As a voice teacher, I want my students —adults and children alike— to genuinely believe that they can do anything if they work hard, abandon their fear of failure, and embrace persistence.

 

To accomplish this goal, I make sure to meet each of my students at their level. Every student is a unique individual, thus they should be given highly personalized instruction. Using a clinical ear to diagnose and correct all manner of vocal faults both common and uncommon, I am able to gently guide the student on their journey toward discovering their vocal truths. Students leave the lesson with techniques that they are able to replicate successfully at home, without my guidance.

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I consider it an immense honor that my students are willing to share their voices with me; it takes a great deal of courage, especially for first-time students. In the studio, I immediately establish a supportive environment where experimentation is encouraged; an environment where we are working to find, cultivate, and celebrate that which makes their voices, and what they have to say as artists, totally and beautifully unique. Voice lessons should be fun and fulfilling for all ages!

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I believe that great singing should be easy, honest, and free. As someone who has had to go through the long, arduous process of rehabilitating my voice due to poor instruction, I know how crucial it is to teach healthy technique that is grounded in the body. When teaching, I draw from my knowledge of all pedagogical philosophies to find something that will work for each individual student. I teach by the following rule: “Everything works for someone, but nothing works for everyone.” Many teachers only teach the technique that they themselves needed as a developing vocalist. I am strongly against this all too common one-size-fits all approach!​

 

Inclusivity is deeply integrated into my teaching philosophy. All students should feel represented and empowered by the music they study; for this reason, I encourage students to play an active role in choosing their repertoire. When students feels like they have a seat at the table, we cultivate a studio environment in which growth prospers. This helps to build trust and respect and fosters a team-mindset. 

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When working with students dramatically (if they are studying musical theatre or classical), I encourage them to voice their own character interpretations. I ask questions that get them to think in new ways— questions that lead them to answers that they otherwise wouldn’t have thought of. We then take those answers and work together to flesh them out further, so that the student’s ideas can be fully realized. This serves an important practical function: so that they gain the confidence to convincingly portray roles on their own, without the help of professional dramatic coaching.

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I am proud to say that my studio is a safe space for all individuals, regardless of race, gender, or orientation.