Since 2012, I have had the opportunity to work with a large number of students ranging from complete beginners to advanced-level musicians wishing to further progress in their musical knowledge. I teach all ages of students, from children as young as 4 years old all the way up to older adults.
I encourage all my students to pursue learning music they are interested in, whether that is classical, fiddle/folk music, improvisation-based styles like pop/rock/hip hop/blues, or even exploring the possibilities of electronic music using the violin/viola. As a classically trained musician that deeply understands the technical side of physical movement and sound production involved in playing the violin and viola, I am able to impart a strong Suzuki-based technical foundation onto my students that effectively sets them up to be able to pursue whatever form of musical expression resonates with them the most.
First and foremost, I want my students to have fun, feel accomplished, and feel more musically enlightened every week. I base my teaching off Mimi Zweig's teaching philosophy, which emphasizes a non-judgmental learning environment that also promotes physical freedom while minimizing tension. In my studio, mistakes are not viewed as being negative, but rather they are useful information to learn from in order to succeed.
As once a young violin student, an older viola student, and now a teacher of both instruments, I have been involved with music nearly my entire life and greatly value its importance. My musical education started with fiddle lessons when I was 7, leading to classical violin when I was 12, and eventually a degree in viola performance, studying with Christine Vlajk at Wilfrid Laurier University.
Besides maintaining a busy private teaching schedule, I teach group violin classes with Suzuki Niagara, hold a section viola position with the Niagara Symphony Orchestra, play violin at weddings and other special events with pianist Zach Dekker as part of my company The Fox Duo, and pursue a number of creative projects mainly centred around producing and composing
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