Trent S
Instruments: Flute
Styles: Classical
Trent S
Instruments: Flute
Styles:
Classical
Where I Teach:
Ages Taught: 10-80
Music Performance Instruction, West Chester University (WCU) Music Performance Instruction; BS - Pennsylvania State University (PSU) Music Performance Instruction; MS - Northeastern Illinois University (WCU) PhD - University of New Orleans (UNO)
2008 - 2009 - Merit based tuition scholarship, NEIU
1994 - 1995 - Merit-based tuition scholarship, Sherwood Conservatory, Chicago
I have been seriously studying and playing music for more than 30 years. Regardless of my schedule or where my career has taken me, I have found time to perform and develop as a musician through private instruction and participation in ensembles; it’s a passion, not a choice.
I have been a teacher and a leader for over 10 years. My forte is one on one interaction, and it is incredibly gratifying to see a student grasp and understand the concepts presented. I have found that life skills are under-appreciated in formal training but invaluable for success. The way we play music is informed not only by our knowledge of theory and our preparation of the notes, but also by our habits, health, and personal experience. I try to tap in to all of this so the lessons have real-life context providing the student with perspective and confidence.
My goal is for the student to have fun and participate in the direction of their education while learning important theory and repertoire from the canon. For beginner students, I like the Rubank methods volumes 1 and 2 for fundamentals. This will be supported through tone development exercises and etudes for technique. I will introduce serious music as soon as possible commensurate with ability. Adults will be encouraged to follow their own interests, but with a continued eye on the fundamentals and canonic literature.
My approach is hands-on. Lessons are structured with free-play and ear-training to warm up. This is followed by 15-25 minutes studying methods and etudes. The last ½ hour or so is dedicated to solo or performance repertoire. I work to cultivate an atmosphere of safety. ‘Mistakes’ are expected, it’s more important that the student plays with conviction; we can clean it up later. I encourage participation in ensembles, competitions, and recitals with the focus on participation, not perfection. I foster good sportsmanship and a non-judgmental environment so the student will feel safe in giving and receiving constructive criticism.
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