About
Ashley has been teaching music privately for over 10 years and has made it a point to make every lesson highly individualized. She takes pride in knowing that her students reap multiple benefits from her teaching style. The learning environment is fun and comfortable, guiding students to feel encouraged to work through their mistakes. Not only do they learn music, they also learn life lessons, improve their academic skills, and find that their self-esteem is improved.
The lessons provided by Ashley are catered to each students' needs and wants. She takes a 'You Want, You Need' approach when handling lesson planning and implementation. The first lesson consists of an introduction, learning what the student's goal(s) is/ are, and then an assessment to see where they currently stand in relation to said goal(s). From there, Ashley provides feedback and information on how lessons are likely to go. Every lesson has performance and objective assessments without the pressure to be perfect to ensure smooth and steady progress.
Ashley is incredibly passionate about music and feels that everyone should have the opportunity to partake in it - whether as a hobby or as a serious pursuit. She doesn't believe that anyone is unteachable and is incredibly patient. To her, it is all about perspective and thinking outside of the box.
Highlights
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Frequently asked questions
What is your typical process for working with a new student?
Introductory lessons consist of a short conversation to determi e the students needs and goals, as well as to introduce myself to them. After said conversation, I run a short performance assessment - the students can perform any piece they so choose [the performance assessment is skipped if the student's parents confirm that they don't have any prior experience prior to the lesson]. After the performance assessment, I tell the students what I heard and provide them with information for now on how to improve - daily exercises that take very little time out of their day, but will have a huge impact on their musicianship. These exercises are taught through modeling - I Do, We Do, You Do. Then, depending on how much time is left, I may have them perform their chosen piece once more so that they can see the immediate effects of what they've learned, creating a desire to return. Lessons after that are created according to their progress.
What education and/or training do you have that relates to your work?
I began studying music at a Performing Arts Middle School (voice, saxophone, upright bass). Despite the age I began, I took the work seriously due to it being vigorous. I continued my studies through high school. I participated in all of the bands as a saxophonist. Took basic and advanced theory courses. Studied composition independently. Began learning about the various aspects of music business and technology. During that time period, I also proceeded to study bass and voice independently. Before graduating, I began teaching private music lessons. I then went on to college and formally studied music for one year before going off to study independently outside of school. I have also taught percussion, voice, and piano music in a pre-school setting.
Do you have a standard pricing system for your lessons? If so, please share the details here.
Please inquire for pricing. Thank you.
How did you get started teaching?
By the time I began high school, I was playing the baritone saxophone - but did not own one. During my senior year, I realized that I was going to need to own my own instrument for college. My family did not have the means to purchase one for me. One of my mentors in my high school's music department suggested that I give teaching lessons a try and I was more than happy to. I found that teaching others pushed me to learn more, and thus deepen my understanding of music beyond technicality and presentation. The true test was when I recieved a student from New York (I lived in Bayonne, NJ). He consistently came every week and never missed a lesson! So I was sure the methods I developed were not only working, but relatable and enjoyable for the student.
What types of students have you worked with?
I have worked with 4 year old children to 60 year old adults. Some of my students have been Autistic; had ADD, ADHD, Narcolepsy, Emotional Issues, and plain old stage fright. My students have all come from different walks of life.
Describe a recent event you are fond of.
As of June 13, 2017:
One of my students starred as Sebastian in The Little Mermaid and stole the show! I was actually brought on to assist her in creating a sustainable and passable accent for the performance, but found time to also work on the music with her. I imparted musical theatre knowledge on her and she soaked it right up. Yet, more than that, I also helped her overcome some personal hurdles she was facing on an emotional and mental level. Seeing her grow as a young woman was all the reward I needed. Hearing everyone compliment her work and having her parents thank me and tell everyone who she worked with was the bonus.
What advice would you give a student looking to hire a teacher in your area of expertise?
1. Work with someone you trust because you may not always like them; but you have the RIGHT to feel comfortable during your lessons.
2. Practice does not make perfect; perfect practice makes perfect.
3. Don't expect perfection on the first go around. With every mistake is a life experience and life lesson.
What questions should students think through before talking to teachers about their needs?
Will there be homework?
Can the lessons be run a certain way?
How frequent should lessons be?
Do I have to have my own instrument?
Will there be recitals?
Can lessons coincide with what I'm learning in school?
What genres of music do you prefer playing?
What is the cancellation policy?