TEACHING PHILOSOPHY

My philosophy of teaching is embodied in the objectives of providing students with the skills to become flutists, artists, and musical citizens. I am committed to sharing my musical lineage, experiences, and knowledge with talented flutists of all backgrounds, preparing them for successful and rewarding lives with music.My students occupy positions with several professional ensembles, including the United States Air Force Band, Orquestra Sinfônica do Teatro Municipal de São Paulo, New England Symphonic Ensemble, and the Central City Opera.  They have won competitions, including the Emmanuel Pahud Masterclass Competition (OSESP), Eduardo Tagliatti Chamber Music Competition, Young Soloists Competition of the Eleazar de Carvalho Music Festival, Mid-Atlantic Flute Fair Masterclass Competition, SphinxConnect Fellowship, and have been accepted into graduate programs at Indiana University, New England Conservatory, Peabody Conservatory, Cleveland Institute of Music, Northwestern, Carnegie Mellon University, SUNY Stonybrook, and others. My own teachers have included Peter Lloyd (London Symphony Orchestra and Indiana University), Francis Fuge (Louisville Orchestra), James Pellerite (Philadelphia Orchestra and Indiana University) and Gary Schocker (renowned flutist and composer), and master classes and additional studies with Jean-Pierre Rampal, Alberto Almarza, Jeffrey Khaner, and Michael Parloff.

TEACHING PHILOSOPHY

My philosophy of teaching is embodied in the objectives of providing students with the skills to become flutists, artists, and musical citizens. I am committed to sharing my musical lineage, experiences, and knowledge with talented flutists of all backgrounds, preparing them for successful and rewarding lives with music.

The Flutist

In nurturing the student flutist, my primary focus becomes the process of building a unique concept of tone.  Based on the student’s tonal concept, we develop a clear and singing sound with a richly diverse palette colors.  My approach to teaching centers on self-awareness of the physical aspects of achieving one’s unique tonal concept, and it is founded upon a sound pedagogical lineage that includes Fuge, Lloyd, Moyse, Rampal, Schocker, and the bel canto tradition of singing.

The Artist

The exploration of one’s unique voice in music emerges from self-awareness of the physical and emotional reactions we have to various passages of music.  Understanding how music affects us, and then expressing those reactions through music - based on knowledge of historical and theoretical contexts, accompanied by an advanced flute technique - is the pathway to achieving a unique musical voice.

The Person

Students in my studio develop an understanding of the intersections of music and citizenship.  I instill an appreciation of music as a medium through which students become responsible citizens by fostering collaborative prowess and leadership skills. I guide students to understand the practice of music in healing and as a centering process that builds self-esteem.

inclusion

I value the diverse tapestry of gender, race, age, religion, ethnicity, sexual orientation, education, and economic background that encompasses society. I manage my flute studio with the understanding that all students benefit from enjoying the rich experiences that arise from diverse backgrounds. Each student has a unique way of viewing and addressing contrasts, and of creating and interpreting music and choosing repertoire. Each of these unique approaches adds to the reservoir of resources that benefit all of my students and me.