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Andrew부산,서울 희망,ju |
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| 번호 |
2,108 |
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| 강사이름 |
Andrew부산,서울 희망,ju |
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| 성별 |
남성 |
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| 국적 |
USA |
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| 생년월일 |
1979년 08월 31일 |
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| 혼인여부 |
Single |
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| 시작가능 날짜 |
2009년 9월 1일 |
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| 선호지역 |
대도시선호 , |
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| 선호대상 |
유치부선호, 초등부, 중 고등부, 성인 |
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| 토요일 근무 |
토요일근무 원치 않음 |
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| 근무 타입 |
Full Time |
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| 최종학력 |
4년제 학사 |
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| 전공 |
Music Performance/Composition |
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| 교육관련 자격증 |
CELTA 자격증 |
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| 희망급료 (월 기준) |
월급 미지정 |
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| 희망숙소 |
원룸이나 스튜디오 |
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| 강의경력 유무 |
강의경력 있음 (4년 경험) |
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| 한국방문 경험 유무 |
한국방문 경험 없음 |
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| 강의경험 |
Hellyer Performing Arts Center
2000 Bensalem Blvd,
Bensalem, PA 19020
Dates Taught: 06/2004-06/2008
Position: Individual saxophone lessons and music theory classes.
Doylestown School of Music & Arts
263 N. Main Street
Doyestown, PA, 18901
Dates Taught: 12/2003-11/2005
Position: Individual saxophone lessons and music theory classes.
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| 커버레터/이력서 |
When a student begins studying with me, they are taken on a journey that comprises of many musical ideas. Whether they are a beginner or advanced, students are thoroughly grounded in their task. Many beginning students are enthused when learning music for the first time. Advanced students maintain their early enthusiasm when they began, but are confused as to where to go with their development.
As a teacher I enhance a beginning students’ enthusiasm and take away the confusion to guide advanced students to their goals. Maintaining these two aspects in a student’s education is key to keeping students and keeping them on their path.
My musical background is too diverse to sum up in one sentence. In fact even though I have a music degree in saxophone, my journey in life has taken me through several avenues and past the boundaries of what we know as music.
My artistic journey began over twenty-five years ago when I started to study music fundamentals at my father’s Wurlitzer organ. At that time I was introduced to eight notes, the grand staff, major scales, and the like. A few years later, the saxophone became a part of my musical expression. I continued to develop my abilities to the point that when I was sixteen I was practicing as much as six hours a day and reading music books whenever I had the chance. (At times I was using my trigonometry book as a cover while reading a music theory book in math class to make my teacher think that I was paying attention, until she asked me “what does sine multiplied by tangent plus pie equals?”)
Even while at The University of the Arts (UARTS), I continued to read, study, and apply as much as possible. Many of the books that I studied from are in the following short list: Nicolas Slonimsky’s “Thesaurus of Scales and Melodic Patterns,” Yuseff Lateef’s “Repository of Scales and Melodic Patterns,” Hal Crook’s “How to Improvise,” Vincent Persichetti’s “20th Century Harmony” and Elie Siegmesiter’s “Harmony and Melody Vol. I & II.”
After graduating from UARTS in 2002, I founded At Hand Productions. It is my multimedia production company that specializes in producing live multimedia events in neighborhoods where people would not get a chance to see live entertainment. The attached resume contains a bulleted list of my accomplishments.
Teaching Style
There are teaching methods that involve teachers having absolute control over the student’s development and then on the opposite end of the spectrum, there are styles that are based on solely on the input of the student. I maintain the middle ground on most teaching situations. Students from beginner to advanced are encouraged to explore music on their own terms and to bring their questions to the lesson and/or classroom. Beginning students are taught with a more ridged teaching style versus advanced students who are taught with a much greater degree of flexibility. If a beginning student inquirers about a musical idea that is outside the scope of the path that we are traveling, they are not discouraged by asking questions, but by the same token they have a set of music rudiments that they need to learn. And the basic goal for beginning students is grasping musical rudiments.
With advanced students, there is more responsibility placed on them to learn the lesson at hand. Additionally, these students are expected to not only learn the lesson as provide, but to provide feedback on what they learned since their prior lesson. It is this student feedback that governs the direction that the student travels. Furthermore, advanced students are more encouraged to experiment with the lessons and ideas as presented. The basic tenets for advanced students are creativity, knowledge, and application. It is these three tenets that they are expected to develop.
Now are students expected to learn at the same pace? NO! Each student is different and requires that lessons be paced accordingly. With individual lessons, there is a degree of infinity where one does not know how long the student/teacher relationship will last versus the classroom setting.
The teaching style in the classroom, unlike the individual lesson, is garnered firstly towards demonstrating the material then progressing into a teaching style that facilitates greater interaction between teacher and student. It is this interaction that will give not only the student asking questions, but also the student that is introverted.
Teaching Environment
Whether it’s teaching in a classroom or individual lessons, the first few lessons are intended to get an understanding of the student’s strengths and weaknesses. When students enter a facility or meet a new teacher for the first time they tend to be nervous simply because it is a different environment, although every once in awhile there is a student who is more than enthusiastic about being in a new environment. But overall I strive to make each student feel comfortable and welcomed. It is when this feeling is established that the learning can begin.
Students are taught through several means that include auditory, rote, and visual. Students are taught how to not only hold their instrument correctly, but also how to correctly write a grand staff, scales, rhythm, etc. Additionally, during lessons students listen to music that they might not be aware of. For instance an advanced student who is learning jazz-fusion would be introduced to the Miles Davis’ music from the 1970s. Or a student learning classical saxophone would listen to Marcel Mule.
In the end, it is my life’s experiences, artistic knowledge, and resources are what I will be bringing to your school. There are teachers out there that just have a music degree, but no understanding of music or teaching. Then there are teachers that have the experiences and knowledge that can enhance not only a student’s experiences, but also a school. I am part of this last group. Now that you know a little bit about me, lets setup an interview and get the process moving.
With great expectation,
Andrew Hanna
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