Teaching Philosophy

My goal as a voice teacher is to guide singers to find their own unique sound in the most efficient and sustainable way possible across multiple genres. Just as each person is different, so is each voice, so there will not be a one-size-fits-all approach. In order to achieve this, I utilize Evidence-Based Vocal Pedagogy; this means that I use voice science to inform the teaching I do in the studio.

It is incredibly important to me that the studio be a safe space for all students who enter, as it creates an environment that is conducive to learning. Our voices are intrinsically linked to our sense of self, so speaking with care and kindness is crucial. We often find ourselves experimenting with “ugly” or silly sounds during our process, so we will never judge the sounds we make; we will simply analyze them together to figure out how to build upon what we already have.

There is a strict “No Diva” policy in this studio. In order to achieve the best possible growth and maintain a healthy learning environment, students are expected to conduct themselves in a respectful and courteous manner. Negative behavior, such as rudeness or arrogance, will not be tolerated. In the same vein, we will never compare singers’ voices; our biggest competition is the performer we were yesterday. If we attempt to find our validation through comparison, we will never be happy with our progress.

I consider myself a lifelong learner, and I fully acknowledge (and enjoy!) that I learn just as much, if not more, from my students as they do from me. As an educator, it is also important for me to acknowledge when I do not have an answer. It is my promise that I will never pretend to have knowledge that I have yet to gain. Above all else, singing is meant to be a joyous experience; in the thick of all of the technical work, it can be easy to forget why we choose to sing in the first place, so it is my sincere hope that we can remind each other every lesson of the reason we began this journey in the first place.