Brooke Collins

Introduction: While I have extensive performing experience and training, my background in music theory informs much of my teaching. My second masters degree (after my vocal performance masters) is in music theory pedagogy, and I have taught classes at the pre-college and college level, as well as private theory tutoring. My thesis, "Musicianship Training in the Pre-College Voice Studio," provides a curriculum for many of my young singers. I believe that singers are musicians too, and empowering them with the same tools that a piano or violin student learns (such as the ability to sight-read and dissect complex rhythms) is an important key to success. I also incorporate dramatic and language coaching and bodywork into my voice lessons. I'm a card-carrying member of Actors' Equity Association, and I have training in dance, Alexander Technique, and romance languages (I was an Italian minor in college), and I try to incorporate topics related fields. In short, I do everything in my power to turn my singers into commensurate musicians and performers! I love those "light bulb moments" when students really feel a sense of accomplishment. Whether they have just soared on a new high note, figured out a tricky sight-reading passage, or conquered their stage fright, it's all immeasurably rewarding! I also love becoming a part of my students' lives. When I'm seeing someone on a weekly basis, I consider it my duty to not only instruct their singing, but also to serve as a role model and mentor. As often as possible, I attend their school plays and other important events, I help with the college process, and I invite them to my performances. The teacher-student relationship thrives on friendship and trust inside and outside the voice studio.