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Bachelor Degree: Boston University
2022 - Boston University - Musicology and Ethnomusicology Departmental Award
2022 - Boston University - Clare Hodgson Meeker Fellow
2020 - Double Bass Lab’s Advanced Orchestral Competition, Runner-Up
I'm a performing double bassist in the Boston area. I recently graduated from Boston University with a Bachelor of Music in Double Bass Performance where I studied with Edwin Barker, with secondary studies in lute and theorbo with Catherine Liddell. I'm a professional member of many ensembles in the area, performing on double bass, baroque double bass, renaissance lute, and theorbo. I'm a section double bassist of the Boston Philharmonic Orchestra, assistant principal of the Boston Civic Orchestra, and the baroque double bassist for the Ashmont Hill Bach Project.
I've been teaching double bass since high school when I was a volunteer teacher at Austin Soundwaves, an El Sistema inspired organization. The organization's cause was to provide access to music-making to underserved communities in the Austin area. I really love being able to give back to the community I live in by sharing what I've learned over the course of my career and education. Similarly, I've provided additional lessons to students in the BYSO Intensive Community Program as a part of the music pedagogy courses I took at Boston University.
For absolute beginners, I begin with the Sassmannshaus double bass book alongside other materials that help to connect musical ideas with something we already know well: speech. I believe that learning music is just like learning another language. We already know how to communicate effectively, we just need to learn how we can effectively translate those thoughts into music. Just like any language, music is structured in its own manner. By teaching a student to understand the building blocks of music, we can help them to communicate their own message to an audience, rather than repeating whatever they may see and hear verbatim. That being said, most learning is done by doing.
While lessons need to be well-structured to make sure that a student learns all the proper foundation work, there should be plenty of space for fun and creativity within these boundaries to maintain a healthy relationship with music. Much like learning a new language, music isn’t meant to be a solitary activity, and I believe that playing with other student musicians is essential to developing a musical ear and ability. However, lessons and ensembles won’t be the majority of a student’s playing, especially in the beginning of their musical journey. Good practice techniques need to be established early on so that the student can progress effectively when away from their instructors. Practice sessions, with or without a parent, is where a student will make the bulk of their progress.