FAQs
- What is your typical process for working with a new customer?
This will depend on your prior experience. If you are new to the cello, the first thing we do together is help you get a good rental cello. If you are in person with me in New York, I take you to a shop where I try the cellos for you to ensure that you are getting a quality beginner cello. If you are remote I will search with to find a local shop and connect with them to help you get what you need to get started, and any information you should ask the shop while you're there. If you are continuing cello, I'll start by asking about your previous repertoire that you've studied and the years you've been playing. Our first lesson will always be longer so I can properly help you determine both repertoire that you are interested in and what would best help you advance. I like to help people set goals for themselves and I think it's extremely important that I understand what your goals with the instrument are as, short and long term, whether professional or privately.
- What education and/or training do you have that relates to your work?
I've been studying cello for 22 years. I received my high school diploma from Walnut Hill School for the Arts where I studied at New England Conservatory Prep Division with Natasha Brofsky. I then completed my Bachelors and Masters Degree from the Juilliard School, studying with Timothy Eddy.
- How did you get started doing this type of work?
I knew I wanted to teach since I was around 12 but the moment it solidified for me was when a former teacher asked me to fill in for a few lessons, because of an emergency that required he leave the country for a few weeks, and I got to teach 5 of his students. One of them was preparing for a masterclass and I played in orchestra with her older sister and was a part of the same studio and I gathered when she walked in, she was a bit nervous and perhaps intimidated. At first, after she played, I asked her what she felt and her responses felt like a regurgitation of my former teacher and I wasn't convinced that she knew what she saying and whether she really felt that these were issues. Gradually as the lesson went on and I told her how I'm working on the same things, and we are all works in progress, she began to relax. I spoke with her about harmony and searching for sound colors, the variety of sounds and vibrato that wake our ears up and stimulate our imagination and as we began to work on this, I saw her brighten. She felt something as she played and saw how music can affect us and it isn't ambiguous. She completely latched onto this concept and the confusion and worry disappeared and was replaced with an inspiration from the music and how it was speaking to her. I was so energized and moved by this experience and it solidified my desire to teach.