I teach piano (classical, jazz, and pop); voice (classical, jazz, and pop); and songwriting/composition.

Songwriting/ Composition:
An intimate and highly personalized exploration into the art of lyricism and composition, custom fit for the student’s particular style and perception of the world around them. My goal is to clue into what exactly each student wishes to convey in their songwriting, as well as who they are as an individual, and how their individuality can be brought forth through a musical medium. 

Piano:
Piano lessons include in depth instruction in classical, jazz, and/or pop piano (whichever is preferred.) For lessons focused on classical piano, we will delve deeply into acquiring the skills to fluently read and notate music on a staff as well as to understand chord and harmony theory. In lessons focussed on jazz and pop, we will study the anatomy of chords, melodies, and various keys. In all piano lessons we explore what exactly makes up the melodies and harmonies in our favorite pieces of music.

Voice:
Voice lessons include instruction and creative direction in classical, jazz, and/or pop singing. These lessons are heavily informed by the particular style that each student is drawn to, as we explore the technique and anatomy behind the voice as well as the ways in which a student can express their unique point of view and life experience through singing.

It is extremely meaningful to me to be able to use my skill set and passion for music to touch and impact peoples’ lives in the same way that my favorite music artists, teachers, and role models of my childhood did for me when I needed it the most. Being a guide and mentor to artists of any age that are growing and finding their way gives me the truest sense of joy. It is endlessly important to me to help develop the skills, inspiration, and sense of direction for students to find themselves as artists and as people.

I began playing piano when I was about seven years old and studied classically for most of my childhood. When I was about twelve I became inclined to compose my own music for the piano, and from there I began to write lyrics. It was only then that I discovered singing, and at first it was for the sole purpose of being able to convey my lyrics. I was, in the beginning, extremely shy about singing but I reluctantly joined the choir my first year of high school, which unexpectedly changed my life. It was there that I developed the freedom as well as the technical skills to sing out everything that had existed in my heart. I went on to continue studying voice at Bard College where I was in the choir and continued my studies of music theory and composition as well. After receiving my Bachelor’s degree in music performance, I moved back to L.A. and have been pursuing a career in music education and performance ever since. I have been working as a professional session/live backing vocalist and keyboardist, as well as performing and recording in my own solo project, in which I go by the stage name Allegra Ondine.

In the past few years, one of the main ways that I have been evolving as a musician is that I have been collaborating with others much more than I ever have in the past. I have always had a pretty solitary approach with my craft but fairly recently I have been discovering how much can be gained through working with someone who has a different skill set. I have learned so much through playing music with other people and it has expanded my creative palette in ways I never would have imagined. I have also grown and evolved as an artist through teaching my students because I have witnessed them make artistic discoveries that I may not have ever considered. I am always amazed by how much I learn from my own students.

When teaching, my style is focused around the idea that each individual student has very different needs from one another. I believe that everyone has a different timeline of development and it is very important to me to always embrace this and nourish each person’s unique path. There is no one cookie-cutter or formulaic approach that I use when I teach; from the moment I meet a new student I am paying very close attention to who they are, what their essence is, and what it is that they might be looking for within the artform. It is this attentiveness that allows me to create an environment where students feel listened to and understood, and where they know immediately that there is absolutely no judgment. I am always checking in with students about how they are finding the material and always leave a very open door for communication about how we are approaching our lessons. When a student has questions or observations, I encourage them to continue their train of thought and to verbally process concepts for as long as they need. My lessons can often be cathartic and therapeutic because of how important it is to me to truly set up an atmosphere where the student understands that there are no limits to how absurd, unconventional, and creative we can be during our lessons. 

A sense of variety is, for the most part, what keeps me creatively inspired. When I am writing music, I find that if I use the same process every time, I will inevitably feel my inspiration plateau. When I take a risk and challenge myself to write using a different method or structure from the last project, often I will create the work I am most proud of.