Clarinet

Every student will receive one lesson each week, and also attend studio class with all students in the studio. During the majority of studio classes, students perform for one another, and critique one another as well. Students perform works in progress and also “polished” works, often in preparation for recitals, juries, concerts or auditions of various sorts.

These class performances are routinely recorded for individual study and review with me during lessons.

Studio class is at times expanded, and may cover group topics such as practice approaches, pedagogical concepts for all, chamber music coachings and time for guest artists.

All students take part in not only large ensembles but also chamber music. Our chamber music options are many, and the pianists who form parts of these and other collaborations are part of our nationally recognized collaborative piano program. What this means is that the quality is very high, and there are numerous coachings by both me and the piano faculty of those performing with piano. We are very fortunate to have this activity at CU. While many students form groups of their own initiative, the faculty also works together to pair performers together for chamber music activities.

My students tend to form deep friendships with other students in the studio, to support and learn from each other, and to not only work hard, but enjoy the sense of community that being part of the studio promotes. I’m always glad to have current students talk to prospective students, so if you want to hear from them and not me (!) please let me know when you visit CU and I will gladly put you in touch with some of the current studio members.

Teaching Philosophy—A Few Big Ideas to Start the Discussion

Articulating a philosophy of teaching, especially for the one-on-one music lessons is a vexing and tricky matter, but a few comments may help you understand a little more about how I view this mysterious process. In person, I will always relish the chance to discuss these matters with others!

Great teaching flows from the integrity and the identity of the teacher.

Making music adds meaning to our lives. It is a never-ending process.

Teaching is difficult to reduce to a formula, and therefore difficult to reduce to a philosophy. Teaching is learning, and so it must evolve. If you set your teaching philosophy in cement, it would be a monument, not a way of teaching.

I never wish to stop learning myself; If I take the chance to be a better student, I will have the chance to become a better teacher.

Each discipline has its own fundamentals, and these cannot be overlooked. For example, breathing and use of the body are key foundations for playing a wind instrument.

Each student has his or her own learning style and learning curve, so we must teach the student, not only the material, even as we help with fundamentals.

Teach the person, not the instrument.

We all have a mind, a body, and a “spirit.” All are engaged in learning and making music.

You are your instrument; the instrument is “us.”