenge the student to be versatile. Honestly, I find myself getting excited whenever the student accomplishes a new skill or sings something really well. My excitement naturally transfers over to the student. I'm there with the student at their level, not above them, and I think that is why I am so effective.
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