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Neda S In Home In Studio
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Instruments: Flute
Styles: Classical, Jazz, Blues, Latin, Flamenco, Latin Jazz, Samba, Bossa Nova, Avant-garde

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Neda S   In Home In Studio
Instruments: Flute
Styles: Classical, Jazz, Blues, Latin, Flamenco, Latin Jazz, Samba, Bossa Nova, Avant-garde

Where I Teach:
In Your Home My Studio
Ages Taught: 7-75
Levels Taught:

EMAIL US OR CALL 877-687-4524

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ABOUT
Degrees / Training / Special Info:

J.D., Lewis & Clark Law School, Portland, OR, USA, 2014-2018

M.A., Berklee College of Music, Valencia, Spain Global Entertainment & Music Business, 2013-2014  

B.A., Berklee College of Music, Boston, MA, USA, Music Business, 2009-2013  

Global Studies Certificate, Berklee College of Music, Valencia, Spain 2012  

Flamenco Program Certificate, Berklee College of Music, Valencia, Spain 2011  

+ additional information available upon request

Awards:

Performance with Jethro Tull, Paramount Theatre, Seattle, WA, USA, 2007

Member of Beijing Olympic Orchestra, Beijing, China, 2008

North American Scholarship, Berklee College of Music, Boston, MA, USA, 2009-2013

Berklee Alumni Scholarship, Berklee College of Music, Valencia, Spain, 2014

Flamenco Program Scholarship, Berklee College of Music, Valencia, Spain 2011

 

+ additional information available upon request

 

Overview:
I am an Iranian-born musician that pursued a life dedicated to the midwifery of artist-led philanthropic initiatives. Later I narrowed my dedication to the community around me after the pandemic and national police brutality rise in the nation; however, I learned that my true calling is with the organizations behind the scenes striving to provide the youth with access to world-class music education. I strongly believe in quality music education for the youth because my lifelong theory is that bridging networks and social cohesion are increased by bringing children from all walks of life together through music. Music is a universal language that carries intrinsic peaceful resistance, therapy, love, and harmony that all the youth deserve from a young age and that may forever change the fate of the next generation.
EXPERIENCE
I first picked up a Yamaha flute at my public school in the 5th grade and it changed my life. I traversed conflict-countries carrying only my flute, I was welcomed to cities and performed alongside renowned musicians in places like Havana, Seattle, Ramallah and Beijing. Then, I picked up the pen in college, graduate school, and law school to learn how to organize, operate, and help fund artist-educators share this gift and language with the youth. I started teaching flute more than a decade ago, and hope to share the gift of learning this universal language for years to come. I have interned for leading intellectual property and entertainment lawyers, including the former director of business affairs for Sony, the late Steve Gordon. My volunteer management experiences were filled with helping artists educate children in their respective and diverse communities. Then, after law school working for two bay area nonprofit organizations, one that focused on nonprofit compliance on an international scale and the other that is formed to dismantle systems of oppression through organizing, advocacy, and litigation, I have dovetailed my skills and beliefs into both working for civil rights, and teaching flute in expanding the reach of music education nationwide.
METHODS USED
I do not believe in a uniform approach for each person. Being in the right environment means everything for someone who is about to begin learning an instrument, be it his or her first encounter or not. This will manifest differently for each person. First impressions do mean everything in this case and that is why I am proud to say that anyone who has ever formally or informally attempted to find their embouchure with me or in front of me succeeded to find their voice. However long that may take, it is the most important step to feel the flute as a conduit of self expression.
LESSON STYLE
My teaching style is versatile. What may work for one student may not work for another. The student's goals will be centered as we embark on the path the student wants to take. This path can be composed of academic aspirations, personal curiosities for specific genres, folk music from foreign countries, or even just songs, self-composed or not. Your destination guides my lesson plan and the theory, tone exercises and all that jazz help to get us there smoothly. There are a number of books and methods available to us, but the important note is starting anywhere and seeing where it takes you.
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