I have been playing the violin since I was eight years old, and singing since I was nine. Beginning only as a hobby, I quickly became bored with my steady diet of classical music. Finally, I found the right teacher, and began learning alternative styles. She directed me to the Mark O'Connor Fiddle Camps, where I studied with top violinists from every genre, including folk, jazz, rock, and many more. By the time I reached high school, I couldn't imagine what else I would do with my life. I auditioned for and was accepted into various city youth orchestras, honors orchestras, and county orchestras. I also continued to sing, and auditioned for and was accepted into various honors choirs, including city youth choirs and All-State Choir. While studying classical styles with Juilliard graduates, I also continued with my alternative styles, performing as a guest artist with Grammy Award winning rock violinist Mark Wood and the world famous folk group, "Barrage."
I graduated with honors with a Bachelors in Music and Teaching Certification from West Chester University of Pennsylvania. I spent three years teaching fifth and sixth grade orchestra in a North Carolina Middle School. Today, I am a Graduate Assistant at West Chester University, working on my Masters in Music Education with a concentration in Performance. I believe music, just like life, is boring without variety. That's why I not only perform a variety of styles, but I teach a variety of styles as well.
*** Lesson Details ***
I am a laid back teacher who is strict when necessary. I lay out my expectations in the first lesson, and reinforce those expectations throughout each of the following lessons. I have goals for my students, but I also want to know their goals as well. I'm always looking for my students' input on what they would like to learn and in which areas they would like to improve. Rather than forcing my students in the direction I want, we work together to achieve common goals.
When teaching via Skype, my communication is clear and concise. For younger students (ages 5 and 6), I do request a parent to be present in case any hands-on adjustment of the instrument is required. I utilize my camera so that everything I am trying to convey is visible from all angles, and so students can clearly see what I am talking about.
Classical music is still an important part of my curriculum; it is the genre from which all other music has stemmed. If my student is not interested in classical music, we will learn other styles in addition to classical styles so that my students will not become bored. I also supplement my lessons with music history in order to teach the context behind the pieces.
My students also learn music theory, music history, and the context behind the pieces they are studying. As a whole, I keep my lessons interesting, well-rounded, and well-planned.
*** Studio Equipment ***
At the moment, I am unfortunately unable to teach from my home.
*** Travel Equipment ***
I expect my students to have their own instrument, music stand, method book or music, pencil, tuner, and metronome. I also encourage students to keep a practice notebook where they can take notes at the end of their lesson on what they need to practice for the week.
*** Specialties ***
I specialize in classical music, as well as rock, Celtic fiddle, and other alternative styles.
I am a teacher's assistant for various strings classes, helping to teach undergraduate Music Education majors. I am working towards my Masters in Music Education with a concentration in Violin Performance.
I was a first violinist with the Florence Symphony Orchestra in Florence, South Carolina.
I taught fifth and sixth grade orchestra. My students learned the basics of the instruments, music theory, music history, and techniques required to help them mature as people and musicians.
I was a long-term substitute for the orchestra director of Appoquinimink Public Schools, teaching grades 4-8.
Teaching Certification in Music
Teaching Certification in Music
Founded in 1907, NAfME is among the world’s largest arts education organizations. NAfME advocates at the local, state, and national levels; provides resources for teachers, parents, and administrators; hosts professional development events; and offers a variety of opportunities for students and teachers.
The American String Teachers Association, founded more than 60 years ago, is a membership organization for string and orchestra teachers and players, helping them to develop and refine their careers. ASTA's members range from budding student teachers to artist-status performers. The organization provides a vast array of services, including instrument insurance, an award-winning scholarly journal, discounts on publications and resources, annual professional development opportunities, and access to collegial network of colleagues throughout the string profession.