Autumn Quinto's Voice Studio

As an emerging young professional with three years of teaching experience at the collegiate level, I am confident that I have the qualifications necessary to help each and every one of my students achieve their goals.

In my most recent position as a student teaching assistant at Baylor University, I had the opportunity to develop the skills and experience necessary to succeed as a competent and knowledgeable voice instructor. Examples of my relevant experience include teaching a voice class about the fundamentals of the vocal mechanism, teaching a group of eight music students private voice lessons, as well as contributing to the marketing of our opera department's recitals and opera performances. I am also known for my skills in project coordination for community music outreach. I specialize in vocal performance. I believe music possesses the power to promote healing, and, for this reason, one of my future goals is to participate in programs or start programs that encourage students to share their talents/gifts with communities of people in nursing homes, rehab facilities, and those populations affected by intellectual and developmental disabilities and their families and caregivers. I believe it is very important to lift up every type of community with the gift of music, while at the same time through this endeavor, allow students to create in front of varying audiences that do not hear failures the way trained musicians do.

My mission is important to me and I strive to prepare my voice students of all ages efficiently for a future in the music profession, while simultaneously cheering on their successes, supporting their growth, and encouraging resilience and professionalism through the avenue of music performance.

With my educational background in vocal performance, I have a strong understanding of the human voice. Furthermore, my training has given me hands-on knowledge of vocal faults in young singers, technical issues brought on from poor vocal hygiene or misuse of the voice, and how to address both issues in an efficient and accurate manner. I have further developed my ability to relate to young students and the vulnerability that it takes for both student and teacher to be a successful duo. I am also well versed in music history, music appreciation, classical song literature, music theory, opera history and performance, and performance anxiety.

I currently serve as a music educator for grades K-8 and have two years' experience working in elementary music education as well!

I look forward to teaching you, learning from you, and growing together in our passion for the musical arts!

My love for vocal performance began when I was in the eighth grade. My school selected a few individuals, myself included, that were in the choir to sing one Christmas song for a small recital we were to put on at a nursing home. “O Come O Come, Emmanuel” was the song I chose, and while I was being applauded by a small audience of elderly folk, I realized that my joy did not come from the accolades, but from the radiant sentiment I felt deep in my bones from sharing beautiful music with a small community of people that I did not know who treated my song like it was the best Christmas gift they had ever received. I was privileged enough to study vocal performance throughout my high school years, and the more I sang and performed, the more I fell in love with music and the beautiful art of performance. I was privileged enough to be able to sing in Carnegie Hall my senior year of high school as my choir was lucky enough to be picked to perform Vivaldi’s “Gloria” there with two well-known classical performers. That experience set me on the path to true musical enlightenment and how its magic can truly move others in a way that I love so much. When the time came to apply for college, I knew I had to pursue a degree in vocal performance. Performance is a reflection of our humanity which is why it can be so moving, and that’s something that has always drawn me in and a big reason for my fervent adoration of it, but something that became abundantly clear to me as my growth as a performer progressed is that our teachers give us the tools we need to succeed and grow as an artist as well as the encouragement we need to get back up when we fall short of our insistent need to be perfect on stage.

While studying Vocal Performance at the University of New Mexico, I started to understand the profound importance of cheering on impressionable young students’ musical successes, supporting their failures, and always lifting them up to try again regardless of the circumstance. This ideal is such an important one especially in the music profession because a dear teacher who I will always emulate once told me musician to musician, “Autumn, you have nothing to prove and everything to share!” This is a philosophy I have carried with me and have done my best to impart to my students at Baylor. Finishing my Master of Music degree in Vocal Performance at Baylor University this May was a dream, and I also teach Class Voice at Baylor to a subset of students who have truly brought out my desire to be an educator like the many I have had the pleasure of learning from over the years. Over this past year, working as a mentor to younger students in Baylor’s vocal program has allowed me to not only continue to share the joy of vocal performance with others that have the same love of the art, but also realize a passion for education in this field. For this reason, I would love to apply the skills I refined at Baylor University and my passion for educating young students in vocal performance to this opportunity I have as a music instructor. I want to use this opportunity to convey my own love and passion for vocal performance to bright-eyed students just like I was at one time and reveal to them that they have nothing to prove, and everything to share.