Guitar with Sean V.

Self-Employed

I bring to lessons an expansive education in music performance, theory, and composition in different styles, as well as the ability to explain and display the necessary skills in a variety of ways for a diversity of learning styles. I teach an aggressive curriculum, but one that is tailored to each student's individual strengths and weaknesses, and I always remain gentle and patient while guiding my students through the rewarding process of learning to create music. I enjoy so much about my work, and here are just a few elements: -Sharing my love for music with those eager to learn the art for themselves. -The moments when the student finds expression the music, transcending the notes as they're written on the page. -Seeing my students perform at their recitals, where they share everything they have learned. -Meeting so many incredible people who are all connected by a love for music!

The Kew-Forest School

Over my three years teaching at Kew-Forest I have organized regular performances for students and parents so that students can share the music they learn to create and have the performance experience necessary for mastery. Students learn to use their singing voices first, then they learn how to read and write music while playing instruments including piano, guitar, ukulele, djembe, and metallophone. I organize regular workshops and performances for students to share their progress with their peers during the school day and with their parents at night. With the transition to remote learning I shifted the curricula’s goals to music composition by using online platforms including Chrome Music Lab, SoundTrap, and Incredibox. Students learned about musical form and notation by applying it to their online compositions, and I initiated a Kew-Forest SoundCloud page where I upload student compositions for the entire school community to enjoy. On one recent assignment, students were each assigned a different traditional Latin American rhythm that they needed to construct using percussion instruments in Chrome Music Lab. Once they had constructed the percussion rhythm they composed their own melodies and harmonies to accompany it. This activity required them to apply their music theory knowledge in a creative and exciting way while also learning about ethnomusicology. For another assignment, students needed to compose music inspired by a theme. One theme was “Winter,” and another was “When I Grow Up,” taken from the song title to that year’s school musical, Matilda.

Sarah Lawrence College

Brooklyn College Conservatory

Presser Foundation

Brooklyn College Conservatory

The American Composers Forum enriches lives by nurturing the creative spirit of composers and communities. We provide new opportunities for composers and their music to flourish, and engage communities in the creation, performance and enjoyment of new music.

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.

The American Society of Composers, Authors and Publishers (ASCAP) is a membership association of more than 480,000 US composers, songwriters, lyricists and music publishers. The ASCAP is committed to nurturing music makers throughout their careers.

Native Proficiency