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Mike P.
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Karen M.
Frequently asked questions
What is your typical process for working with a new student?
In the beginning, it's all about assessing the individual's assets and areas that need improvement. From there, it's about focusing on the strengths and "sneaking up" on the issues. I believe effective teaching works by keeping the student in a positive and forward-thinking mindset. Rather than pointing out an issue in an individual, I give the student a new physical tool or concept to address the issue. Once the student has EXPERIENCED a positive change, I then ask them to name and describe the difference between the initial attempt and the adjustment. By working this way, the student is able to be more mindful of the before and after and take ownership of their technique.
What education and/or training do you have that relates to your work?
QUALIFICATIONS
I hold an Advanced Certificate in Vocal Pedagogy from New York University. This program armed me with the knowledge and tools necessary for highly effective vocal training. It was here that I learned, from an anatomical and scientific perspective, how to assess and adjust the functionality of an individual singer. The education I acquired combined teachings of many late great pedagogues with modern data, research, and techniques utilized by Vocalogists, Laryngologists, and Speech-Language Pathologists. Because of my this training, I am adept at assessing an individual's level of functionality, and I am armed with a plethora of practical and tangible techniques, tools, and concepts that can address many specific issues or dysfunction in singing and voice production. Furthermore, I learned a great deal about the psychology involved in teaching and how to handle the psyche of a student in a way that is more likely to yield positive and immediate results.
TEACHING EXPERIENCE
- Adjunct Professor of Voice - New York University
- Voice Instructor - The Brooklyn Conservatory of Music
- Private Studio
- Group Classes
- Guest Workshops
EDUCATION
- Advanced Certificate in Vocal Pedagogy - New York University (2013)
- MM in Vocal Performance (Musical Theatre Emphasis) - New York University (2013)
- BFA in Musical Theatre - Shorter University (2011)
Do you have a standard pricing system for your lessons? If so, please share the details here.
TRIAL LESSON + ASSESSMENT (30 Mins): $30
PRIVATE SPEECH COURSE (6 One-Hour Sessions): $299
- Public Speaking
- Accent Reduction (Tailored to your Native Language or Region)
- Diction/Elocution/Speech Enhancement
How did you get started teaching?
I started teaching in my graduate program at NYU. The degree in Vocal Pedagogy allowed me the opportunity to serve as an adjunct professor of voice while earning my degree. From there, I have continued to teach in my private studio, in Conservatories, and for group workshops.
What types of students have you worked with?
- AGES: 6 - 70
- Public Speaking, Accent Reduction, etc
What advice would you give a student looking to hire a teacher in your area of expertise?
Many teachers teach as a way to supplement their income as performers. Please note that performing and teaching are NOT interchangeable skill sets. Being a great/experienced performer does not mean they are a great teacher, and vice versa.
Look for someone who has education, training, and a passion for teaching. Especially look for someone with a background in PEDAGOGY or Music Education. This is especially important in singing. Our voices are internal and as unique as our thumbprints or faces. You need to find someone who A) Actually knows how the voice generally functions in a healthy and sustainable way. B) Knows what to listen/watch for and C) How to address YOUR individual needs. What works for them as a performer, may not work for you or for any other singer. This is an individual process.
Finally, run far away from anyone who uses the word "METHOD" about singing. Voice instruction is a process, but it is NOT a Method. Method implies completing a specific set of steps in that exact sequence (Think Scientific Method). Singing is not a step-by-step process; It is an individual process that aims to increase your awareness and coordination by making you mindful of what you are thinking and feeling while singing and arming you with many different tools, concepts, and techniques to achieve more desirable results.
What questions should students think through before talking to teachers about their needs?
What do you want to learn and what are your goals?
With goals, think both SHORT-TERM and within reach and LONG-TERM (your wildest dreams come true).
EXAMPLE: I want to learn Spanish. Learning a new language is challenging and intimidating.
My SHORT-TERM GOAL IS: I want to travel to Colombia or Mexico and be able to order in a restaurant or ask for directions and understand with no stress.
MY LONG-TERM GOAL IS: I want to be able to have a long, in-depth conversation with a Spanish speaker without having to pause or translate in my head. I want it to be second-nature and flow naturally.