Justin B
Instruments: Piano, Keyboard
Styles: Classical, Jazz, Pop, Rock, Gospel, Opera, Electronic
Justin B
Instruments: Piano, Keyboard
Styles:
Classical, Jazz, Pop, Rock, Gospel, Opera, Electronic
Where I Teach:
My Studio
Ages Taught: 10-80
ABOUT
Degrees / Training / Special Info:
Indiana University, Doctor of Music - Piano (Minor in Music Theory, Early Keyboards, Conducting) Peabody Conservatory, Graduate Performance Diploma Florida State University, Master of Music - Piano Auckland University, Bachelor of Music with Honors - Piano
Awards:
2016 – May 1st, Recorded Album “Woodhaven Worship” 2016 – April 10th, Auer Concert Hall at Indiana University, Solo Piano Recital 2016 – April 7th, Westminster Presbyterian Church, Washington, IN: Solo Recital Piano 2016 – March 22nd, Red Skelton Performing Arts Center at VU, Solo Piano Recital 2016 – March 4th, IU Art Museum, Solo Lunchtime Recital
Overview:
Teaching music forms a vital component of my life. I experience such joy when I practice and perform music, I desperately desire to share this with others. It’s beautiful to be a part of the musical growth of a student and I always feel a great responsibility when a new student starts an artistic relationship with me. Over twenty years of teaching I have learned that every student deserves personalized lessons based on their individual goals and potential, and as a mentor - I have an influence on them in more than musical ways. I consider my piano performing career vital to my success as a teacher, and vice versa. An inspiring pianist is an inspiring piano teacher and I play all repertoire that I teach. As well as using my playing and teaching experience to guide their repertoire choices, I eventually get my students to choose their own repertoire so they fall in love with discovering music. I become an example to my students of a pianist who loves to discover new music, so I encourage their listening in many ways. In music I emphasize importance of looking beyond the notes on the page. I believe that understanding harmony, structure, historical context, and musical intent of the composer, is as important as the physical training. To apply imagination within the narrative structure of music, and understand how to communicate through one’s stage presence to an audience is so important for growing artists of all ages. I talk to my students about their repertoire giving them context, a horizontal understanding of style and interpretation, and relating composer’s life stories.
EXPERIENCE
Each lesson is an event and is taken in a positive, enthusiastic frame of mind, with vigor and spontaneity. Giving praise is extremely important in my teaching, making my students feel intelligent and creative. It is surprisingly constructive, illuminating my ideas of what the student should hold important. Growing as a Suzuki student, I have lived the immersive style of learning by listening to music, and know the learning advantages it provides. Experience has led me to instead encourage my students to listen to recordings of themselves and others after they finish learning their music, so they have a chance to develop their own ideas of the piece first. In New Zealand I learned to play on Hamburg Steinways, instruments that need care to make a full, round sound when playing loud. This helped me to form and teach a technique grounded in efficient use of arm weight versus muscle. A natural and more relaxed technique not only aims to produce a richer sound, but encourages economic injury-free use of the body.
METHODS USED
For beginning students who are children, I typically start with Faber's Piano Adventures, or the All-In-One Alfred Series. Younger children often succeed with more game-oriented lessons, every student is different. Once the student has progressed to have a grasp of the fundamentals, I will begin to introduce solo repertoire from my wide collection appropriate to their taste. For adults, I try to find out what the student is interested in, and guide my instruction accordingly to keep the lessons engaging and fun, no matter their ability level.
LESSON STYLE
Nothing is more rewarding than seeing one of my students develop a passion for music. Therefore. it's important that each student progresses at his or her own pace. I encourage this by setting realistic goals for my students at each lesson. Acknowledging accomplishments helps fuel a students desire to progress, and makes students eager to learn more. By trying to find out what inspired the student, I can successfully tailor my instruction to their wants and needs. Another way I help my students grow into performers is organize recitals and group classes often. When students have a short term performance goal to work towards they practice harder, and the camaraderie amongst fellow students is socially important for these future musicians. A student recital is beneficial for both teacher and student, as they not only test the student’s abilities and show results of their work, but give me an opportunity to plan my future work with them. As a technologically savvy teacher I always video record recitals, encouraging them to enjoy the culmination and fruits of their progress. I don’t own knowledge, but I teach my students to be hungry for answers. In my lessons I strive to develop independent musical thinking and teach my students how to make their own musical decisions for the right reasons. I show them how to practice and when and why one uses specific practice techniques. Because of this their preparation for each lesson is not only enhanced, but they can continue to learn new music effectively on their own.
PHOTOS & VIDEOS
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