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Instruction on piano, all band and string instruments, drums
James B.

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Hourly Rate: $60
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About James

Bio

I have Masters Degree in Music Education from Western CT State University. I taught grades 4-12 instrumental music in the public schools for 35 years, and I currently teach private instrumental music lessons on the piano, flute, clarinet, oboe, saxophone, trumpet, trombone, violin, viola, cello, and drums.
I have been teaching privately for 35 years.
My approach is one of whereby the student has an enjoyable experience while he/she learns the instrument in a relaxed, casual manner. I...

I have Masters Degree in Music Education from Western CT State University. I taught grades 4-12 instrumental music in the public schools for 35 years, and I currently teach private instrumental music lessons on the piano, flute, clarinet, oboe, saxophone, trumpet, trombone, violin, viola, cello, and drums.
I have been teaching privately for 35 years.
My approach is one of whereby the student has an enjoyable experience while he/she learns the instrument in a relaxed, casual manner. I highly recommend the 40 minute lesson ($40.00 fee), as it provides us with enough time to really focus on the student's goals.
During the lesson, we discuss methods and strategies to learn the instrument well, and to be able to perform on the instrument as if an audience were present. Of course, we also focus on the mechanics of the instrument, and how to overcome the difficulties which the instrument might present.
I use the Nancy Faber Method Book for piano students, and the Essential Elements Method book for band and string instruments.
For my drum students, I prefer the Haskell Harr method book.

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Education

western connecticut state university
Music Education
western connecticut state university
Masters
  • Licensed teacher

Policies

  • Hourly Rate: $60
  • Rate details: A 40 minute lesson is suggested, and the fee would be $40.00
  • Lesson cancellation: 12 hours notice required

  • Background check passed on 7/12/2026

  • Your first lesson is backed by our Good Fit Guarantee

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Approved Subjects

Cello

Cello

I taught strings (violin, viola, cello) in the public schools for 35 years, and directed the orchestra of 100 members. I currently teach the cello along with the other string instruments. The student must understand the difference in the finger positions that the cello proposes, and of course the unique manner in which the cello is held and played between the knees. The correct size of the cello for the student is very important so that the student will be able to adjust his hands and fingers to play the instrument. I prefer the Essential Elements book for my cello students
Clarinet

Clarinet

I taught woodwinds (clarinet, saxophone, oboe, flute) in the public schools for 35 years, and the clarinet was my major instrument in college for 4 years. It challenges the student in regards to covering the holes with the fingers, and playing in tune by keeping a firm embouchure and a flat chin. The students do best with a quality mouthpiece such as a Vandoren, along with Vandoren reeds. A number 2 reed is recommended for beginners, while a 2.50 or a 3 is suitable for more advanced players. Playing long tones and scales is the best way to become proficient on the clarinet.
Drums

Drums

I taught the drums (the snare drum and bass drum) in the public school for 35 years. The major challenge here is that the student must have some understanding of rhythm, and how to keep a steady beat in the band. This will usually come with practice, experience, and maturity. The student must be taught the correct way to hold the drum sticks, and how to produce a pleasing musical sound on the snare drum. Must easier said than done! Then the music reading is the next hurdle for a young drummer. The Haskell Harr Drum Method is the finest method for drums from my experience.
Flute

Flute

I taught woodwinds (flute, oboe, clarinet, saxophone) in the public schools for 35 years. I directed the orchestra and concert band as a teacher and we performed 2 concerts yearly. I currently teach flute privately. The flute presents a major challenge in regards to producing a tone with the mouth as well as holding the instrument which can be an obstacle to a young student. The mouthpiece by itself must be the first step in producing a sound, then the student will progress to playing the flute fully assembled. Once again, long tones and scales will be most important to progressing on the flute. The Essential Elements Book is my preferred method in teaching the flute.
Oboe

Oboe

I taught woodwinds (oboe, flute, saxophone, clarinet) in the public schools for 35 years. The oboe presents a unique challenge in the manner in which the student must form his/her mouth around the reed. The student must first be able to crow (produce a sound) on the reed before playing the assembled instrument. The reed must be wet, and it is placed between the lips with no teeth touching the reed. The student forms a tight grip around the reed with the lips, and pushes out a tone. Then the fingering is very tricky on the oboe, and it must be taught slowly and carefully. Once again, long tones and scales are most important.
Piano

Piano

I have been teaching the piano privately for 20 years, and still practice the piano daily. I directed the orchestra which included the piano, as a teacher and we performed 2 concerts yearly. I have assisted many piano students in classical, jazz, and pop music training.
Saxophone

Saxophone

I taught woodwinds (saxophone, flute, oboe, clarinet) in the public schools for 35 years. I studied the saxophone very seriously for many years, and became an accomplished jazz musician. Once again we have a mouthpiece and a reed on which the student should be able to produce a squeaky sound before the instrument is assembled. The embouchure is similar to the clarinet. The student must be taught how to assemble the saxophone, and how to hold it with the use of a neck strap, which is tricky. It is important that the student sits up very straight with the side of the saxophone resting gently on the right leg. The two thumb positions are extremely important. It will take some time before the student will feel comfortable with the saxophone; it is just that type of instrument!
Trombone

Trombone

I taught brass instruments (trumpet, trombone) in the public schools for 35 years. The trombone presents a unique problem for a student because of the length of the slide, as well as embouchure challenges. The student must initially produce a sound by buzzing on the mouthpiece alone, before playing the instrument fully assembled. Lips pressed together, corners of the mouth in tight, and force the air through the lips making a buzzing sound. The student's right arm must be long enough so that he/she is able to move the slide to the 6th position. Of course this can be made easier if the teacher will write a special musical part for the student so that it is possible to play other notes which will fit into the musical piece. The teacher must decide whether or not the student will be able to adapt to the physical challenges of the trombone.
Trumpet

Trumpet

I taught brass instruments (trumpet, trombone) in the public schools for 35 years. Once again, the student must be able to produce a sound on just the mouth piece before making a sound on the entire trumpet. Once the student can buzz on the mouthpiece, then they are ready to learn how to hold the trumpet and play it by using the right hand fingers on the valves. Posture is very important. Before the student really uses the valves, he/she must be able to produce a tone on the trumpet. This is very important in regards to keeping the student's attitude that a sound will eventually come about with patience!
Violin

Violin

I taught strings (violin, viola, cello) in the public schools for 35 years. I directed the orchestra as a teacher and we performed 2 concerts yearly. I currently teach all the string instruments privately.
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Hourly Rate: $60
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