Carlyn Byrd

Carlyn Byrd is a professional cellist, collaborator, and private teacher from Florida. Currently, she is a second-year Master of Music student in cello performance at the University of Northern Colorado, where she studies with Dr. Romina Monsanto and serves as her graduate teaching assistant. Carlyn completed her undergraduate degree at the University of Central Florida in 2023, studying with David Bjella. At UNC, Carlyn has performed as principal cellist of the UNC Symphony Orchestra, is a founding member of the Artio Piano Trio, and has played in a wide range of ensembles, including the Spectrum Studio Orchestra and the Early Music Ensemble. She is part of the 2025–2026 cohort for UNC’s Certificate in College Teaching through the Center for the Enhancement of Teaching and Learning. Carlyn has performed in masterclasses with Sonja Kraus, Nick Photinos, Natalie Helm, Susan Moses, and Blake Brasch. An avid orchestral and chamber musician, she has appeared with the Tampa Bay Symphony, Symphony of the Rockies, Beethoven Camerata, Boulder Philharmonic Orchestra, and the Classern Quartet. Her festival appearances include the Philadelphia International Music Festival, the Summer Strings Academy for Girls, and the International Music Festival of the Adriatic. A committed collaborator and advocate for community engagement, Carlyn has contributed to school outreach initiatives as a sister of Sigma Alpha Iota – Zeta Tau. In 2019, she co-presented the program Music and Literature: Inspiration, Collaboration, and Cognition with Gregory Byrd at the Gulf Coast Teachers of Creative Writing Conference in Fairhope, Alabama. Carlyn is the recipient of the Helen Ellis Memorial Arts Scholarship, the Sigma Alpha Iota – Orlando Alumnae Scholarship, and the Sigma Alpha Iota Sword of Honor.

Music, at its core, is a human experience perceived differently by everyone. My teaching is focused on holistic and individual approaches. Individuality is a tool that allows for more personal and interactive learning. Collaboration between the student and the teacher is crucial, therefore, communication with the student, with a focus on intentional listening and awareness, is at the epicenter of my teaching. Seeing students where they are at has helped me to foster a positive dynamic in my lessons. The use of asking who, what, where, when and why allows students to connect the dots in a clear way between topics they are learning throughout their overall studies. By encouraging questions in all areas of music, creativity sparks and thoughts start to flow.

Due to individual backgrounds, I create a tailored approach to cater to the students' needs and goals. In one-on-one lessons, discussing interests, previous injuries, and making sure the instrument is working for the student is very important to me. Music is not a one size that fits all approach. Providing information and resources to students on how to move their body, identify tension, and how to build a healthy balance between work, school, and life is a core element of my collaboration with students. Developing a grounded and thorough understanding of fundamental concepts at the start creates a solid foundation for the students to build upon. Implementing various challenges in a healthy way creates the drive for students to improve as well as learning how to use mistakes as data instead of failure. I am focused on creating mindsets that are fit for life-long learning. I view the process of music making as one that is rooted in consistent habits that stem from explaining how to practice, perform, reflect and ask questions.