Voice lessons
Aside from performing, teaching has been my main vocation: I have been teaching voice for over fifteen years to a wide range of students, not only in terms of musical interests (genres, levels, ambitions) but also from an age and a cultural background perspective. Each student is unique and this is what renders giving each lesson so thrilling and challenging at the same time. As in the case of music performance, giving lessons is very enjoyable for me because of the creativity involved when preparing for each lesson, for the purpose of adapting to each student’s needs and interests while devoting full attention at every moment and note during each lesson.
Moreover, the supplementary technical knowledge I acquired in addition to my classical training in the Conservatory (e.g. Jo Estill method, extended vocal techniques, Alexander technique) is a broadening of the range of tools which has enabled me, not only to explore performance of music genres beyond my classical-contemporary / baroque register but also to grasp, when listening to each student, which technical notion can be improved for an optimal voice quality as well as a safe, healthy & long-term sustainable use of the instrument.
My interests goes beyond vocal music, drama and movement foundations have enabled me to complement my vocal knowledge in a way that has been broadening my repertoire as well as my technical skills and musicality, which I am very happy to share when the didactic framework requires so.
This integral approach merging the application, of both vocal and non-vocal skills, made me realise how beneficial lessons are to clients not only from a purely musical perspective but also for the well-being of the student ranging from body posture and movement empowerment to the very vital act of breathing, which has a dramatic impact, beyond music performance, on health as well as on athletic performance. This intimate connection between physiological parameters and breathing has been largely studied by Dr. Stephen Porges through his Polyvagal Theory. Thanks to said Theory, the link between breathing patterns and heart rate function is nowadays undeniable and can be used, e.g., through music-related breathing exercises, for providing palpable benefits, both at a physical layer as well as neurological benefits, alleviating symptoms of stress and anxiety. Being exposed to this Theory during my training as a music therapist has provided me with a confirmation of a long-time felt intuition as to the inextricable link between singing and physio&psychological well-being. The mastery of breathing techniques taught during singing lessons has a direct, often immediate, impact on nervous system regulation, which in most cases is noticeable within the first five to ten minutes of a lesson.
In view of the above, my approach on teaching aims at improving technique and musicality, as well as empowering each student to find their own natural voice, register & style and follow their artistic inspiration in a holistic manner.