23 years in business
(Mountain Time Zone)
9:00 a.m. to 7:00 p.m.
Cash, Venmo, Paypal
Interested musical styles
Ben Markley D.M.A. Director of Jazz Studies University of Wyoming M.
Ed Breazeale is an outstanding musician and educator. I've had the pleasure of working with him in both performing and teaching situations. Ed brings an excellent mix of real world experience and applicable knowledge.Nov 22, 2018
-J Scott Turpen D.M.A. Chair, Department of Music University of Wyoming T.
Ed Breazeale is a thoughtful and innovative music educator. He is able to communicate his strong musicianship skills to his students.Nov 22, 2018
If you’ve seen Ed play, then you’ve seen that he is incredibly dedicated to detail and precision. These qualities translate to how he explains concepts and teaches. I attribute so much of the success I’ve achieved on the drum set to what Ed has provided for me.Nov 21, 2018
Erin and Josh F.
Ed Breazeale is a very talented professional jazz drummer and percussionist. He is dependable and easy to work with. Ed is very generous with both his time and experience and is helpful to both student and parents in finding supplemental resources to aid in drum practice and development. Ed is extremely driven and unafraid to take risks which push himself and his students to new levels of accomplishment. Our son and our family thoroughly enjoy any opportunity to work with Ed.Nov 21, 2018
Ed Breazeale is an amazing teacher, mentor, and friend. His gift of skills to an aspiring student are priceless, and I owe my very best to Ed for his direction and mentorship has helped become a better professional musician and human being. Go Ed!Nov 21, 2018
Photos and Videos
- What should the customer know about your pricing (e.g., discounts, fees)?Bulk lesson (4 or more lessons) discounts are available. Bulk lesson purchases are discounted to $55-hr., $40-45min. and $25-1/2 hr.
- What is your typical process for working with a new customer?My goal as a teacher is to maintain the enthusiasm students enjoy when they begin drum lessons. Every student hopes that enrolling in lessons is the start of an exhilarating and rewarding experience. I sustain this interest by empowering students’ musical improvement and achievement. Through my experience as a performer and educator, I’ve learned that significant musical progress is always linked to three actions: collaboration, organization and problem solving. These actions are crucial skills that students can apply to any discipline, profession or enterprise. My lessons are designed to refine these skills while cultivating students’ passion for music. Each student’s curriculum is planned in 12-16 week segments around collaborative performance projects. These are either live recital performances or performance videos. Often, these are duo performances with myself or ensembles with other student musicians. Regular performance collaborations provide students with intermediate goals and rewarding accomplishments. The students and I begin working on each performance project by organizing a timeline. This timeline features regular, tangible short term objectives that confirm the student is making progress towards their performance goal. The short term objectives are documented in video submissions that verify the student’s progress. Between each lesson I ask students to correspond with me by recording and uploading 1-2 short videos their practice material. I respond quickly to the student’s videos with written or video feedback. If the student is taking an hour lesson, there is 45-50 minutes of live instruction and the remaining time in each lesson is reserved so I can watch and respond to the student’s videos. The video submissions increase student accountability and provide me with the opportunity to clarify my instruction or provide timely feedback. Playing the drums requires synchronizing motor and aural skills with visual and conceptual information. Virtually everyone is capable of coordinating these tasks but it’s an intricate and distinct process for each person. Through experimentation and problem solving students and I develop effective sequencing and practice methods that facilitate students’ improvement. Developing this type of abstract problem solving teaches students how to be self-sufficient learners. Collaboration, organization and problem solving enhance the excitement students feel when they begin lessons. Collaboration provides students with mentorship and performance accomplishments. Organization documents and verifies the student’s progress. Problem solving affords students the ability to teach themselves.
- What education and/or training do you have that relates to your work?Doctoral Student in Jazz Performance and Pedagogy University of Colorado at Boulder - 2014-current (graduation May 2018) Master of Music in Jazz Performance and Pedagogy University of Colorado at Boulder - May 2013 Bachelor of Music Performance University of Cincinnati College-Conservatory of Music (CCM) - May 2000