International
Student Experiences


INTERNATIONAL
STUDENT
EXPERIENCES

Our International students share their experiences of studying the MA Voice Pedagogy.

Samyukta Ranganathan

Samyukta is an awarding-winning singer of classical South Indian (Carnatic) music. She began her training under Sangita Kalacharya Bombay S. Ramachandran at age 8 and had begun singing in the South Indian music circuit by age 13. Just a few years later began solo performances at several historic venues across the region. Since then, her experience as a classical Indian singer has been bolstered by an active performance career that included many cities in South Africa and the United States. She received The Brinda Repertory Centenary award in 2015 for her work in Carnatic Music. She is now learning Hindustani vocals under Pt Sanjoy Banerjee of the Kirana Gharana. Samyukta is using the MA pathway to deconstruct Carnatic singing with an emphasis on vocal health.

Below is an excerpt of Samyukta’s presentation of her work undertaken on the course so far. We are very excited for her research project.

Samyukta Ranganathan

Samyukta is an awarding-winning singer of classical South Indian (Carnatic) music. She began her training under Sangita Kalacharya Bombay S. Ramachandran at age 8 and had begun singing in the South Indian music circuit by age 13. Just a few years later began solo performances at several historic venues across the region. Since then, her experience as a classical Indian singer has been bolstered by an active performance career that included many cities in South Africa and the United States. She received The Brinda Repertory Centenary award in 2015 for her work in Carnatic Music. She is now learning Hindustani vocals under Pt Sanjoy Banerjee of the Kirana Gharana. She is using the MA pathway to deconstruct Carnatic singing with an emphasis on vocal health. Below is an excerpt of Amyukta’s presentation of her work undertaken on the course so far. We are very excited for her research project.

Bridging the Gap between Voice Science and the Oral Tradition of Indian Classical Music presented by Samyukta Ranganathan. This was presented during Voice Study Centre's Virtual Open Day in June 2021.

Vocal Pedagogy Research Resources

Walt Fritz

‘As a US-based physical therapist and work-based learner, I found that the Voice Study Centre’s program through the University of Wales Trinity Saint David has provided me the structure and support needed to work toward my professional goals. As an international educator, I have been seeking to update my course curriculum to elevate it into an academic framework, and this program has met those goals. Having a distance learning, the part-time model has allowed me to work through the program that will enable me to continue my full-time endeavors.

 

In my continuing education courses, I teach a neurocentric model of manual therapy to speech-language pathologists, voice professionals, physiotherapists, and massage therapists and with the need to provide information from an evidence-based perspective. Through the MA process, I’ve been able to structure my research and writings to address the critical aspects of my professional curriculum. The supervision and support of Debbie and others have allowed me a rigorous challenge while providing flexibility to evolve my coursework throughout the program. With a more aggressive form of manual therapy seen as the norm in the voice and swallowing field, my goal throughout this program has been to present an alternative method as a viable option for clinicians and patients/clients. Through my research, I’ve been able to deconstruct the existing historical models and build a new model that addresses perspectives of what happens when we touch and what role our patient/client plays in what is traditionally seen as clinician-centered interaction. I hope that, once completed, my research will advance the understanding of how manual therapy is much more than impacting issues in the tissues.

 

I would highly recommend the Voice Study Centre’s program for international learners such as myself. Through their extensive online library of resources, videos, and expert tutors, I’ve been able to work independently without feeling unsupported. Having the option of a bespoke program should appeal to those in a similar mindset as myself, as the custom tailoring of a degree program that aligns perfectly with my professional goals is priceless.’

Walt Fritz

‘As a US-based physical therapist and work-based learner, I found that the Voice Study Centre’s program through the University of Wales Trinity Saint David has provided me the structure and support needed to work toward my professional goals. As an international educator, I have been seeking to update my course curriculum to elevate it into an academic framework, and this program has met those goals. Having a distance learning, the part-time model has allowed me to work through the program that will enable me to continue my full-time endeavors.

 

In my continuing education courses, I teach a neurocentric model of manual therapy to speech-language pathologists, voice professionals, physiotherapists, and massage therapists and with the need to provide information from an evidence-based perspective. Through the MA process, I’ve been able to structure my research and writings to address the critical aspects of my professional curriculum. The supervision and support of Debbie and others have allowed me a rigorous challenge while providing flexibility to evolve my coursework throughout the program. With a more aggressive form of manual therapy seen as the norm in the voice and swallowing field, my goal throughout this program has been to present an alternative method as a viable option for clinicians and patients/clients. Through my research, I’ve been able to deconstruct the existing historical models and build a new model that addresses perspectives of what happens when we touch and what role our patient/client plays in what is traditionally seen as clinician-centered interaction. I hope that, once completed, my research will advance the understanding of how manual therapy is much more than impacting issues in the tissues.

 

I would highly recommend the Voice Study Centre’s program for international learners such as myself. Through their extensive online library of resources, videos, and expert tutors, I’ve been able to work independently without feeling unsupported. Having the option of a bespoke program should appeal to those in a similar mindset as myself, as the custom tailoring of a degree program that aligns perfectly with my professional goals is priceless.’

Vocal Pedagogy Research Resources

Anupa Paul

‘Apart from the increase in teaching confidence, pursuing this MA has also helped me to coach diverse kinds of singers and choirs both in India and abroad, thereby improving my credibility as a well-informed singing and performance coach.

 

Debbie Winter and her team at the Voice Study Center have provided exceptional support all the way. Debbie’s expert guidance has been key to helping me discover the topics that I have researched during the course. I enjoy the freedom in pursuing questions which are relevant to my teaching practice, while keeping up with current research in voice pedagogy. Being an international student, Voice Study Center has ensured that I’ve always had equal access to both resources and support. Prompt replies to emails and easy access to tutorials has made my study enjoyable.

 

The well-stocked online library of the Voice Study Center and access to the university’s online library has been invaluable to me as I pursue this MA from India. As a student, I have also received customized tuition from tutors who are specialized in my chosen area of study. David Juncos has been incredibly generous in sharing his knowledge on MPA and the ACT intervention technique. Consequently I have been able to offer performance coaching sessions for singers in India, thus starting something new and unique where I live. Additionally, I also appreciate access to the online short courses delivered by leading voice experts and the option to watch the recordings later in case of time zone issues.

 

I joined the course in 2019 a bit unsure about how it would turn out. However, not only have I updated my teaching skills but I have also discovered a deep interest in academics and research. I’m looking forward to my remaining time of study and incredibly grateful for this opportunity.’

Anupa Paul

‘Apart from the increase in teaching confidence, pursuing this MA has also helped me to coach diverse kinds of singers and choirs both in India and abroad, thereby improving my credibility as a well-informed singing and performance coach.

 

Debbie Winter and her team at the Voice Study Center have provided exceptional support all the way. Debbie’s expert guidance has been key to helping me discover the topics that I have researched during the course. I enjoy the freedom in pursuing questions which are relevant to my teaching practice, while keeping up with current research in voice pedagogy. Being an international student, Voice Study Center has ensured that I’ve always had equal access to both resources and support. Prompt replies to emails and easy access to tutorials has made my study enjoyable.

 

The well-stocked online library of the Voice Study Center and access to the university’s online library has been invaluable to me as I pursue this MA from India. As a student, I have also received customized tuition from tutors who are specialized in my chosen area of study. David Juncos has been incredibly generous in sharing his knowledge on MPA and the ACT intervention technique. Consequently I have been able to offer performance coaching sessions for singers in India, thus starting something new and unique where I live. Additionally, I also appreciate access to the online short courses delivered by leading voice experts and the option to watch the recordings later in case of time zone issues.

 

I joined the course in 2019 a bit unsure about how it would turn out. However, not only have I updated my teaching skills but I have also discovered a deep interest in academics and research. I’m looking forward to my remaining time of study and incredibly grateful for this opportunity.’

Anupa Paul is a voice coach, singing performance coach and choral trainer, from Chennai, India. Anupa’s MA research topics include singers’ posture, motor learning and singing skills acquisition. Anupa’s current project is on coaching children and adolescents in the voice studio and looking into the effects of puberty and voice change on music performance anxiety.

Vocal Pedagogy Research Resources

Emilie Roberts Hannon

‘Everything about this course is amazing.  I’m stretching my brain and terrified and elated.  I’m loving it, and a big part of that is how well supported I am. So thank you for putting it all together, and finding these wonderful people to support us on our journeys.’

Emilie Roberts Hannon

‘Everything about this course is amazing. I’m stretching my brain and terrified and elated. I’m loving it, and a big part of that is how well supported I am. So thank you for putting it all together, and finding these wonderful people to support us on our journeys.’

Currently an Adjunct Professor of Voice & Theatre at the University of Bridgeport, USA, Emilie came to teaching after a career as a professional singer/actress. A graduate of the Juilliard School of Music, Emilie has performed in operas and musical revues across the country, & is an accomplished choral singer with recordings on Columbia and Naxos. Emilie is new to the pathway and is currently examining aspects of motor learning in the teaching of breathing. We are excited about her learning journey!

Vocal Pedagogy Research Resources

Conor O’ Boyle

‘My name is Conor O’Boyle, and I am a performance coach currently studying for my MA in Performance Coaching for Performing artists.
My current research for the MA is into neuro coaching and systems building. I believe that performing artists can find great fulfillment when instead of just going from goal to goal, they start to build systems within their lives where these goals will naturally be achieved as a byproduct.

 

For any international students considering joining the MA, I would recommend having an open mind when joining the course. It is very easy to come in with a clear plan of exactly what you want to research. However, you will discover topics that you possibly never knew existed, and giving yourself the flexibility to explore some of these will open up a whole new world of knowledge and understanding.

 

I highly recommend the Voice Study Centre, as not only are the lecturers highly knowledgeable and helpful, but there is also a vast catalogue of high quality research that you can freely access. This gives you all the resources you need to really develop your craft.’

Conor O’ Boyle

‘My name is Conor O’Boyle, and I am a performance coach currently studying for my MA in Performance Coaching for Performing artists.
My current research for the MA is into neuro coaching and systems building. I believe that performing artists can find great fulfillment when instead of just going from goal to goal, they start to build systems within their lives where these goals will naturally be achieved as a byproduct.

 

For any international students considering joining the MA, I would recommend having an open mind when joining the course. It is very easy to come in with a clear plan of exactly what you want to research. However, you will discover topics that you possibly never knew existed, and giving yourself the flexibility to explore some of these will open up a whole new world of knowledge and understanding.

 

I highly recommend the Voice Study Centre, as not only are the lecturers highly knowledgeable and helpful, but there is also a vast catalogue of high quality research that you can freely access. This gives you all the resources you need to really develop your craft.’

Conor is a coach, actor and musician from Ireland. He trained in the Cork School of Music, completing his BA in Theatre and Drama studies. Since graduating he has developed his passion for helping performers through his MA Voice Study Centre, he is currently working in The Urdang Academy as a Student Wellbeing Advisor.

Vocal Pedagogy Research Resources

Matt Asti

‘My name is Matthew Asti, I am a voice teacher and wedding musician on the MA Voice Pedagogy Course.

My research to date has consisted of children’s voice safety, speaking voice techniques, and adolescent student’s attitudes toward at home practice. This research has enabled me to fill in gaps in my pedagogy knowledge and drastically improve my lessons with students while providing me with a wider, more academically informed perspective on vocal pedagogy.

For other international students considering this course, I recommend attending a public video lecture and reading the research literature by the course tutors. I absolutely recommend the Voice Study Centre for driven pedagogues who wish to further their practice.

The extensive, constantly expanding video library is my favorite aspect of the course as I am able to learn about a wide variety of topics at my own pace. Additionally, my tutor has been immensely helpful on my journey as she provides guidance and encouragement to help guide me through my graduate level studies.

Thank you Voice Study Centre!’

Matt Asti

‘My name is Matthew Asti, I am a voice teacher and wedding musician on the MA Voice Pedagogy Course.

My research to date has consisted of children’s voice safety, speaking voice techniques, and adolescent student’s attitudes toward at home practice. This research has enabled me to fill in gaps in my pedagogy knowledge and drastically improve my lessons with students while providing me with a wider, more academically informed perspective on vocal pedagogy.

For other international students considering this course, I recommend attending a public video lecture and reading the research literature by the course tutors. I absolutely recommend the Voice Study Centre for driven pedagogues who wish to further their practice.

The extensive, constantly expanding video library is my favorite aspect of the course as I am able to learn about a wide variety of topics at my own pace. Additionally, my tutor has been immensely helpful on my journey as she provides guidance and encouragement to help guide me through my graduate level studies.

Thank you Voice Study Centre!’

Vocal Pedagogy Research Resources

Lisa Price

‘I have found my own journey so far to be motivating and enlightening. My professional work life has been influenced significantly by my studies and my research. I now work with children in both educational settings along with one-to-one classes with a strong focus on music self-efficacy development.

The course is inclusive and encouraging in so many ways. As an international student the MA information, support, tutorials, and resource libraries are always accessible and applicable for my studies and research.

I would like to thank all the tutors at the Voice Study Centre for their ongoing support and encouragement. My study is exploring nurturing and developing self-efficacy and I feel that the tutors have helped nurture and support my own development of self-efficacy and self-belief during my MA journey.’

Lisa Price

‘I have found my own journey so far to be motivating and enlightening. My professional work life has been influenced significantly by my studies and my research. I now work with children in both educational settings along with one-to-one classes with a strong focus on music self-efficacy development.

The course is inclusive and encouraging in so many ways. As an international student the MA information, support, tutorials, and resource libraries are always accessible and applicable for my studies and research.

I would like to thank all the tutors at the Voice Study Centre for their ongoing support and encouragement. My study is exploring nurturing and developing self-efficacy and I feel that the tutors have helped nurture and support my own development of self-efficacy and self-belief during my MA journey.’

MA Voice Pedagogy student, Lisa Price, is a Choir Director, Singing Teacher and Music Educator based in Dublin, Ireland. Lisa’s professional work life has been influenced by her studies with us, and her research has contributed to her developing a strong focus on self-efficacy when teaching.

Vocal Pedagogy Research Resources

Emily Newton

‘My MA research has been varied, covering operetta, acoustic pedagogy, and technology in the voice studio. I’m planning to combine all three for my final research project to track performance practice trends in operetta.

Studying evidence-based pedagogy has improved my diagnostics when working with students and given me practical ideas to take into my work as a voice teacher.

I would encourage international applicants to consider the program, which is extremely cost-competitive for international students.

Not only have I benefited immensely from the short online courses and online video library, but I have learned a lot from fellow students, whose diverse backgrounds and research targets have inspired me and expanded my knowledge of the industry. In particular, I am thankful to Debbie Winter, whose astounding talent for big thinking has helped guide and focus me, when I felt lost in the academic weeds. In addition, I appreciate the program’s focus on sound research methodology, a skill that enables students of the program to ultimately submit their research for publication and prepares a foundation for potential doctoral studies.’

Emily Newton is from Lake Jackson, TX, USA. She completed her Bachelor of Music degree at the University of North Texas and continued her studies University of North Carolina School of the Arts, where she was awarded a Master of Music as an A.J. Fletcher Opera Institute Fellow.

Emily Newton

‘My MA research has been varied, covering operetta, acoustic pedagogy, and technology in the voice studio. I’m planning to combine all three for my final research project to track performance practice trends in operetta.

Studying evidence-based pedagogy has improved my diagnostics when working with students and given me practical ideas to take into my work as a voice teacher.

I would encourage international applicants to consider the program, which is extremely cost-competitive for international students.

Not only have I benefited immensely from the short online courses and online video library, but I have learned a lot from fellow students, whose diverse backgrounds and research targets have inspired me and expanded my knowledge of the industry. In particular, I am thankful to Debbie Winter, whose astounding talent for big thinking has helped guide and focus me, when I felt lost in the academic weeds. In addition, I appreciate the program’s focus on sound research methodology, a skill that enables students of the program to ultimately submit their research for publication and prepares a foundation for potential doctoral studies.’

Emily Newton is from Lake Jackson, TX, USA. She completed her Bachelor of Music degree at the University of North Texas and continued her studies University of North Carolina School of the Arts, where she was awarded a Master of Music as an A.J. Fletcher Opera Institute Fellow.

Vocal Pedagogy Research Resources

Angelo Lauletta

‘Overall, the course also helped me giving more academic content and shape to my knowledge of anatomy and the mechanisms of voice production. The amount of literature review conducted throughout the course encouraged me push myself past my limits and to be open minded to all methodologies and opinions. This has provided me with a much more all-rounded knowledge of vocal pedagogy.

 

I strongly advise any aspiring vocal coaches, singing teachers and vocal pedagogues to consider applying for this course. Especially, teachers who have had a more practical training and are lacking some more academic education or teachers who feel stuck with a particular method or view and wish to explore the world of vocal pedagogy in more depth.

Being an online course, it is a great choice for international students as well. The place of residence does not play any role and the course can be completed with a lot of flexibility, necessary for people with a busy teaching schedule such as mine.

 

I would therefore strongly recommend the Voice Study Centre. Although the course is mostly research based, all assignments are excellently prepared and explained, with the possibility to easily book all the 1 to 1 tutorials necessary. The tutors are extremely approachable, prepared  and ready to help in any way they can. Their feedback is helpful and constructive. They also provide a hugely extensive library and video resources which make the research process extremely easy.’

PGCert student, Angelo, began studying classical singing at a young age in his home country, Italy. Having performed all over the country, Angelo moved to the UK to attend acting school before beginning work as a vocal coach and performer.  Angelo’s PGCert research focused on teaching dancer’s to sing. He examined breathing methodology and produced a strategy to teach the triple threat performer.

Angelo Lauletta

‘Overall, the course also helped me giving more academic content and shape to my knowledge of anatomy and the mechanisms of voice production. The amount of literature review conducted throughout the course encouraged me push myself past my limits and to be open minded to all methodologies and opinions. This has provided me with a much more all-rounded knowledge of vocal pedagogy.

 

I strongly advise any aspiring vocal coaches, singing teachers and vocal pedagogues to consider applying for this course. Especially, teachers who have had a more practical training and are lacking some more academic education or teachers who feel stuck with a particular method or view and wish to explore the world of vocal pedagogy in more depth.

Being an online course, it is a great choice for international students as well. The place of residence does not play any role and the course can be completed with a lot of flexibility, necessary for people with a busy teaching schedule such as mine.

 

I would therefore strongly recommend the Voice Study Centre. Although the course is mostly research based, all assignments are excellently prepared and explained, with the possibility to easily book all the 1 to 1 tutorials necessary. The tutors are extremely approachable, prepared  and ready to help in any way they can. Their feedback is helpful and constructive. They also provide a hugely extensive library and video resources which make the research process extremely easy.’

PGCert student, Angelo, began studying classical singing at a young age in his home country, Italy. Having performed all over the country, Angelo moved to the UK to attend acting school before beginning work as a vocal coach and performer.  Angelo’s PGCert research focused on teaching dancer’s to sing. He examined breathing methodology and produced a strategy to teach the triple threat performer.

Vocal Pedagogy Research Resources

Michele Capalbo

‘The transition from performing to teaching is what has motivated me to learn more about the voice. Specifically, there were pedagogical areas that I wanted to explore born out of my performance experience, interests, and teaching challenges. For a time I found professional development opportunities in workshops and on-line. I even completed my certification in the Alexander Technique. While investigating traditional pedagogy degree options, I found that my interests and experiences as an established artist were not taken into consideration. Having a clear and defined area of interest as an opera singer and AT teacher, I already knew where I wanted to begin my research. The freedom to choose an area of specialisation is what led me to the Voice Study Centre. The PGCert/MA pathway has been flexible enough for me to direct and refine my research as it evolves. I’ve found Debbie Winter to be accessible, and encouraging. Her mentorship has adapted to my learning style and has even taken some unexpected forays into aspects of career counselling and guidance. As the first long-distance participant in this program, this has been an unexpected and welcome benefit. I highly recommend this program for self-motivated and curious students.’

Michele Capalbo is a world-class operatic soprano, widely renowned for her interpretation of Verdi and Puccini. Michele is a certified Alexander Technique teacher, working with singers to help them determine unconscious chronic tensions that can cause issues with their natural voice function.

Michele Capalbo

‘The transition from performing to teaching is what has motivated me to learn more about the voice. Specifically, there were pedagogical areas that I wanted to explore born out of my performance experience, interests, and teaching challenges. For a time I found professional development opportunities in workshops and on-line. I even completed my certification in the Alexander Technique. While investigating traditional pedagogy degree options, I found that my interests and experiences as an established artist were not taken into consideration. Having a clear and defined area of interest as an opera singer and AT teacher, I already knew where I wanted to begin my research. The freedom to choose an area of specialisation is what led me to the Voice Study Centre. The PGCert/MA pathway has been flexible enough for me to direct and refine my research as it evolves. I’ve found Debbie Winter to be accessible, and encouraging. Her mentorship has adapted to my learning style and has even taken some unexpected forays into aspects of career counselling and guidance. As the first long-distance participant in this program, this has been an unexpected and welcome benefit. I highly recommend this program for self-motivated and curious students.’

Michele Capalbo is a world-class operatic soprano, widely renowned for her interpretation of Verdi and Puccini. Michele is a certified Alexander Technique teacher, working with singers to help them determine unconscious chronic tensions that can cause issues with their natural voice function.

Vocal Pedagogy Research Resources

Gökçe Kutsal

‘Coming from an architecture background, I had confidence in my teaching methods and analysis skills but I did not have relevant teaching qualifications. The research I undertook in this program has opened new horizons by introducing me to topics I previously had no idea about. Not a day goes by without me learning something fascinating! But the best part is that I can apply what I learn to my teaching practice since the program is focused on work-based learning.

If you are currently a voice teacher, or aspiring to be, the Voice Pedagogy MA program is probably the best investment you can make in yourself and your future profession.

My experience with the Voice Study Centre has been beyond all expectations. Tutors are so knowledgeable and approachable, and the video library makes me feel like a kid in a sweet shop. There are videos from experts on everything related to voice and singing. They also organise live online courses on many topics, which is fantastic for expanding your knowledge. Another thing that I like is the freedom to choose one’s own research path with some guidance. Overall, I cannot recommend Voice Study Centre enough!’

Gökçe Kutsal is a keen and enthusiastic learner, having obtained a bachelor’s degree, 2 master’s degrees and a postgraduate diploma. Having worked as a university lecturer, interior architect, radio host, musician, voice teacher, and owned a consultancy company, Gökçe’s vast experience has aided her work in coaching and mentoring young people and older individuals.

Gökçe Kutsal

‘Coming from an architecture background, I had confidence in my teaching methods and analysis skills but I did not have relevant teaching qualifications. The research I undertook in this program has opened new horizons by introducing me to topics I previously had no idea about. Not a day goes by without me learning something fascinating! But the best part is that I can apply what I learn to my teaching practice since the program is focused on work-based learning.

If you are currently a voice teacher, or aspiring to be, the Voice Pedagogy MA program is probably the best investment you can make in yourself and your future profession.

My experience with the Voice Study Centre has been beyond all expectations. Tutors are so knowledgeable and approachable, and the video library makes me feel like a kid in a sweet shop. There are videos from experts on everything related to voice and singing. They also organise live online courses on many topics, which is fantastic for expanding your knowledge. Another thing that I like is the freedom to choose one’s own research path with some guidance. Overall, I cannot recommend Voice Study Centre enough!’

Vocal Pedagogy Research Resources

Dani Garcia

‘I had gone to various voice workshops, conferences and certificate programs in the States and Canada. I felt like I was finally ready to look into a master’s program to deepen my understanding of the voice for myself and my students.

 

I was looking for an MA program that was flexible enough to explore various topics related to the voice, inclusive of CCM styles. I was so excited to find the Online MA/PG Cert Professional Practice in Voice Pedagogy! It was everything I was looking for and more.

If you want a program filled with a community inclusive of all different styles and backgrounds, the PG Cert/MA program with Voice Study Centre and the University of Wales Trinity St. David is the best option. Not only are there interesting workshops, wonderful tutors/mentors, but the program is also flexible and is an excellent fit for anyone that teaches and performs regularly’

Dani Garcia

‘I had gone to various voice workshops, conferences and certificate programs in the States and Canada. I felt like I was finally ready to look into a master’s program to deepen my understanding of the voice for myself and my students.

 

I was looking for an MA program that was flexible enough to explore various topics related to the voice, inclusive of CCM styles. I was so excited to find the Online MA/PG Cert Professional Practice in Voice Pedagogy! It was everything I was looking for and more.

If you want a program filled with a community inclusive of all different styles and backgrounds, the PG Cert/MA program with Voice Study Centre and the University of Wales Trinity St. David is the best option. Not only are there interesting workshops, wonderful tutors/mentors, but the program is also flexible and is an excellent fit for anyone that teaches and performs regularly’

Dani Garcia is an award-winning performer, songwriter and educator that has been part of the Canadian music scene for over 17 years. She is passionate about storytelling through music and believes in creating music that transcends cultural and socioeconomic barriers. Through artist development, she helps students tell their stories, find their voice and celebrate their unique experiences. She teaches students of all ages with a focus on coaching new upcoming artists through voice, piano and songwriting lessons. Her background is in CCM styles such as music theatre, jazz, folk, pop and R&B and has an interest in voice science and how hormones affect the voice. 

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