Rates:
Single One Hour Lesson: $50.00 Single Half Hour Lesson: $30.00 Monthly One Hour Lessons (one per week): $160.00 Monthly Half Hour lessons (one per week): $100.00 Pay via Paypal: | Online Flute lessons via SKYPE
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Flute Lessons
I teach private flute lessons (all ages) at my studio in the Granada Building, 2875 University Avenue #8, San Diego, CA 92104. Private Flute Lessons are 1 per week in a structured, Classical environment. My expectations of students are high, but flexible. Performance opportunities come a few times a year (outside of students major performance ensembles) in the form of a studio recital or competition (San Diego has many competitions for young instrumentalists). I encourage my students to participate and treat contests as performance opportunities. I believe in creating talent through regular, active practicing, at home. To that end, the flute lessons are workshops in developing listening, reading and self awareness skills, in order to develop self reliance, and musical independence. I do not adhere to any particular teaching method or material. Rather, I try to help students find their own voice by exposure to many types of music literature and methodology.
My studio policy is straightforward: Cancellations require 24 hour notice to be eligible for rescheduling. Please call me or email. If I do not receive any notice, the lesson is forfeited. Make up lessons are contingent upon the busyness of my performing schedule. Many times we will reschedule the make up before a major performance, recording session, or contest. This seems to work well. I do not do "hold overs" due to the complexity this causes in figuring out my personal finances. I prefer to make up lessons as explained earlier. I expect students to prepare for lessons. This means regular, daily practice at home :) I assign plenty of material to make this time pass pleasantly. Many students are having such a good time practicing, they lose track of time! The real enemy to practice is boredom. I will try my best to assign stimulating and enjoyable material to combat this.
Some of my students have attended great schools including NY University, Rice University (Houston), UC Berkeley, University of Colorado at Denver, UCLA, BIOLA University and others. They have gone on to have fine careers in music, and I am very proud of each one of them. You don't have to major in music or desire a professional career to reap its benefits, however. Learning the language of music has proven to have profound effects on the developing brains of young and (the cognitive abilities) of the adult student.
My studio policy is straightforward: Cancellations require 24 hour notice to be eligible for rescheduling. Please call me or email. If I do not receive any notice, the lesson is forfeited. Make up lessons are contingent upon the busyness of my performing schedule. Many times we will reschedule the make up before a major performance, recording session, or contest. This seems to work well. I do not do "hold overs" due to the complexity this causes in figuring out my personal finances. I prefer to make up lessons as explained earlier. I expect students to prepare for lessons. This means regular, daily practice at home :) I assign plenty of material to make this time pass pleasantly. Many students are having such a good time practicing, they lose track of time! The real enemy to practice is boredom. I will try my best to assign stimulating and enjoyable material to combat this.
Some of my students have attended great schools including NY University, Rice University (Houston), UC Berkeley, University of Colorado at Denver, UCLA, BIOLA University and others. They have gone on to have fine careers in music, and I am very proud of each one of them. You don't have to major in music or desire a professional career to reap its benefits, however. Learning the language of music has proven to have profound effects on the developing brains of young and (the cognitive abilities) of the adult student.
Advocacy in Music Education
Important facts and quotes that support music education!
Students taking courses in music performance and music appreciation scored higher in the SAT than students with no arts participation. Music performance students scored 53 points higher on the verbal and 39 points higher on the math. Music appreciation students scored 61 points higher on the verbal and 42 points higher on the math. (Source: 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey)
"Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life." Daniel A. Carp, Eastman Kodak Company Chairman and CEO.
"Music has a great power for bringing people together. With so many forces in this world acting to drive wedges between people, it's important to preserve those things that help us experience our common humanity." Ted Turner, Turner Broadcasting System .
"During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought to me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children ." H. Norman Schwarzkopf, General, U.S. Army, retired
Researchers at the University of Montreal used various brain imaging techniques to investigate brain activity during musical tasks and found that sight-reading musical scores and playing music both activate regions in all four of the cortex's lobes; and that parts of the cerebellum are also activated during those tasks. Sergent, J., Zuck, E., Tenial, S., and MacDonall, B. (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.
A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills, the skills necessary for learning math and science. Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, "Music training causes long-term enhancement of preschool children's spatial-temporal reasoning," Neurological Research, Vol. 19, February 1997
"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling--training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attentional skills, intelligence, and an ability for self-knowledge and expression." Ratey John J., MD. A User's Guide to the Brain. New York: Pantheon Books, 2001.
Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving A’s, A’s/B’s, and B’s was higher than the percentage of non- participants receiving those grades. NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC
According to statistics compiled by the National Data Resource Center, students who can be classified as "disruptive" (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in music classes meet the same criteria as "disruptive." Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992.
The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians . Grant Venerable, "The Paradox of the Silicon Savior," as reported in "The Case for Sequential Music Education in the Core Curriculum of the Public Schools," The Center for the Arts in the Basic Curriculum, New York, 1989
Studies show that where schools increase opportunities for the arts for all students, test scores rise proportionately.... Although pull-out instrumental lessons in the intermediate grades often come under scrutiny, largely due to scheduling, research has shown that creating time in the school day for band or choir has no impact on participants' test scores.
Paul G. Young, Principal of West Elementary School, Lancaster, PA, and President of the National Association of Elementary School Principlals 2002-2003
Source: Principal Magazine - Source Date: 2003-01-01
The arts produce jobs, generating an estimate $37 billion with a return of $3.4 billion in federal income taxes. (Source: American Arts Alliance Fact Sheet, October 1996 )
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time. Catterall, James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts." Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with band and orchestra experience attend college at a rate twice the national average. Bands Across the USA.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent. Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette,April 13, 1998.
One in three of today’s school-aged children will hold an arts-related job at some time in his or her career. Education Commission on the States
Music students out-perform non-music on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science. B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
More music teachers are role models for minority students than teachers of any other subject. Thirty-six (36) percent of surveyed minority students identified music teachers as their role models, compared to twenty-eight (28) percent for English teachers, eleven (11) percent for elementary teachers, and seven (7) percent for physical education teachers.
“Music teachers as role models for African-American students,” Journal of Research in Music Education, 1993.
The scores of elementary instrumental music students on standardized math tests increased with each year they participated in the instrumental program.
“Music Training Helps Underachievers,” Nature, May 26, 1996
In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems. Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
“A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser.” (Source: Robert E. Allen, Chairman and Chief Executive Officer, AT&T Corporation, in “America’s Culture Begins with Education”)
An evaluation of the achievement in reading and math of elementary school students revealed that in reading for meaning, fifth grade instrumental music students achieved at a higher level than their non-music student peers. (Friedman, 1959).
"In every successful business...there is one budget line that never gets cut. It’s called ‘Product Development’ -- and it’s the key to any company’s future growth. Music education is critical to the product development of this nation’s most important resource -- our children ." John Sykes -- President, VH1
Music performance teaches young people to conquer fear and to take risks. A little anxiety is a good thing, and something that will occur often in life. Dealing with it early and often makes it less of a problem later. Risk-taking is essential if a child is to fully develop his or her potential. (www.childrensmusicworkshop.com)
Students taking courses in music performance and music appreciation scored higher in the SAT than students with no arts participation. Music performance students scored 53 points higher on the verbal and 39 points higher on the math. Music appreciation students scored 61 points higher on the verbal and 42 points higher on the math. (Source: 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey)
"Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life." Daniel A. Carp, Eastman Kodak Company Chairman and CEO.
"Music has a great power for bringing people together. With so many forces in this world acting to drive wedges between people, it's important to preserve those things that help us experience our common humanity." Ted Turner, Turner Broadcasting System .
"During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought to me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children ." H. Norman Schwarzkopf, General, U.S. Army, retired
Researchers at the University of Montreal used various brain imaging techniques to investigate brain activity during musical tasks and found that sight-reading musical scores and playing music both activate regions in all four of the cortex's lobes; and that parts of the cerebellum are also activated during those tasks. Sergent, J., Zuck, E., Tenial, S., and MacDonall, B. (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.
A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills, the skills necessary for learning math and science. Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, "Music training causes long-term enhancement of preschool children's spatial-temporal reasoning," Neurological Research, Vol. 19, February 1997
"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling--training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attentional skills, intelligence, and an ability for self-knowledge and expression." Ratey John J., MD. A User's Guide to the Brain. New York: Pantheon Books, 2001.
Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving A’s, A’s/B’s, and B’s was higher than the percentage of non- participants receiving those grades. NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC
According to statistics compiled by the National Data Resource Center, students who can be classified as "disruptive" (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in music classes meet the same criteria as "disruptive." Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992.
The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians . Grant Venerable, "The Paradox of the Silicon Savior," as reported in "The Case for Sequential Music Education in the Core Curriculum of the Public Schools," The Center for the Arts in the Basic Curriculum, New York, 1989
Studies show that where schools increase opportunities for the arts for all students, test scores rise proportionately.... Although pull-out instrumental lessons in the intermediate grades often come under scrutiny, largely due to scheduling, research has shown that creating time in the school day for band or choir has no impact on participants' test scores.
Paul G. Young, Principal of West Elementary School, Lancaster, PA, and President of the National Association of Elementary School Principlals 2002-2003
Source: Principal Magazine - Source Date: 2003-01-01
The arts produce jobs, generating an estimate $37 billion with a return of $3.4 billion in federal income taxes. (Source: American Arts Alliance Fact Sheet, October 1996 )
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time. Catterall, James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts." Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with band and orchestra experience attend college at a rate twice the national average. Bands Across the USA.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent. Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette,April 13, 1998.
One in three of today’s school-aged children will hold an arts-related job at some time in his or her career. Education Commission on the States
Music students out-perform non-music on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science. B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
More music teachers are role models for minority students than teachers of any other subject. Thirty-six (36) percent of surveyed minority students identified music teachers as their role models, compared to twenty-eight (28) percent for English teachers, eleven (11) percent for elementary teachers, and seven (7) percent for physical education teachers.
“Music teachers as role models for African-American students,” Journal of Research in Music Education, 1993.
The scores of elementary instrumental music students on standardized math tests increased with each year they participated in the instrumental program.
“Music Training Helps Underachievers,” Nature, May 26, 1996
In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems. Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
“A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser.” (Source: Robert E. Allen, Chairman and Chief Executive Officer, AT&T Corporation, in “America’s Culture Begins with Education”)
An evaluation of the achievement in reading and math of elementary school students revealed that in reading for meaning, fifth grade instrumental music students achieved at a higher level than their non-music student peers. (Friedman, 1959).
"In every successful business...there is one budget line that never gets cut. It’s called ‘Product Development’ -- and it’s the key to any company’s future growth. Music education is critical to the product development of this nation’s most important resource -- our children ." John Sykes -- President, VH1
Music performance teaches young people to conquer fear and to take risks. A little anxiety is a good thing, and something that will occur often in life. Dealing with it early and often makes it less of a problem later. Risk-taking is essential if a child is to fully develop his or her potential. (www.childrensmusicworkshop.com)
