BMus(Hons), Popular Music Performance, London College of Music/UWL/BIMM/Tech Music Schools, certificate in Student Engagement/Representation
Jazz Studies with Pete Estabrook of Santa Rosa Junior College, USA. Private tuition with Zach Morris of Rhythm Matters, CA, USA and Simon Strong of Drumtech, London
Harmony and Theory tuition with Muriel Ray of the Burford Society and Douglas Mellor of the Royal College of Music
I've played professionally full-time since 2015, and part time since 2011. Playing internationally with the Tiger Lillies cabaret band has given me experience in dynamics, jazz ballads, minimalism, blues, backing vocals, comedy music, extended criteria (hired kits, tuning, drums, cymbals and experimentation) sound tech, theatre pieces, problem solving and performing confidence.
Hot Swing Boheme (current)
Michael Rosen/Bill Parry Davies
Paradise 9/Nik Turner
The A Band
Man From Uranus
Life in Braille
La Cage aux Folles (musical)
Joseph and the Amazing Technicolor Dreamcoat (musical)
3rd Rok/Public Speech
Danny Hahn (composition/spoken word)
I Am Meat (original project)
Jonas Marczy (video score)
Eatthefishpresents (video score)
Solomon Rothman (video score)
Kyuhwa Lee (composition)
North London Music Centre/Musico
Trinity at Bowes church Bounds Green
Drum Set/Music theory
Privately in Hackney, Barnet, Enfield and Haringey
Youth percussion workshops writing and facilitation for Barnet Libraries
TA and LSA, UT in music tech, for excluded and special needs students, Southover Partnership agency.
Beginners to Advanced
Communication, Goals, Learning System, Exploration
Lessons are offered in simple language with plenty of communication and application.
The assessment gives the participant the option of playing inclusively with the teacher, reading from fresh material provided, or bringing their own studies to the table. This way we can begin with a shared understanding of their:
2. relevant abilities
3. shared plan for reaching SMART goals:
• Specific (simple, sensible, significant).
• Measurable (meaningful, motivating).
• Achievable (agreed, attainable).
• Relevant (reasonable, realistic and resourced, results-based).
• Time bound (time-based, time limited, time/cost limited, timely, time-sensitive).
Rhythmic concepts are applied to all rudiments, studies and performance pieces. We find the participant a practice routine with optional expansions.
A printed practice record system is offered. 'Boxes' effectively build the learning of a piece incrementally. Regular intervals of reinforcement become rewarding.
Lessons are accompanied by listening examples, stylistically and technically relevant, often chosen by participants.
Trinity Guildhall exams are recommended, but there are alternatives. But music notation is an important part of all lessons unless different learning styles are required.
Aural based learning styles are offered with an emphasis on expanded music listening. Playing by ear, call and response, improvisation, or other listening based approaches are so important and often underestimated. Playing depends on our improved listening.
Lessons in the studio are equipped with metronome, recording facilities, backing tracks playback, Garageband, Logic Pro and Reason. But having the lesson in the participants' space has the added benefit of practice in context. This might not be a preference for some participants.
Original source material is provided ranging from graded work to structured practice for left (or weaker) hand, polyrhythms, and 4-way coordination. For double kick players and metal drummers, learn the building blocks of any piece, exercises to improve endurance and ergonomics.
Fee (60 minutes): £30.00
Fee (150 minutes): £55.00
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