top of page


I believe that learning how to use our voice can be life-changing. Singing and performing have allowed me to discover the world in ways I could never have imagined and also helped me learn about who I am as a human being. As a teacher, I constantly encourage my students to find their true voice. Regardless of the style of singing, my goal is for them to always remember why they love to sing while they learn to master their instrument to express their musical ideas. To achieve this, my teaching philosophy rests on two fundamental pillars: a holistic approach and science-informed training. I believe that the act of singing involves the whole person: body, spirit, mind, emotion, and voice. As singers, we function in an integrated way, and our vocal freedom and expression can be jeopardized by mental interference or physical discomfort. For this reason, I promote a mental and physical balance in the student-singer. I incorporate science-informed vocal pedagogy in my teaching as I consider the body as a well-coordinated system comprising several components —body balance/alignment, breathing and support, phonation, resonance, and articulation— that must function efficiently and interdependently. To aid my students' progress technically and artistically, I strive to achieve the best possible balance throughout their entire system.


I work with each student from their own level of development, always step by step to help them build vocal confidence. I want my students to have a basic understanding of their instrument and how it works, as I believe that cultivating self-awareness leads to independence. Through this pedagogical foundation, I guide my students to achieve their vocal and professional objectives while encouraging the development of healthy vocal habits and an effective, sustainable technique for a lifetime. Once a singer begins to build a functional technique, they can communicate their ideas more effectively and creatively. I believe this fundamental principle applies to any form of singing, as the priority is to gain vocal efficiency to convey what is in the music and text without compromising vocal health.


As a voice teacher, my job is to provide a balance between art and science to nurture intellectual curiosity and creativity in my students. Voice science and the understanding of singing are constantly evolving. I seek out this knowledge in workshops offered by professional organizations such as the National Association of Teachers of Singing and the Association for Body Mapping Education and bring current information to my studio. I also welcome diverse teaching methods and try to expose my students to multiple pedagogical approaches so that they can develop their criteria. Finally, I foster a humanizing education that affirms my students as genuine individuals who bring their own knowledge and various backgrounds to my classroom and voice studio. My wish is that my students flourish as individuals capable of contributing to society through their art.


NATS Eastern Region Auditions 2023

  • ​Lorena Maggiore: 3rd place, Fourth/Fifth Year Classical Treble,

  • Ava Portmore: 3rd place, First Year Classical Treble

WIU Opera Workshop Students, The Last Sorcerer (Spring production) 2022


WIU MM Vocal Performance student, Cate Sulla, Soprano

ccm mt.jpg

CCM Musical Theatre Freshman Students, 2020

class voice 2019.jpg

CCM Voice Class Students, 2019

bottom of page