- Teaches students:
- Ages 8+
- Teaching since:
- August 2011
I have been providing private instruction for beginner to advanced trombone, bass trombone, and music theory students for 8 years. My goal is to create a comfortable atmosphere in which my students can freely express themselves through the music they play. I keep my students mentally engaged by asking them questions that are intended to guide them toward creating a clear, personal interpretation of their music. This gives the student a sense of artistic authority and ownership over their playing and creates more meaning and enjoyment in their daily practicing and playing. I view listening to music frequently (whether it is a live concert or a recording) as an essential key to swift musical growth, and I encourage my students to actively engage with various recordings to develop their personal understanding of what great musicians do, how/why they make their musical choices, and what the student would like to mimic (if anything) from that particular musician.
I generally start lessons by playing some basic tone and technique building exercises with the student. We then move on to whatever etude, solo, or tricky spots from school music that the student is working on.
My expectations for the student:
I encourage my elementary school students to practice for 15-30 minutes 3-5 days a week, middle school students to practice for 25-40 minutes 4-7 days a week, and my high school students to practice for 45-60 minutes 5-7 days a week. I ask that my students come to their lessons prepared, knowing what they want specific help with each week so that I can best serve their needs and help them get the most out of our lessons.
I attended Northwestern University for my undergraduate degree in trombone performance. I studied with a world class trombone faculty consisting of Michael Mulcahy, Timothy Higgins, Douglas Wright, Randall Hawes, Pete Ellefson, and Christopher Davis. Studying with multiple professors afforded me a richer knowledge of how to keep improving in my playing. I also learned a lot from going to hear live music at the Chicago Symphony and Chicago Lyric Opera. Hearing top tier orchestras week after week ingrained the sounds I wanted to make into my head. My approach to trombone is along the lines of the great brass pedagogue Arnold Jacobs- focusing on Wind and Song. His teachings of the simplicity and efficiency of airflow, combined with the clearest mental musical ideas possible really resonate with me as I play the trombone. I hope to pass my knowledge and lifelong passion for music on to all of my students.+ Read More
A labor union representing professional musicians in the United States and Canada. Founding in 1896 as the successor to the "National League of Musicians," the AFM is the largest organization in the world representing the interests of professional musicians.+ Read More
The general purposes of the International Trombone Association shall be: To promote communications among trombonists around the world, to improve the artistic level of performance, teaching, and literature associated with the trombone family and to function as a clearing house for trombone-related ideas and information+ Read More
Actually, It is my son who is the beginning trombone student. But he is very happy with Rachel's instruction. She is obviously a very skilled musician, she sets a definite program and expectations for her students, and exhibits great patience as well.+ Read More
Rachel was patient with my daughter and was helpful not just with the technical piece but helped her to be more confident in herself.
I highly recommend Rachel as a teacher. With terrific musical instincts and a practical teaching strategy catered to the individual student, she is very effective in her instruction. She's also a cool person!
Best instructor ever
Rachel is a fantastic teacher and tutor. Her expansive knowledge of music theory and ear training contributes to her vast musical ability. Not only is she a great performer, but she is able to break down the music and explain it in a variety of ways in order to effectively teach students at any level. Most importantly, Rachel is an advocate for students expressing their own musical voice. She will not tell a student exactly how to play a given piece, but rather she will teach them the necessary tools for the student to play well, and allow them to explore their own musical interpretation from there.
Outside of music, Rachel is a genuine and kind-hearted person. She is understanding and empathetic, and this carries over into her teaching as well. That being said, Rachel holds herself and her students to high standards. Students will hear improvement in their tone, technique, and musicality as they work with Rachel. I give her my highest recommendation for all subjects.
Great teacher! Very helpful and smart.