Cleveland Institute of Music (Clarinet)
The Ohio State University (Master's)
The Ohio State University (PhD)
My love of performing began in Junior High, when, after my first year of playing in the Junior High Band, I was asked to participate in the Annual Ohio Music Education Association Solo and Ensemble Contest. I was so excited to learn that I had received a Superior Rating for my solo performance. I began private music lessons in High School and upon graduation, I enrolled in the Cleveland Institute of Music where I received my Bachelor of Music Degree in Clarinet. I continued my performing phase of my career by being fortunate enough to be accepted into the clarinet section of the United States Navy Band in Washington, D.C.
Upon my return to Cleveland, I decided to begin my music teaching phase of my career. I received my State Teaching Certificate in Music, K-12, from the Baldwin Wallace University, formerly known as Baldwin Wallace College. I was hired as a full time instrumental music teacher and band and orchestra instructor for the North Olmsted School District, where I taught for 15 years. During this time, I received my Master of Woodwinds Degree from The Ohio State University. Several years later, I began work on my Doctorate and received my Doctor of Philosophy Degree in Music Education, also from The Ohio State University.
Upon completion of my Ph.D., I applied for and became a member of the Adjunct Faculty of the Cuyahoga Community College, in Parma, Ohio. For the past 20 plus years, I have taught Ear Training Classes, Music Theory Classes, Piano and Keyboard Classes and Music Education Classes, Introduction to Education Classes and Rock and Roll Classes. I also, currently conduct the Tri-C Civic and Collegiate Concert Band. During the past few years, I have also become very interested in computers and Distance Learning. As a result, after taking several workshops in distance Learning, I have taught several music classes and Education Classes , online, for Tri-C and VCCSU (Valley City State University).
My desire to pass on the musical knowledge and performing skills I have acquired over the years continually grows with every class and student I teach. Be assured that I intend to be very honest and forthright with the student and parent should I feel that the student is not working to his/her potential. One of my ultimate goals in teaching is to inspire in the student a desire to learn and to strive for excellence in the process.
Although I have a 24 hour cancellation policy, I will offer make-up lessons for excused absences. I will answer emails within 48 hours but mostly much sooner. I wish to limit myself to distance learning at this pint in time. Should it be possible to travel to my home, I will be more than happy to give lessons in my home studio.
I look forward to hearing from you soon and I wish you every success in whatever area you choose to pursue. My love of performing began in Junior High, when, after my first year of playing in the Junior High Band, I was asked to participate in the Annual Ohio Music Education Association Solo and Ensemble Contest. I was so excited to learn that I had received a Superior Rating for my solo performance. I began private music lessons in High School and upon
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I auditioned for and was accepted to become a member of the Clarinet Section of the United States Navy Band in Washington, D.C. early in my career, soon after receiving my Bachelor of Music Degree with a Major in Clarinet. I performed with the Navy Band for 4 years, touring throughout the country and South America. I also performed with the Blossom Festival Concert Band where the Cleveland Symphony Orchestra performs its Summer Season, for 26 years after I returned from the Navy Band.
I have taught Ear Training classes at a Community College for the past 15 years. We would begin with identifying scales-major and minors-all 3 types- and explaining the difference between half steps and whole steps. Proceeding to what the patterns of half and whole steps were for the different scales and learning to recognize the sound of half steps and whole steps and the various patterns of which the various types of scales cosseted. Example: all major scales consist of whole and half steps arranged in the following pattern 1(whole step), 1, 1/2 (half step) 1, 1, 1, 1/2. - This pattern defines a major scale; the pattern 1,1/2,1,1,1/2, 1,1 or another way to put it assuming we have learned scale steps, a major scale is made up of the pattern of whole and half steps and where 23 and 78 are the half steps and the rest 12, 23, 45, 56, 67, are whole steps. In Minor Scales, 23 and 56 are the half steps provided it is the Natural Minor. (there are 3 types of minor scales) Natural, Harmonic, and Melodic. The Harmonic has half steps between 23, 56, and 78 and the only scale with 1 and 1/2 steps between two notes-67, and finally the Melodic with half steps between 23, 78 but the descending part of the scale reverts to the Natural Minor pattern.We would then us melodic dictation and singing to help the ear recognize the variety of different sounds within each scale and the overall sound of the different types of scales. Then, by introducing solfeggio, singing with syllables from a printed score, you then learn to associate what you see on the page with what the sound of the notes you see on the printed page.
We then proceed to understanding intervals, the distance between any two notes in music. We then learn to identify intervals by quantity, 2nd, 3rd, 4th, etc. and quality of the interval, major, minor, diminished and augmented and perfect. Once we learned to identify the various intervals within a scale we would learn to sing as ear training exercise such as on the C Scale; cd-major 2nd, ce-major 3rd, cf-perfect 4th, cg-perfect 5th, ca-major 6th, cb-maor 7th, cc-perfect octave. There are several other interval exercises we would work on. We would then go to chord structure, chords made up of intervals - Cmajor chord=major 3rd and minor 3rd or major 3rd and perfect 5th. We would learn to recognize the various chord types and what they consisted of - major, minor diminished, augmented. I could go on-I hope this is enough.
I studied Music History at the Cleveland Institute of Music in the first 3 years of my 4 year degree program. The material covered instrumental and vocal music as it developed through the ages from the early Greek and Roman Empires to the present day.
The history of music in Western Civilization is generally divided into six parts; the Ancient Greek and Roman times, roughly dating back from the 8th century B.C and eventually giving rise to that period in history known as the Medieval times or Middle Ages; the Renaissance, beginning in the 1450's and extending to the 1600's; the Baroque, dating from 1600 and coming to a close in 1750 with the death of J. S. Bach; the Classical Period, from 1750 to 1825; the Romantic Period, 1825-1900, and finally our Modern Period, from 1900 to the present day.
I taught Music Appreciation for 5 years at the college level and for 10 years at the high school level. The course at the high school level was known as the Music Seminar class. The college course, mainly a lecture course, would include: a summary lecture based on material studied in the text; a listening session of recorded selections representing the historical characteristics and predominant composers of each era of music history as described in the text; and an explanation and brief discussion of musical works studied on that day.
The assessment process consisted of having each student keep a listening log of at least 2 composers representing the historical period studied in class that week. Each student was required to work on a semester project. This could be anything that would represent some aspect of the material studied in class or from the text such as a biographical presentation of one of the composers studied in class, a demonstration of a particular instrument from an early period of music history, or a description of how the music of a particular era of music history was related to another aspect of that era such as the politics of the time, the architecture of that time, the paintings of that time, or maybe the science of that time. I did give a weekly quiz on material studied that week and a final exam consisting of both written and listening questions. I would, of course, adjust my lecture and assessment requirements as pertaining to the course, to the appropriate age level.
I have taught Music Reading Skills and Ear Training courses at a Community College for the past 8 years, and I also teach online Composition classes for a university.