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Bachelor Degree: Hayes School of Music- Appalachian State University
I’m a passionate teacher and professional multi-instrumentalist. I graduated with a Bachelor in Violin Performance from Appalachian State University in 2012 and have since performed classically with orchestras in eastern Tennessee and across North Carolina as well as with a professional wedding ensemble. I’m also active within the Asheville music scene as a bluegrass/folk/Americana musician with two projects, Old Sap and The Jackson Grimm band. In addition to maintaining an active schedule of performances, I’ve been able to share the fruit of these experiences with students from across the state over the last 10 years.
I started teaching violin and guitar lessons in high school and was fortunate enough to have had students throughout college on a much wider array of instruments. Lately, since I’ve begun teaching from my home studio in Leicester, NC, I’ve also been able to hone my skills as a performer in the diverse music scene that flourishes in these mountains. Because of this my teaching has grown to embrace and celebrate the improvisational and communal aspects of folk music as well as the rigorous, methodical approach to technique and theory that I learned as a classically trained violinist.
Depending on the instrument, I like to start working from a variety of traditional methods to get started. In the past, I’ve preferred the Hal Leonard and Mel Bay series as a basis for learning piano, guitar, and banjo and for violin students- the Suzuki method (although I am not specifically a Suzuki teacher) followed by a prescribed series of etude books. Of course, this is helpful stuff for building a good, universal technical ability but I believe it is also important for a student to multi-task learning music that personally inspires them and that they can eventually perform with others. For many students this has meant delving into the Jazz real book repertoire or learning fiddle tunes.
I believe everyone’s musical journey is different and that these nuances should be embraced. Every student follows the reoccurring desire to make music for as long as it takes them before they actually begin to find their own musical voice. Because of this, my teaching style is largely based on helping students make the music that inspires them. Often times though this begins an endless quest that builds upon itself as new abilities are gained and new possibilities explored. I think it’s important as a teacher to provide advice from past experiences as well as to serve as a torchbearer of historical artistic context. Lastly, An inevitable aspect of my teaching style is to try to give students all the tools they need to be able to participate in music as a social excercise whether in the context of a bluegrass jam, jazz trio, or free improvisation.