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Featured Voice Teachers Near Durham, NC

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Here are just a few of the many teachers offering Voice lessons in Durham . Whether you are looking for beginner guitar lessons for your kids, or are an adult wanting to improve your skills, the instructors in our network are ready to help you now!

Spencer S

Instruments: Guitar Voice Bass Guitar Music Keyboard Electric Guitar Classical Guitar Acoustic Guitar

I have been in love with music since I was a very young child. I was studying and performing singing and piano by the time I was five. I toured as a second soprano with the North Carolina Boys Choir for almost four years starting at age nine. I began teaching myself guitar at age fourteen. I was playing semi professionally as a performing songwriter when I studied guitar under master teacher Michael Kovitz in Raleigh NC. Read More

Gina G

Instruments: Piano Voice Violin Viola Keyboard

I have performed at various levels and in various platforms as well as worked with worship teams at my church congregations. Living in various states. I HAVE EXPERIENCE IN VARIOUS GENTRES OF MUSIC, INCLUDING. BUT NOT LIMITED TO. CHRISTIAN WORSHIP, CLASSICAL, ROCK,POP, LATIN RYMNS, BRAZILIAN, ITALIAN ART SONGS,BROADWAY, MY OWN ORIGINAL COMPOSTITONS, FOLK SONGS, R.nB, and more. I use various approaches to teaching piano and/or strings depending on the students level, goals and commitment level. Read More

Logan V

Instruments: Voice Trumpet Saxophone Flute Clarinet

Hello, everyone! I am a music teacher based in the triangle of North Carolina, and I would love to offer you private lessons. I teach to all experience levels from complete beginner to advanced high school students auditioning to major in music in college. I have experience in many realms of music education because I've taught as a middle and high school band director, middle and high school choir director, and have taught privately on numerous instruments for many years. Read More

Kristin F

Instruments: Voice

I am a focused instructor and pursue progress. I come from a background of a love for music that turned into a desire to learn and perform. I owe everything I have become to my instructors, and I try to implement some of their technique into my teaching every chance I get. I have just recently graduated from a three-year master's program in voice performance. Since I've started that program, I have had the opportunity to travel Europe with a vocal ensemble, perform three times at the Grove Park Inn, act as diction coach for a professional opera chorus, and perform Mozart's Requiem. Read More

Klaw M

Instruments: Piano Voice Keyboard

My teaching experience goes back to while Im in my college years, I began teaching private in my own home studio and go around teaching at students home for two years. I love to share what I receive, and to learn from the experience as Im teaching to my students as well. So far in my teaching experience, I focus on building trust and consistency. I always encourage my students to practice consistently, and have fun making music because making music should be enjoyable, not stress. Read More

Teacher In Spotlight

Rhonda K

Instruments: Piano Voice

What advice do you have about practicing effectively?
A rigid daily practice schedule is imperative to a student's success. Practice on selected pieces and etudes is mandatory, but the student must work with exercises that improve agility, poise, position and accurate fingering. Before taking lessons each student should study their everyday schedule and determine the time of day (including Saturdays and Sundays)that is the most consistently uninterrupted time for one hour of practicing. Without practice, progress is slow and could lead to frustration and a discouraged spirit which is a deterrant to a proficient musician.

How do I know if my child is ready to start lessons?
Interest and/or the desire to learn music could be detectable as early as age 4. Exposure is key. If a piano is in the home and played often, a child will naturally be curious and will want to be able to make the beautiful sounds they hear. If a piano is not in the home, the child may develop an interest through exposure during school hours or during after school care. Parents should be sure to keep an open ear for indicators of interest. If it is consistent, by all means start their lessons as soon as possible.

When will I start to see results?
Results could be visible as early as 3 months provided the student consistently practices each and every day for at least one hour. Missed or inconsistent practices results in a re-learning mode which slows progress. Parents are encouraged to guard weekly practices and lessons against interruptions which cause the student to be distracted. If distracted they have to start over, which wastes time. I spend a good deal of time during the first three months with basic music theory. This insures the grasping of music concepts and practical application.

What musical accomplishments are you most proud of?
There are many. I am, however, most proud of my opportunities to work with several renowned musicians, choral and instrumental. It has indeed been a blessing to be trained by well-known pianists and choral directors in an education setting or through my music ministry with the Church. One very memorable highlight, if I had to choose one, would be my opportunity to perform with a choral group at Carnegie Hall in New York. This is good to share with my students as it instills in them the need for consistent practice, practice, practice. Carnegie Hall is conceivable!

What do you think is the hardest thing to master on your instrument?
Keeping your eyes solely on the score was a challenge. Mastery of this skill is imperative if a student wants to play really well. It does, however, takes time, practice and patience to reach this level, but it is a skill that must be learned early. Thus, I teach this to my adult students but also include this practice with my younger students. The earlier the skill is mastered the better the student's progress. It gives me such joy when a student is excited that they mastered even a couple of measures of a song without looking at the score.

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