Binghamton University (Theater)
I have taught and trained students from ages 13 to 25 in musical performance since 2004. I began studying music at age 9 and continued to study and perform throughout high school and college. For several years, I performed in an international award-winning singing group, The Binghamton Crosbys, and taught singing workshops to high school students throughout New York State. We instructed kids age 13-18 on blend, rhythm, musicianship and performance. Throughout my years of study and practice, the most wonderful experience has always been helping others to create music. Bringing an instrument to life or moving a crowd is an incredible moment and I have always tried to bring the same joy to learning how that my teachers gave me.
After playing in wind ensembles and concert bands throughout grade school, I studied musical theory, voice, and performance in college. During my summers, when not performing, I taught performance at Queensborough Community College to kids age 13-18 and trained with the American Theater Wing. I first picked up a guitar in college when I started learning theory and continue to learn and practice 13 years later.
My goal is to show how learning and making music can be fun and easy through experiential development. We begin with basic chords and chord progressions so students can jump right into learning songs and making music while building their skills. Each new song and exercise teaches and reinforces chords and strumming patterns in a way that makes the lesson stick. Once students master the basics, we can move to songs of their choice and specific musical styles. If they are interested, we can eventually add in singing, songwriting, recording, or playing gigs depending on what they want to do with their new skills.
I'm always easy to reach and return messages promptly. Feel free to contact me with any questions or to schedule a free consultation.
I look forward to meeting you and can't wait to help you dive into the world of music! I have taught and trained students from ages 13 to 25 in musical performance since 2004. I began studying music at age 9 and continued to study and perform throughout high school and college. For several years, I performed in an international award-winning singing group, The Binghamton Crosbys, and taught singing workshops to high school students
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
I studied musical theory in college including chord structure, scale theory, and interval identification. During that time, I also performed for four years in an international championship acapella group practicing and teaching blend, melodic interval identification, pitch matching, and chromatic scales to students age 13-18 in high school workshops. Each summer, I studied classical voice and taught performance at Queensborough Community College. I focused on using songs as mnemonics to reinforce melodic intervals.
When teaching basic ear training, I begin with perfect intervals (I, IV, V) to create familiarity in the context of well-known songs. Once a student can quickly identify and repeat perfect intervals, we move to major intervals (II, III, and VI) and begin to go over basic chords so students can hear the note relationships within triads. I then take students through identifying basic chord progressions as we move to more difficult intervals and complex chord structures.
I began studying and performing music in grade school and continued throughout college. During that time, I spent four years in a championship acapella group practicing and teaching melodic interval identification, pitch matching, and chromatic scales. I also studied musical theory including chord structure, scale theory, and interval identification. When teaching music to beginners, I focus on relating basic concepts through popular songs to build on what is already familiar.
I start students off with basic notation, scales and rhythms so they can form a solid foundation. We then move to intervals, chord building, ear training, and chord progression theory so that students can identify what they hear as easily as what they see on the staff. If students want to add in voice or instrumental instruction, we can move to specific practice exercises, otherwise we move to basic songwriting.
I first began studying guitar in 2005 while singing in college and focus on teaching mainly pop, rock, country, blues and folk styles. I begin by teaching the CAGED system for chord building and developing hand strength so students can learn songs early on. From there, I use popular songs to teach strumming patterns and common chord progressions so students can become comfortable playing in any key. I then introduce exercises and drills to develop greater speed and familiarity with the fretboard as well as major, minor, and pentatonic scales and modes for soloing.
With a firm grasp of the basics, we can move into specific song styles like blues, folk, or classical and learn new skills such as finger picking and note bending. If students are interested, we can also move toward songwriting, performing gigs and recording.
I began studying classical voice in college and continued for two years while singing in an international championship a capella group. Our group ran workshops in high schools throughout New York state and focused on practicing and teaching melodic interval identification, pitch matching, vocal blend, and chromatic scales. In the second half of college, I studied theatrical voice and upon graduating, I trained in contemporary voice for pop, rock, and soul.
In teaching voice, I begin with proper posture, muscular relaxation, and breathing technique so students can build power and range safely. We then move right into songs while drilling phonation, articulation and pitch matching. The goal is to create familiarity with musical phrases and intervals so students can quickly sing what they hear and begin to experiment and improvise their own interpretations of various songs and styles. If students are interested, we can then move to performance and presentation technique, recording and auditioning for gigs and musical roles.