Instruction Philosophy

Whether conducting private trumpet lessons or group rehearsals, I follow an end-result based teaching philosophy. In this teaching style, modeling is the main method of delivering information to the student. Dialogue can be insufficient at describing certain musical ideas. By playing for the student the proper style, tone, intonation, and phrasing, ideas can be communicated without the use of dialogue. Consequently, the student gains ownership over his or her skills without being burdened with the analysis of how they produce the correct musical product. They end up focusing musically in a creative way as opposed to an analytical approach. The trumpet requires an innumerable list of actions and thoughts to be executed with grace and command necessary to make music. I have had many students whose prior teachers had them focusing on tongue placement, mouthpiece position, tongue arch, breath control, fingers, or other specific physical aspects. Most often, their playing is crippled by the fact that they do not focus on the most important aspect of any musician: the sound. The sound is the most important part of any trumpet player’s attributes and an end result based philosophy focuses on the sound first and foremost. I choose to administer my teachings by modeling a trumpet sound that the student learns to imagine and reproduce in the required context. This happens by placing the sound into a series of contextual exercises that are practiced daily in order to help nurture and maintain a player’s development. The player’s subconscious acts like a biocomputer and handles the many minute physical requirements and allows the conscious to focus solely on the music. The goal being, that a student who learns to imitate great trumpet playing through modeling and imagination will never have to wrestle with the pitfalls of focusing on the physical and technical “how tos” of trumpet playing. The study of various types of audio recordings is also highly encouraged. I show students that there are thousands of great recordings of trumpet players and other musicians that can help instill good musical traits. This approach to trumpet playing allows a player the freedom to focus on the sound and music only.

Why I Feel Individual Attention Is Most Important

Music instruction is different from many other forms of education. The focus is oftentimes directed towards individual interaction and performance rather than group instruction exclusively. I assess each student’s individual learning style to differentiate my teaching strategies in order to deliver the best results for that individual. Because music is an artform that requires and demands creativity by the musician, I strive to preserve the student’s contribution to the learning process. Some teachers make the mistake of forcing conformity upon their students in an effort to produce successful performers, rather than allowing the student to practice being creative. Fostering creativity in a student is an important aspect of developing a well rounded musician. We all have strengths and weaknesses, and as a teacher, I am always mindful that what is good for one student may not be for another. I want each of my students to have a distinct and individual quality to their playing in which they can take pride. The student’s own contribution is the single greatest way he or she can stand out and be unique. I want to help each student develop his or her own musical voice.  

Relationship with Students

I want my trumpet studio to be reflective of a family environment. Students must learn to rely on their colleagues and me as a support system for their personal growth and fulfillment. Competition is an inevitable byproduct of musical activities, and I have seen many instances where studios are torn apart by competing classmates with unhealthy views of their colleagues. I choose to nurture an atmosphere that is always supportive and positive between students and myself. Each student must realize that they are on their own individual plan for success and that they cheat themselves by comparing their performance to that of others. My job as a teacher is to keep everyone focused on his or her own individual strengths and deficiencies, leading the student on a path to success. Anyone who has succeeded in life has done so because a teacher believed in his or her potential. I want my students to feel as though they are capable of achieving anything they choose to accomplish. The skills I teach combined with their own hard work and determination gives them the confidence they need to persevere and be successful. I am fortunate that I had teachers that placed their faith in my abilities as a trumpet player and teacher. I strive to support my students in this way. I also try to show that perfection is a noble, but often unattainable goal. I teach that making mistakes is okay. Mistakes provide an opportunity to learn that would have been missed otherwise. There were times when I had doubts in regards to my own potential, but my teachers were always there to encourage me and guide me to the right path. I feel that I owe my students nothing less than the same degree of support, mentoring, and encouragement that I was given.