Gilbert Torres

Gilbert T.

Lakewood, CA

Lesson Details

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About

Gilbert delivers an exceptional lesson experience and ranks in the top 15% of our teachers nationwide.
Teaches students:
Ages 1+

Teaching since:

Gilbert graduated from the Bob Cole Conservatory of Music at California State University of Long Beach.
He have degrees in Music Performance and Music Education.
Gilbert specializes in woodwind instruments (flute, saxophone, clarinet), beginning instruments (piano, violin, and brass), vocals (pop, Latin, Jazz), music theory and improvisation (Jazz, Blues, Pop, etc.).
I am very patient teacher and have experience working with both children and adults. I have studied and taught in places such as: Venezuela, Germany, Europe, Brazil, Taiwan, and in the Long Beach Unified School District in California.
Gilberto Torres was born in Caracas, Venezuela where he studied music at the Music Conservatory of Jose Angel Lamas and performed with the world renowned Simon Bolivar Youth Symphony Orchestra (El Sistema). He then moved to Cologne, Germany to continue his music studies at the Rheinishe Musikshule. In 1995, he moved to the United States where he continues his career as a professional flute player, vocalist, composer, arranger, producer, and music teacher. He obtained an Associate’s degree with a specialization in Early Childhood Education in Music from Long Beach City College in California. He also holds a double Bachelor’s degree in Music Performance and Music Education from the Bob Cole Conservatory of Music at California State University of Long Beach.

*** Lesson Details ***
Gilberto Marcano Torres
Music mini Lesson Plan

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
2.8 Create melodic and rhythmic improvisations in a style or genre within a musical culture (e.g., gamelan, jazz, and mariachi).

Objectives: Encourage the rhythms section to correct the Mambo rhythm in a Latin jazz Band Ensemble.

Behavior objective: Students will play the Latin Mambo style by the end of the lesson, with 95% accuracy.

Materials: Claves, music board and dry erase marker.

Warm up: Students are going to imitate singing 2/3 clave pattern.
Instructional Strategies Student Activities
I will explain to the Ensemble how all the rhythm parts fit within the Mambo clave rhythm.


I will explain to the Ensemble how to play and sing all the rhythm parts with the clave pattern in Mambo style.

I will sing every pattern to the rhythm section such as congas, timbales, drum set, and cowbell to each individual percussionist.

I will encourage the rhythm section to play the solo section of the piece along with the rhythms they just learned and to listen to how the rhythms lock in with the clave.

I will ask the students to tell me whether the clave fits in the Latin rhythm or not and why they think it does or does not. Students will learn from my explanation and see the written parts on the board to comprehend how the parts lock in with clave.

Students are going to sing by imitating the rhythm parts with the clave.


The rhythm section is going to listen to me and play every pattern that I am going to sing.


Students are going to play the solo section and listen to how the rhythms fit with clave and within the composition.



Students are going to answer the question and then are going to play the last eight measures of the Latin Mambo piece, with the whole band, correctly.

1) Use your knowledge of Music pedagogy to explain why your instructional strategies and student activities:

a) My strategies are based on the music context of California. For example, my students will be able to learn the Latin Jazz genre. I will do this by explaining the use of the clave in Latin Jazz music. They will be able to identify the clave rhythm and how it fits with other rhythms and be able to play them for me. Then they should be able to incorporate the clave rhythms into the Latin Jazz composition. They will be able to identify the clave rhythm in the context of Latin music.

b) First the student will be able to understand the concept of the clave in Latin music. I will be teaching them by rote which is the best way for students to learn by watching and imitating. When the students masters the clave rhythm concept I will help them develop the skill of performing the clave pattern and rhythms that fit within it.

c) In class I will be able to help student to understand the concept of clave and I will encourage them to match the clave in the Latin Jazz style. I will be able to track their progress by watching them play the pattern and then I will give them positive feedback and tell them what they need to work on and this will help them improve and play the clave pattern accurately.

*** Studio Equipment ***
Piano, computer, software such as sibelius, Protoos, Vienna Instruments, Kontak 9, Guitar, Drum set, comgas, bongos, timbales, bass, trumpet, trombone, Alto horn, French Horn, violin.

*** Specialties ***
For young kind I would like to use the Kodaly, Orff or Suzuki method, and for older I will use Dalcroze method because they will be able to learn through their emotions. For jazz or popular music I will use the Gordon method that is base on audiation.

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Experience

Teacher
Mar 2013 - Present
DCA/ Department of Cultural Affairs Los Angeles

Music Director

Education

Master in Education
May 2000 - Nov 2004
CSULB

Languages

Spanish
Fluent / Native Proficiency

Certifications

Music Education Credential
May 2000
CSULB

Bachelor of Music Instruemtalist and Performance.

Awards

City of Los Angeles
Aug 2009
Stated fo Califronia

Affiliations

Music Teachers National Association
May 2005

The MTNA was founded in 1876 with the goal of advancing the value of music study and music-making to society while supporting the careers and professionalism of teachers of music. With nearly 22,000 members in 50 states—and more than 500 local affiliates—the MTNA is the preeminent source for music teacher support, where members embody like-minded values and commitment to their students, colleagues and society as a whole, while reaping the rewards of collaboration, continuity and connection throughout the lifetime of their careers.

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Photos & Videos

Moody's Cha-cha at Mambos cafe, California. Live performance!
L.A Summer Camp 2013.
Students learning solfege. L.A 2013
Summer Camp 2013 Los Angeles.
Photo by Gilbert T.

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Photo by Gilbert T.

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Photo by Gilbert T.

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Photo by Gilbert T.

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Photo by Gilbert T.
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