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PROFESSIONAL EMPLOYMENT

 

Rowan University, Assistant Professor of Voice & Vocal Pedagogy (2014 - Present)

Glassboro, New Jersey 

Voice lessons, vocal pedagogy, vocal literature, diction, and opera literature

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Private Voice Studio (2004 - Present)

United States, Canada, Europe

Private studio for emerging to professional classical singer- available in person and online

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Opera Viva! Young Artists Vocal Program (2017 - Present)

Verona, Italy

Voice lessons, masterclasses, and recruitment.

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Westminster Choir College (2016 - 2022)

Princeton, New Jersey

Voice lessons to undergraduate and graduate students

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West Chester University (2014-2016, 2019-2022)         

West Chester, Pennsylvania

Voice lessons, vocal pedagogy, diction, and vocal literature

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Florence Voice Seminar Young Artists Vocal Program (2020)

Florence, Italy

Voice lessons, masterclasses, and recruitment

 

Boston University Tanglewood Institute Young Artists Vocal Program (2017)

Lenox, Massachusetts

Voice lessons, diction, movement, and casting and directing opera scenes

 

Rider University (2015 - 2016)         

Lawrenceville, New Jersey     

Voice Lessons

Het Conservatorium van Amsterdam (2019)

Masterclass clinician

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Vocal Masterclasses at Opera Viva! (2017 - Present) 

Masterclass clinician for young artist program participants.

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Vocal Masterclasses at Rowan University (2014 - Present) 

Masterclass clinician for undergraduate and graduate students.

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Summer Vocal Performance Workshop (2010 - Present )

Participating singers have the opportunity to sing solo repertoire in a supportive and caring environment of fellow singers. Singers work to clearly and honestly express the message of the song, as well as learn performance and stage techniques that will enhance music making. The goal is to find the performance voice and build stage presence in a safe and nurturing community of singers that make up these classes.

        

Rowan University High School Summer Vocal Camp (2014 - Present) 

Voice Teacher, Master Classes and Faculty Recitals

        

Rowan University Solo Vocal Artist Day for Prospective Students (2015 - Present)

Organizer, Presenter, Audition Techniques workshop

                       

Vocal Consultant for The Broadway Theatre of Pitman (2015)

Miss Saigon

                     

Doris Lenz Festival Master Class: “Careers in Music” (2014)

          

ChildrenSong of New Jersey: Vocal Health Workshop and Recital (2013 - 2014)

 

Rowan University Student ACDA Chapter: Vocal Health Workshop (2013)         

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Rowan University ACDA Chapter: Vocal Pedagogy Master Class (2012)

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Post Graduate Coursework (2011 - 2013)

Contemporary, German, and French Song Literature Courses, Care For the Voice, and Voice Disorders

Temple University in Philadelphia, Pennsylvania

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Master of Music in Voice Performance & Vocal Pedagogy (2008)   

Westminster Choir College in Princeton, New Jersey  

 

Bachelor of Music in Voice Performance (2004)

Boston University in Boston, Massachusetts

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CONTINUED EDUCATION

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David Jones Teacher Mentoring Program

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Westminster Choir College Vocal Pedagogy Institute

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TRAINING PROGRAMS

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Milton Cross Young Artist Program: Minuetto Music Festival

Milton Cross Young Artist Winner

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New York Opera Studio at Vassar College

Coachings and language courses with Nicol Castel

 

Florence Voice Seminar

Coachings with Marco Balderi and Benita Valente

 

University of Cincinnati, College-Conservatory of Music’s Rising Star Singers

Lessons with Barbara Honn

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LANGUAGES

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English, conversational Albanian, conversational Italian, advanced knowledge of diction and I.P.A. for Italian, French, German, and English.

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RECOGNITION

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Milton Cross Young Artist Program: Winner of Milton Cross Award (2014)

Recognition: Rowan University’s ScholarFest (2014)

Enrichment Grant: Music Teachers National Association Foundation Fund (2013)

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TEACHING PHILOSOPHY

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It is paramount to create a studio environment that is safe and supportive, but requires effort and responsibility of the student. I believe it is important to teach students in a way that builds confidence and belief in themselves. If the teacher is truly engaged with the student, every moment in the studio is an opportunity to point out and build success. As teachers, we can relentlessly help a student to believe in themselves and their potential. Through consistent, clarifying, positive, and nurturing feedback, a teacher can help their student see the truth of their own potential and greatness. Recognizing this potential and what is inherently good, the student can build a new inner portfolio that is energetically and positively aligned with the student's goals.

 

It is my philosophy that success is helping each student to achieve their own personal level of excellence. I equip my students for this by teaching essential and concrete technical skills. An understanding of vocal pedagogy, which includes methodologies, anatomy, voice science and vocal performance practices, allows the teacher to guide and encourage the student from various approaches, including visual, aural, kinesthetic and fact-based teaching. Because each singer’s psyche, learning style, personality and voice are unique, a “one-size-fits-all” approach to teaching voice is not consistently effective. An understanding of various and flexible methodologies is crucial to create the most rewarding learning team.

 

My students study breath management, support, diction and articulation, phonation, resonance and registration through warm-ups (body, breath and vocal) and vocalises, as well as performance skills including body awareness, movement, delivery of text, and dramatic and artistic freedom. In addition, it is incumbent upon the teacher to assign appropriate repertoire that will meet a pedagogical goal without exceeding the student’s expressive or technical abilities. Knowledge of the student’s vocal, musical, and language abilities and deficiencies allows the teacher to determine both short- and long-term goals. Each vocal exercise taught and the repertoire assigned has a purpose of teaching technical or expressive goals, facilitating the student’s voice and giving the student further abilities in conveying a character, a story and emotions. All singers are guided to develop a technique that will allow the voice to freely express. Artistic, technical, musical and personal development are incorporated into an integrated whole, and acquired skills are celebrated as the student progresses. The culmination of all of these components is purposeful, meaningful, guided, time-on-task learning. The long-term goal is that the acquisition and mastery of these skills will be applied to their own singing and teaching, creating a confident, creative, and independent artist or teacher.

 

I strive to create an inclusive community in my voice studio by learning from the perspectives that come from differing backgrounds and beliefs, by assigning repertoire by underrepresented composers, and by creating an environment that facilitates self-expression. I reject all forms of prejudice and discrimination, and all singers are treated equally and fairly.

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