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Faculty

The members of our faculty are more than teachers. They’ll be your mentors, your collaborators, and your instant list of more than 500 industry contacts. They are experienced and talented professionals in their field—and bring a thorough knowledge of music to the classroom that comes from a rich professional background in the music industry. They also bring an energy that will inspire you to push your talents and thinking beyond what you thought were the limits. You’ll find yourself transferring their influences to your ensemble rehearsals, performances, recording sessions, and gigs. In addition, the student-teacher ratio averages 8 to 1. Which means you’ll never feel like a number.

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"My first love is working with multiple voices, and in India I have a group, over 250 members now, called Artists Unlimited. The whole concept of circle singing is something that is so very powerful. Circle singing is a concept that as far as I know Bobby McFerrin introduced to the world. It's very organic. He assigns a part to the bass singers, and another interlocking part to the sopranos, and something else for the altos, and something else for the tenors, and maybe he would improvise over it. It's a very dynamic form of composition; it's always improvised. One of the students started a circle singing group at Berklee. You have to really surrender to the moment. I think in all music that's what we're trying to encourage our students to do, to surrender and be totally present in the moment. And I feel that circle singing is a very noncompetitive, nonhostile, supportive, healing, and liberating space to just give yourself to and then see what happens."

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"Berklee is a place where you can truly find your unique vocal sound, in whatever style you want. Where most voice programs require their students to study voice with one private teacher for their entire undergraduate career, Berklee has adopted the "it takes a village" approach to educating our voice students. Students are encouraged to jump around from one teacher to another. When I was a student at Berklee, I loved that approach. I gained amazing insight into vocal technique, improvisation, how to overcome stage fright, how to conduct myself onstage, how to interact with a band, how to write music for several different performance situations, and much more."

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"Having sung background for many different recording artists, I know how important it is to have your vocal technique together. As a background vocalist, you are basically called upon to become a chameleon. What that means is that you are going to be asked to take your voice out of its natural habitat so to speak. You have to come up with different timbres in your voice to match the other background singers and, in many cases, the lead vocalist. Versatility is an important factor in background singing. It means warming up your voice constantly to maintain the flexibility of your vocal folds as you diversify your singing style of the moment."

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"I have always been fascinated about the endless possibilities that the voice has as an instrument. My experience in jazz, improvised music, classical music, and Latin American styles made me aware of the importance of vocal technique to create a versatile instrument that can easily switch from one style to another. I remember when I began improvising how frustrating it was not to be able to sing the melodic ideas and sounds I could hear in my head. A healthy and flexible instrument is crucial and will give you the freedom to make any artistic choices you want, without limiting yourself."

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"I work a lot as a leader and also as a side player, so I'm trying to teach students how to be a leader and how to be a side player. If I'm performing with my own group, I decide what to play. This is challenging in a way, because you have to think which tunes to put in your set list and how to organize a set that is not boring for the audience. At the same time, as a side player, you need to try to understand what the leader wants you to play. Even if you don't have the melody written, you need to try to use voicings that don't interfere with the melody. Don't play too much. Try to be more respectful of the leader. If you are playing for a vocalist, also try not to interfere with the melody or play too many fields that may distract the melody—give it more space."

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"I try to remind students why we're doing music. It's about creating beauty and it's something you enjoy, something your audience will enjoy. Musicians can get really competitive. If you're just trying to do better than the other guy, or if you're trying to get better out of fear of being exposed as a fraud, you're not really in the right space. If you're singing out of fear, you have a 100 percent chance that it's not going to be right. Even if the notes are right, even if you're doing everything correctly, your listeners are going to be able to tell, and it's just going to ring false somehow. Now if you have a spirit of joy in creating music, you still might mess it up. Maybe then you have a 50 percent chance of getting it right. But at least you give yourself a chance. Yes, everybody should learn to play the piano and should learn their 251s and should learn music theory and sight reading—I'm all about competence. But I never want my students to forget that this is all in service of something that's supposed to be beautiful and supposed to be a pleasure."

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"If you want to do something professionally, the whole package should be there, which means taking responsibility for your music, knowing your songs and the presentation aspects, knowing how to work the microphone—having your own microphone so you know what you sound like all the time and get used to hearing it."

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"I teach private lessons, vocal labs, and ensembles. When I teach private lesson students, I teach classical technique and how it applies to contemporary vocal styles. As a teacher, I see myself as a guide to each individual student as they travel down the path of vocal development and their own individual progression. Whether a singer becomes a recognized household name as a recording artist, a full-time performer, a session singer, a backing vocalist, or a singer in a wedding band, I try to prepare all my vocal students for the changing music industry and vocal styles."

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"I tell my students, 'I'm here to blow a hole in the myth that singing is easy.' But if we're well trained, we can make it look effortless. Singers are multitaskers; we have to do so many things simultaneously. We've got to breathe, we've got to read, we've got to count, we've got to interpret. And because we're interpreting, we have to use every emotion—we have to be actors. If students are going to study with me, I want them to understand that we're going to deal with the whole spectrum of their emotions. We are the voice of the composer when we sing."

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"I think of myself as more a mentor than a teacher, and I'm teaching the kids everything I learned through trial, error, and pain. For instance, it doesn't matter if some really great singer happens to go on right before them. I'm finding that a lot of my voice students want to belt like Janis Joplin, and I used to be that way. I used to love screaming my guts out. But if you're going to do that for five or six weeks on the road, you have to know how to survive it."

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