Voice Lessons Northeast

Instruments: Piano, Voice

My teaching experience has began more recently, but I am a teacher who has had the opportunity to be in school learning new things, while being able to also pass down my discoveries with students. I've also found that a combination of classical, modern, and jazz music can go a long way in helping students enjoy their musical experiences. It's important to make sure my students are staying motivated and always learning more than one genre. Read More

Instruments: Voice

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Instruments: Piano, Voice, Music, Keyboard

My teaching method is based primarily on helping my students develop the skills needed to understand the language of music so that then they can create performances that are compelling and fulfilling to both the audience and themselves. I do not believe in a one-size-fits-all approach, and prefer to tailor my methods to the needs and goals of the student. For beginning piano students I tend to gravitate towards Faber's Piano Adventures to help us work and develop the fundamental skills. Read More

Instruments: Piano, Guitar, Voice, Violin, Viola, Drums, Mallet Percussion, Orchestral Percussion, Conga, Keyboard, Electric Guitar, Djembe, Classical Guitar, Acoustic Guitar

My music pedagogy is influenced by Zoltan Kodaly, mile Jaques-Dalcroze, Edwin Gordon, and Carl Orff. For teaching violin, while I employ elements of the Suzuki Method, Strictly Strings, and Metodo Nicolo Violin to instill discipline and establish ,precision, I set up a lively, interdisciplinary, and creative environment by incorporating calisthenics, games, dancing, singing, and storytelling to encourage versatility and innovation. Read More

Instruments: Piano, Guitar, Voice, Drums, Organ, Synthesizer, Recorder, Mallet Percussion, Orchestral Percussion, Conga, Latin Percussion

Positive reinforcement is key. I never learned from the mean or the overly strict teachers. In fact those teachers pushed me in the opposite direction of wanting to pursue music professionally. By going at the pace that is comfortable to the student, and praising them at every hurdle they encounter, the progress made can be exponentially greater than if the student is rushed to prepare a piece of music they don't truly care for in the first place. Read More