ABOUT

If you want to know what this site and I, Jules, are all about, you’ve come to the “right” place.

I’ve been singing since I was born, but I began playing piano as a young child; then as a teenager I taught myself guitar and started writing songs in 1971. I was active in my High School A Cappella and Chamber Choirs, and was ultimately awarded the coveted National School Choral Award. I have a B.A. in Art with a Minor in Music from Millersville University of Pennsylvania where I sang in the highly-auditioned University Choir. I also performed with the South Coast Chorale in California.

Throughout the years I’ve continued writing songs which is a passion for me. I’m primarily a solo act when I play gigs, though from time to time I’ve played in bands where I would sing, play bass, guitar, harmonica and keyboard — all at the same gig (but not necessarily at the same time).

I love teaching music. I am very patient, kind, and a great cheerleader for my students. I’m firm, but also fun. I have not forgotten what it’s like to learn a new instrument which helps me explain concepts to my students, who then learn more easily. I have a great enthusiasm for music and my students.

ABOUT MY EARLY MUSICAL INFLUENCES

Joni Mitchell, Janis Ian, The Beatles, Simon & Garfunkle; Peter, Paul & Mary, The Mamas & The Papas, Jim Croce, Fleetwood Mac, Johnny Cash… too many to list. Today, I also have too many new favorites to list. Suffice it to say, I love numerous genres of music.

WHAT I TEACH

I teach beginning and intermediate Guitar, Ukulele and Music Theory. I teach standard musical notation as well as tablature.

MY STYLE OF TEACHING

I believe in a strong musical foundation with structured lessons including, but not limited to: playing fundamentals, music, ear training, as well as positive practice habits. My goal is to provide the student with the foundational tools that will enable them to learn and figure out favorite songs on their own, play with other musicians and even write their own songs.

I teach using a more organic style as opposed to a linear style. What that means is, I do not teach A-Z, but rather in more circlular manner. An example would be: where we might be on A, I’ll introduce elements from C, D or even Z, and then again a few times before we actually get to C or D. By the time we reach each point, the student may have already been exposed to the concept several times. When we actually reach a new point, the concept is not so foreign to the student and a more solid understanding is achieved sooner.

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IN THE BEGINNING

We’ll begin with learning the parts of the instrument, from there we go step by step. Students will learn music theory as they learn to play the instrument. With a beginner, it will usually take from 4 – 6 lessons before it can be determined whether they can grasp the material mentally, as well as being able to physically play the instrument. It takes time in the very beginning for their coordination to develop, and the concept of theory to begin to gel.

WHAT I EXPECT FROM MY STUDENTS

From my students I look for a burning passion to learn and play their instrument (at the very least, a smoldering or even hint of passion will suffice), the ability to pay attention, a willingness to practice every day, and then play their instrument every day as well. They should understand that professional or even good amateur playing or singing ability does not happen overnight.

I teach ages 7 to 77. For online lessons, students should be at least 14. No age requirements are set in stone, however. All students are different, so a few lessons would help determine if they’re mature enough to begin in–studio, or take online lessons.

WHAT I EXPECT FROM THE PARENTS

Ideally, parents should be willing to commit to practicing with their children. What that means is, don’t say, “Okay, go practice now” and then go about your own activities leaving the student to their own devices. It really helps the student buckle down when a parent is involved, and makes them accountable every day instead of on the day of their lesson — when they haven’t progressed. Believe me, students feel awful if they haven’t practiced enough in time for their lesson. When a parent makes the commitment to make time with the student as they practice, 1) the student feels really proud when they play their assignment for me; and, 2) the parent is getting their money’s worth. If a parent can’t make the commitment to practice with their child, then the least I would like to see is that the parent checks in with the student throughout the week to see how they’re doing. Ask the student to play what they’ve been practicing for you which will help immensely. Otherwise, you’re setting your child up to fail, which no parent wants to do.

WHAT I EXPECT FROM ADULT STUDENTS

To sign up to take lessons is a commitment that is more than half an hour or an hour every week. It requires a commitment to daily practice. It requires cooperation from your roommates, your partner, spouse and/or children to be a part of your learning journey. Oddly enough, learning music at an older age is actually more difficult in some cases than learning as a child. While some things may be easier for adults, such as attention span or coordination, memorizing may come slower. Finding practice time may be more difficult. Adults have more responsibilities to attend to with work and family obligations that might detract from their learning focus. For all of those reasons, it is desirable to try your best to maintain a regular practice schedule if at all possible. I understand that life gets in the way, and I am willing to work with students who have a strong desire to learn an instrument, but who also have busy lives. What I ask my students to understand is that learning an instrument is a long–term commitment, which may take longer than they think. You are in charge of your own progress, and I will help you in any way I can to help you reach your goals.

The bottom line is that learning an instrument, for a child especially, is a difficult task for most, and must be a team effort in order for success to be achieved. I want my students to be successful for their sake and that requires a team effort from me, the student, their parents, or adults’ spouses, partners and/or children.

WHERE I TEACH

I teach in-home and at Burt’s Music & Sound in Coeur d’Alene, ID

REVIEWS

If you’d like to see some reviews and recommendations from current students, please click HERE.