I’ll be honest with you – as the child of a teacher, I never thought that I would follow in my mother’s footsteps. While I had had incredible relationships with my own teachers, I didn’t imagine myself in that role. That was until I took my first vocal pedagogy class, and I fell in love. I was so inspired by my students and their passion for music. I realized that, as a teacher, I could play an active role in the creation, understanding, and love of music. It was that realization that led me here – full of hope, excitement, and joy for music making and learning.

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       As a multi-genre artist, my passion lies in cross-over training. I use techniques and aesthetics from musical theatre, contemporary, and classical styles of singing to help students gain confidence in their voices. I also take great pride in being a science-informed pedagogue whose approach is rooted in voice science truths. I am always studying and building my craft, and I take pride in constantly reevaluating and reassessing my approach to teaching.

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       In singing, I define learning or mastery as the ability to produce a desired sound. Whether that is an aspirate onset, a mix/belt, or a melisma – successful learning is gaining more control over that sound. Singing can be such an overwhelming endeavor because it is never done. There is no finish line. However, there are small victories and accomplishments that we can make every day. To me, learning is making one of those discoveries and experiencing one of those accomplishments. It is a process. It is messy and unpredictable, but it is also beautiful.

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       I believe that, in order to make those discoveries, each student must feel safe and supported. My number one goal as a teacher is to create a safe space for my students emotionally, mentally, and musically. I want them to feel as though they can ask any question, make any mistake, and try anything. I want to foster a learning environment that prioritizes joy, safety, and love of music over all else.

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       I also believe that people learn best when they engage in and have autonomy over their learning process. I seek to build an open dialogue with my students, so they always feel that their voice can be heard. I give my students a say in the repertoire they work on, the vocalises we use, and the genres they explore. I firmly believe that each singer has the right to receive the education they want. It is my job to provide them the support and guidance that they need in order to achieve their goals. Now, that is not to say that I won’t challenge a student. I also believe that learning comes from failure, and that the more that we try, try, and try again, the better we understand our voices and ourselves.

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       Teaching is the love of my life, and it is a passion and a craft that I take very seriously. Singing is such a beautiful thing. It has the power to communicate in a way that transcends. It makes my world go round, and it is such an honor to share that joy and love with as many students as possible – and to learn from them in return.