What I Do

My teaching process

Most importantly, I build a relationship of trust with my students to help them take risks and trust their instincts. I often teach my adolescent students for over six years, seeing them through sometimes-difficult transitions to become confident young adults. I bring to my teaching process many of the techniques and principles I learned from my Broadway coaches, such as Jack Lee, in my early NYC acting career. Starting in their very first lesson, my students learn to take ownership of a song and to make it their own, which supports originality and builds confidence. I also ask my students to focus on musical pieces in which they find a personal connection. Because this approach adds dimension to a song, it is common for my students to give renditions of popular pieces that are more meaningful than the original.

I also emphasize the importance of being able to sing many different styles merely by “changing your hat,” so to speak. My students’ versatility allows them to sing musical theater, jazz, pop, folk, opera, rock, and even to create original songs. This variety is engaging and frees singers to express themselves in the most genuine way. In terms of vocal technique, I require my students to take risks and expand their range. I also prioritize ear training and the development of tonal memory to promote self-reliance.

In my studio, students come together as an ensemble for two annual concerts and many other performance opportunities. When we work together, I emphasize collaboration and support for one another and strive to eliminate competitiveness and comparing. To further create a healthy performance environment, I deliberately teach students to forgive themselves when they make a mistake. Learning how to let go of perfection allows students to better enjoy the process.

Student Accomplishments

It is my role to challenge students to take their learning beyond the lesson and apply it in their school, place of worship, or larger community. My students learn to be self-starters by seeking out opportunities such as professional church cantoring, auditioning for lead roles in area productions, or even creating their own performances. Over the years, I’ve helped many students direct their own theater projects, write and perform original music, and organize local charity performance events.  

For my students who are passionate about musical theater, I guide them through the entire process of auditioning for and then developing a role. Aside from helping students prepare their musical numbers, I intensively focus on scene work, monologues, and movement. To bring this process full-circle, I attend students’ productions regularly and give careful feedback afterward to further their learning. I also help prepare many students for their All State Chorus auditions, and they routinely place very highly in the ranking process.

Finally, I take pride in helping my high school seniors through the college application process by writing thoughtful letters of recommendation and coaching them for auditions and supplementary video submissions. My students often receive generous vocal scholarships for college, and three of my seniors in 2017 alone earned significant awards. One of these students landed one of twelve spots in the elite opera program at SUNY Purchase. Meanwhile, a 2018 senior who is an avid singer-songwriter will go to Berklee College of Music for music therapy and vocal performance.

Giving students professional experience

A distinct experience I offer as a teacher is featuring students in professional projects when they are ready. For example, I have invited many students to perform with my colleagues and me in front of large audiences at the Narragansett Towers and the Greenwich Odeum in Rhode Island. Pictured here, four senior students and I are singing and dancing for a crowd of over 1,000 at the annual Summer’s End Concert in East Greenwich, RI. Being able to share the stage with seasoned professionals is a great culmination of years of hard work and growth. I am certain that these performance opportunities prepare my students well for success in intensive college theater programs and beyond.

Community outreach and music ministry

During my time in RI, I served as a cantor at St. Gregory the Great Church (a parish of 2000 families) for over ten years. I also built a close relationship the First Lutheran Evangelical Church in East Greenwich, where I began teaching most of my voice lessons and hosting semiannual concerts. These concerts, especially my annual Songs of Christmas event, became a community tradition that many people looked forward to year-after-year. I eventually became Youth Music Minister at First Lutheran and enjoyed giving my students the frequent opportunity to sing and play instruments in various church services there.

Also at First Lutheran, a group of students and I organized a charity performance called the Mustard Seed Coffee House in 2015. Our continued mission is to create a community of young artists for whom sharing music is both a form of meditation and a healthy way to connect with like-minded people. Most recently in July 2017, our fundraising for the National Alliance on Mental Illness and the RI Interfaith Counseling Center brought attention to the importance of providing mental health care for people who struggle financially. All of these efforts combined brought renewed interest among young people to share their love of music as part of a worship community.