Orchestral

Adam Ackermann

Trumpet

Works with

All ages and expertise levels

Shines with

Learners who feel plateaued

Learners seeking inspiration to practice

What is your musical background?

I have been performing music professionally for the last 21 years, including 18 years at the Gaslight Theater, a local favorite. I received my Bachelor’s of Music from the University of Arizona in 2012, where I was awarded Outstanding Senior upon graduation. On trumpet, I have performed with the Tucson Symphony Orchestra and played 2nd trumpet with UA Faculty Brass Quintet my junior year. I have also competed at both the International Trumpet Guild and National Trumpet Competition Solo Finals. On drums, I have performed with musicians such as Chris Potter, Brian Lynch, Paul Horn, and many others, across diverse styles. I have had the pleasure to perform in 4 continents and continue to enjoy playing with several local bands today.

How long have you been teaching? Why do you teach music?

I have been teaching music in both individual and group settings for over 14 years.

Music is like storytelling. It takes individual practice to learn and understand the story, but guidance to know how to tell it. I have been fortunate enough to study with several incredibly talented musicians across different instruments and am honored to pass on the lessons I have gained from their wisdom. Teaching music should be rewarding to both the pupil and instructor- nothing beats watching a student overcome an obstacle and nail a performance.

How would you describe your teaching style and methods?

I curate my lessons based on age, desired goals/expectations, and progress. If a student prefers music lessons to not add any additional stress to an already busy schedule, we can approach lessons in a fun, carefree manner. If a student has ambitions to become an expert, expect serious fundamental exercise, challenging repertoire, and rewarding results.

What are your students like? Who do you work best with?

I have worked with all ages and expertise levels. I tend to do well with students that find themselves stuck with their progress or struggling with inspiration to practice. I try my best to make sure that all my students feel satisfied after their lessons, whether that means they feel closer to overcoming obstacles, or that they simply had a fun time!

What do you want your students to take away from their time with you?

Music is expression and I strongly believe that skills learned through performance are transferable to any other skill or social setting. In addition to gaining deeper knowledge of music history and their instrument, I hope to see my students more confident in themselves. There is nothing like playing your favorite music, whether it’s by yourself in the practice room or on the big stage. Music challenges and rewards you at all levels. If nothing else, I hope my students take away a higher love of music.

Hannah Sawyer

Violin

Works with

Age 6+

Shines with

Beginners

What is your musical background?

I started playing violin when I was in fourth grade. I played in my school orchestras, and in the Tucson Philharmonic Youth Orchestra. Right now, I’m a junior at the University of Arizona (UofA) getting a Bachelor of Arts in Music, with an emphasis on Violin Performance and a minor in Sound Production. I also play in the UofA Philharmonic Orchestra.

How long have you been teaching? Why do you teach music?

I’ve been teaching for about two years. I just find it very enjoyable, because I enjoy music so much, and I get to give that joy to somebody else. It makes me really happy when I see someone figure out how to do something, or get to play a piece that they really wanted to play.

How would you describe your teaching style and methods?

During lessons I like to jump around between books and pieces to keep things interesting - that’s important. For younger students I communicate a lot with parents to help get practice integrated into their home life. At the end of each lesson, I’ll typically debrief them on what we covered and how their child should be practicing. I find that violin posture and positioning is the hardest thing. Even in college I'm still working on it. So I like the parents to know how their child should look when they're practicing, so if they walk by and see the violin is tilted, they can say, hey kiddo, don't forget to hold your violin up. Or if they're just playing one song over and over they can say, hey, why don't you just work on this one section? So that they’re almost an extension of me.

I also give practice logs. The goal is for the student to bring it back to me. As long as they're honest, and show they're putting in some time throughout the week, I give them a sticker. Once they reach a month of doing practice every week, then I give a little small gift, a thank you for practicing.

What are your students like? Who do you work best with?

My students are typically younger, beginners. There are always enjoyable things about each level and age group. I do like intermediate students, because sometimes you’ll catch them doing something, or not doing something. And you can intervene and say, maybe try this, and see how much easier it is on them.

What do you want your students to take away from their time with you?

There are a couple of things that I really find important. Learning how to enjoy music, the joys of music and what goes into it - whether or not they continue playing. Having responsibility. Understanding how to manage time, and how to handle taking big issues by breaking them down into smaller sections. That’s what I hope. Even if they don't continue with the instrument, they’ll take away these lessons that make life easier.

What can students and parents expect during the first few lessons?

The first few lessons are focused on getting to know your instrument - how to hold it, how to put it away. Then I help to get their violin ready. I'll put tapes on during the first or second lesson. I’ll show them how to pick staccato on open strings. If they're brand new to the instrument I help them get to know it, quiz them on the names of different parts.

I also give parents a document that has a bit about me, then little checklists - what they need at home, what to bring to lessons. Also how practice should be scheduled into the student’s day, if possible. I know people can be really busy. But if you set aside 20 minutes to say, hey, it's time to practice - that's really helpful.

Tara Sanderson

Flute, Piano

Works with

All ages & stages

Shines with

Students interested in theory or composition

Neurodivergent learners

What is your musical background?

I studied music therapy at Nazareth University. This program included years of advanced musical instruction and I was privileged to learn from a flute professor recruited from the Eastman School of Music. In addition to refining my performance skills on a major instrument, the music therapy curriculum included piano and guitar study, with competency exams. Private piano lessons preceded and followed this. I performed my junior and senior flute recitals before transferring to Walden University to complete my bachelor of science in a related field. During my time in Upstate New York, I regularly played with my church's worship team, and since relocating, I have been participating in a gospel choir.

How long have you been teaching? Why do you teach music?

I have spent a combined six years teaching flute and piano lessons for two music stores. I have periodically given piano lessons in peoples' homes throughout the years. During the pandemic restrictions, I designed an informal music curriculum within a charter school to give students access to music education.

My music teachers were exceptional people who inspired me throughout school and university. Personally, I love working one-to-one with all age groups. Students' progress is rewarding for everyone involved. This is especially true when someone new to the piano plays a recital piece successfully within three months time.

How would you describe your teaching style and methods?

Student-centered learning is very important for keeping learners engaged. I encourage students to help select their music according to their playing abilities. At the same time, I stress excellent music reading skills. I focus on fluent note reading, counting rhythms, and music theory, since these skills are foundational for growth as musicians.

What are your students like? Who do you work best with?

It is most rewarding to work with students who are eager to learn and progress. Teachers can sense when an individual's motivation level by the frequency with which concepts must be retaught. Some youths are over-scheduled and do not have much time or energy left for lessons and this drains their enthusiasm.

I particularly enjoy creative learners who are beginning to write their own music or explore music theory. At the same time, my music therapy, school-setting, and behavioral health work backgrounds have equipped me to assist learners with a variety of struggles. I have worked with many who were affected by ADHD, autism spectrum disorder, learning disabilities, and personal hardships. Teachers must fit instruction to each individual's needs and I have had the training and experience to adapt accordingly.

What do you want your students to take away from their time with you?

The most inspiring teachers that my family and I have encountered share common characteristics. Their passion and competence are contagious and they have the ability to inspire others to greatness. The hold the line of high expectations while maintaining atmospheres of encouragement. These instructors are genuine and posses character traits that make them role models beyond their subjects of expertise. I aim to be this type of person and instill confidence in each learner.

What can students and parents expect during the first few lessons?

First, I will ingratiate each family, since I wish to make them comfortable with me and teacher transitions. Next, It will be important to take time with each family to discuss musical goals, interests, and abilities. I will also want to get a feel for each learner's playing style to gauge their playing strengths and areas for growth. Last, the student and I will decide on a plan forward.