I teach my students how to problem solve, so that they might free their voices and take charge of their own development, rather than always be dependent upon a teacher.  I do not have a preconceived sound or tonal ideal in mind; rather, I seek freedom and healthy, optimal function.  If these goals are achieved, and I have discerned the repertoire which best suits the student’s development, abilities and interests, then the student's unique and personal sound emerges. 

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The process of liberating one’s voice from poor habits involves a great deal of self-discovery.  In practicing and lessons, I encourage my students ask themselves questions, such as "How do I approach problems?"  This leads to still more questions about better managing failure and success.  In the process of learning to sing, both the students and I learn which teaching/learning style works the best for them.  I foster in my students the desire and skills necessary to be a life-long learner. 

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I am committed to teaching healthy speaking and singing.  Versatility is one of the strongest components of my teaching style, and in more than thirty years of teaching (including twenty at the college level), I have had successful students win apprenticeships with major opera companies, win scholarships to graduate programs, place in the finals of national level competitions, perform in dinner theaters and on cruise liners, as well as sing in bands on national tours of major arenas.  Regardless of the venue or style, though, vocal health always comes first.  I practice what I preach as a pedagogue: healthy function enables and empowers the performer regardless of the style. 

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I am also committed to teaching the next generation of voice teachers.  To that end, my voice studio has been and always will be an open one.  Students may always observe other students' lessons.  This encourages the student having the lesson to become accustomed to singing in front of other people; it also allows others to observe different learning styles and teaching techniques.  In addition, I always make myself available to any student who has students of their own and wants to have his or her teaching observed and critiqued.  This was one of the most valuable aspects of my own education, and I hope to return the favor to the next generation of teachers.

 

My teaching studio and pedagogy classroom have always been and will always be safe places where students of all races, ethnic groups, ages, abilities, religions, genders, and gender expressions are welcome and honored.   

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I had the great blessing to work with one of the finest voice teachers in America, Dr. Barbara Doscher, while I was a student at the University of Colorado.  I watched her teach hundreds of lessons, and she watched me teach many times as well.  She helped me develop a positive and affirming method of teaching which is based firmly on scientific fact, prizes functional freedom and individuality of sound, and fosters independence of thought.  Dr. Doscher also taught me to have great respect for the power we have as teachers over the emotions of our students. 

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My teaching philosophy is student centered.  I had the great fortune to grow up with a college professor as a father.  His mentoring of students has been a great inspiration to me.  He did not just teach art education; he taught people, he changed lives, and he used art education as a means whereby to do so.  He took students who had a passion for learning under his wing, and guided them, not only while they were students at the university, but also after they graduated, through helping them to find employment, counseling them in the direction of their careers, and supporting them during difficult times.  I try to follow that example as a voice teacher.