Michael D
Instruments: Violin
Styles: Classical, Pop, Spirituals
Michael D
Instruments: Violin
Styles:
Classical, Pop, Spirituals
Where I Teach:
Ages Taught: 10-75
Master Degree: Penn State University , Professional Certificate: Penn State University , Master Degree: Penn State University , Bachelor Degree: Shenandoah University
2017- Music Teachers National Association Regional Competition Honorable Mention
2014- Shenandoah Conservatory Alumni Association Distinguished Senior Award
2014- Shenandoah Conservatory Symphony Orchestra Outstanding Contribution to Orchestra Award
I am a passionate and dedicated performer, teacher, and music history scholar. From the moment I picked up the violin 20 years ago, I discovered my love for music, and it is this love that led me to obtain a BM, MM, and Professional Performance Certificate in violin. My interest in the historical traditions of classical music also led me to obtain a second master's degree in Music History, where I researched and wrote about the under-represented French composer and violinist Joseph Bologne, le Chevalier de Saint-Georges. Throughout my studies and now professional career, I have had the opportunity to work with such musical greats as Wynton Marsalis, Giora Schmidt, Philip Setzer, and Caroline Goulding. In 2014, I had the opportunity to tour Spain. I have also performed at the Strathmore Music Center outside Washington, DC, and at the Kimmel Center and Academy of Music in Philadelphia. In my spare time, I love playing video games, flipping through cookbooks looking for new recipes to try, and thinking about how wonderful pets are.
I began teaching in 2014, and since then, have taught well over two dozen students of all levels, ages, and ability levels. The majority, of these, however, were beginners or those with intermediate experience. Teaching this level of student so frequently over the years has allowed me to develop my ability to teach these students the fundamentals of playing in an engaging way. While my teaching does focus on mostly classical music, I have also had experience teaching popular and religious music as well.
For my youngest students, I usually start with a modified Suzuki approach. That means that most of the instruction is not from a book but through thorough hands-on demonstration, and aural training. Once the student has a good grasp of the basics of technique, I begin to introduce music literacy through the "I Can Read Music" book. When a student can play a few notes on the D and A strings, I introduce simple songs and scales and progress from there. With older beginning students (older elementary age) I start with the Essential Elements book and try to work through that as quickly as the student is able. By the end of that book, I will then start introducing some simple solo repertoire and more scales. If an older student has some playing experience, I assess their playing through careful observation and tailor my approach by addressing the technical flaws in their playing that should be improved. I treat adult beginners much the same I would treat an older child beginner, with a simple book that won't overwhelm them with too much information. If an adult student has some experience, I also do the same evaluation and tailoring approach as I would with a younger intermediate student. If my adult students have a specific piece or song they are interested in learning, I am more than happy to teach it to them. One thing I emphasize with all of my students regardless of level is the ability to play open strings with the most beautiful tone possible. The violin can be a screechy instrument! I believe that students will be more encouraged to practice and make progress if they know how to make a beautiful sound from day one.
The first thing I make clear to all of my students is that is OK to make mistakes while playing the violin, especially in their lessons. That is the entire reason they are there. To learn! The studio is a laboratory, where I help guide them to the best solution for whatever they're struggling with. I like ugly sounds. I like wrong notes. To me, mistakes are just opportunities to continually learn how to get just a little bit better each time a student tries something out. I developed this mindset several years ago when I was recovering from a playing-related injury in my left arm. I had to teach myself several basic techniques over again through much trial and error. But instead of getting mad or angry at myself when I made a mistake, I forgave myself and tried again but with a slightly new approach. I want to instill this kind of thinking in each of my students. Nothing makes me happier in a lesson than when I see an individual student's "aha" moment when everything we've been working towards clicks. I tell my students all the time that something is hard only because it's new, but with thoughtful work and my guidance as a teacher, their goals are well within reach.
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