Julia D
Instruments: Trombone
Styles: Classical, Jazz
Julia D
Instruments: Trombone
Styles:
Classical, Jazz
Where I Teach:
Ages Taught: 10-80
MM, Carnegie Mellon University, Trombone Performance
BM, Baldwin Wallace University Conservatory of Music, Trombone Performance
2014-Selected student performer for the Baldwin Wallace Conservatory Convocation Recital
I am a passionate and hard working instructor who loves to share my love of music with others. In 2016, I graduated from Baldwin Wallace University with a Bachelor of Music degree in Trombone Performance. I then went on to pursue my Master's at Carnegie Mellon University School of Music and graduated in 2018. I have performed with several regional orchestras including, the Erie Philharmonic, Youngstown Symphony, Akron Symphony, Pittsburgh Opera Orchestra, and the Pittsburgh Symphony. I have also put on several solo recitals throughout my schooling and am familiar with many different kinds of trombone repertoire.
My teaching experience includes a few trombone lessons here and there throughout my undergrad, piano tutoring, music history tutoring, and I also helped with my high school's band camp while completing my undergrad. These experiences have helped me to develop my own teaching style as well as learn how to be encouraging while still giving critique to help the student improve. Consistent practice and constructive criticism are some of the most helpful aspects to improve on a musical instrument. I have worked with many different age groups and find each level of teaching a challenge and joy.
For beginning students, I like to build a good foundation. I start with breathing exercises and a little mouthpiece buzzing. Then move on to a beginning book with helpful exercises as well as writing my own to tailor to the student's individual needs. I will begin to introduce solo repertoire once the student has a solid grasp on fundamentals and always encouraging them to keep practicing those key elements. I also like to incorporate anything the student might be interested in to keep the student engaged and excited to practice between lessons.
I love seeing a students eyes light up when they get excited about music or figure our that they can now do something they were not able to do before. Therefore, I am a big proponent of encouraging and not being too critical. When a student feels they have someone rooting for them and not just telling them what to do, it makes the whole process that much more fun. By being encouraging, helpful, and giving constructive criticism where needed, the student will build the tools to be helpful. I try to do this by setting realistic goals for the student as to not be discouraging, and always commenting on something they do well before commenting on something they need to work on.
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