MM, University of Utah, Violin Performance BM, Brigham Young University, Violin Performance
Awards:
March 2014 - First Place in MTNA National String Chamber Competition (Music Teachers National Association, Chicago, IL) with Rosco String Quartet
January 2014 - Robert Mann String Quartet Institute, Manhattan School of Music, with Rosco String Quartet
May 2013 - Juilliard String Quartet Seminar, with Rosco String Quartet
Summer 2009 - National Repertory Orchestra, Breckenridge, CO
Overview:
Teaching and performing violin are two of my most favorite ways to occupy my time, only after spending time with and taking care of my family. I stand firmly behind my belief that the best teachers are performers as well. Not only do I have two perfromance degrees, Suzuki training, and 8 years of teaching experience, but I have been a professional performer and gig musician for the past 10 years. My own teachers always inspired me with their high levels of playing and music as a profession expertise. When I teach children, I make it a high priority to build relationships of trust with my students and their parents, and have always made an effort to be open to questions and suggestions for improvement.
EXPERIENCE
I primarily have taught children ages 4-12 in most recent years, but have experience and love working with adults beginners as well as intermediate and advanced players. I began running my own private studio at age 19 after completing Suzuki Violin Book 1 training from Edmund Sprunger. Since then I have completed Book 2-3, as well as various pedagogy classes as part of my university schooling, while running my private studio continuously making changes along the way. While attending both universities, I taught private lessons to both non-major and music minor college students. Since completing my masters degree in Violin Performance, I continue to teach privately and always stive to be open and flexible with my teaching methods.
METHODS USED
I teach children a supplimented Suzuki method, which means I teach the Suzuki Violin Method books with supplimental repertoire in addition such as fiddle tunes and other method books. I introduce note reading from the beginning in the most simple form, and gradually teach them along the way. I use scales, arpeggios, and tonalization to establish a solid technique in my first-year students which enables them to tackle intermediate skills such as shifting and vibrato with ease. For adults, I assess technique and repertoire needs on an individual basis, according to the student's particular goals.
LESSON STYLE
I motivate my students by making detailed practice charts at each lesson, setting long and short-term goals, and encouraging students to participate often in recitals as well as attend local professional performances whenever possible. It is one of the most exciting and rewarding things to witness the progress of each student over time and to be a part of it.
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