A teacher, especially one providing private lessons, can have a profound effect on the student. As a student for many years, I understand the benefits of a positive relationship with a teacher. I also understand the profoundly negative effects of a negative relationship with a teacher. Experiencing both sides of the spectrum as a student has contributed to my approach as a teacher. I would argue that it is more important to know what NOT to do as a teacher as we risk alienating students.
Graduate student in Northern Arizona on a gap year due to the pandemic pursuing a MM in Orchestral Conducting. At the age of six, I was started on piano at the decision of my parents. At the time I could not have been more unhappy with the decision, spending the next ten years dreading each and every lesson. At the age of 16 and on a lark, I decided to go a different direction after discovering the flute. I quickly discovered a natural affinity for the instrument, appreciating the social aspect the flute brought via chamber music and orchestra. It is from this point forward that I fell in love with music, especially the orchestra, and even the piano! Growing up in NYC, I attended a "Saturday Program" in highschool at the Mannes School of music, one of the three conservatories located in NYC. I began learning music theory, ear training, composition, orchestration and many other components that are essential to becoming a competent, well-rounded musician and teacher. Providing piano lessons to younger kids in my building introduced me to another vital facet of musicianship: teaching. The rest is history!
2018 - Current Northern Arizona University; Flagstaff, AZ; MM
Orchestral Conducting, Graduate Teaching Assistant
2013 - 2014 Juilliard Evening Division; NY, NY; Conducting; Fall semester
2011 - 2013 Skidmore College; Saratoga Springs, NY; BS in Music, GPA: 3.3
Senior Thesis: Conducting Recital; extensive managerial experience: recruited both student and professional musicians to form a 13-piece chamber orchestra for weekly rehearsals, culminating in a performance of Aaron Copland’s Quiet City and Appalachian Spring in Skidmore’s Zankel Hall; coordinated funding, score management, and all aspects of performance; studied with Dr. Anthony Holland (conducting, composition), Jan Vinci (Flute) and Patrice Malatestinic (French horn)
2009 - 2011 DePaul University School of Music; Chicago, IL; Intended Flute Performance (Transferred), GPA: 3.2; studied with Dr. Jennifer Clippert; member of Alpha Lambda Delta National Honor Society
2006 - 2009 Mannes College/The New School for Music/Preparatory Division; NY, NY; flute and piano performance, conducting, composition and music theory; final conducting performance of Haydn’s Symphony No. 93 and flute recital; studied with Thomas Osuga (piano), Scott Wiley (conducting) and Mary Barto/Elizabeth Mann (flute)
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|at his home||at your home||By webcam|
|1 hour||Not available||Not available||$35|
|5 hours||Not available||Not available||$175|
|10 hours||Not available||Not available||$350|