Music Lessons
Piano
Chris Weatherbie
Guitar, Bass, Piano, Ukulele
Works with
Ages 6 - 18
Shines with
Beginners
Not currently accepting new students
What is your musical background?
I got really into piano and guitar my senior year of high school. I just wanted to play along to some of my favorite songs on the radio. I don't think I became competent in guitar until my freshman year of college. I never went to school for it, but I took classes at Pima. I'm mostly self-taught. I’ve been in bands, what I really enjoyed about playing in a band was the sense of community, how we all came together. Even though we had different influences and interests, and we were able to come together and just play music, and just kind of groove along to the things that we came up with. I write music, I write a lot of poetry. It’s a lot of alt rock, pop punk.
How long have you been teaching? Why do you teach music?
I’ve been teaching for about two years, most consistently here at the Fretboard. Before that, I mostly taught informally, working with some of my friends. I've substituted in music classes, I’m a sub for a few different districts. I have a bachelors in elementary education. I’m studying to be certified as a teacher in the Tucson Unified School District - I want to be a music teacher.
My favorite thing about teaching is just getting people interested in music and learning more about it, understanding a little bit more of the craftsmanship behind it. And just being able to appreciate your favorite songs on a deeper level. It's really cool seeing people get excited playing music. Like, I actually did that! That's really cool.
How would you describe your teaching style and methods?
I tried to appeal to the interests of whoever's learning. And I try to connect some more theory behind what they're playing to so they can understand it in a deeper level. I teach them how to read tabs and sheet music. A lot of times, I think, it’s pretty casual, and I try to make it interesting and fun.
What are your students like? Who do you work best with?
My youngest students are around seven. I work with high school age students, too, mainly beginners.
What do you want your students to take away from their time with you?
That music can be applied to their life outside of just learning – and that it can come from stuff they really enjoy. I teach students the Mario song, I have certain students who just want to play songs from video games. And I guess just that music is a really great thing, and it's a way to build communication and community.
What is a favorite musical memory?
There was one band I was in and everyone just played everything. No one was assigned to lead singer, no one was assigned to lead guitarist or whatever. We just played whatever we wanted, and we all had a really good time. That’s one thing I really like about music, you can build community and you can understand. And you can get other influences and discover new things.
What can students and parents expect during the first few lessons?
At the beginning, I want to learn what interests them. That lets me eventually teach from songs that they like. We start with the fundamentals – for example, for guitar, the name of the strings, what the frets are for.
Miss Jennifer
Piano, Ukulele
Works with
Younger students
Shines with
Age 4 - 6
What is your musical background?
Suzuki piano method private lessons and group workshops for 30 years. Musical director for children's theater and dance performances. Live entertainment for public and private events.
How long have you been teaching? Why do you teach music?
I’ve been teaching for 30 years. What drives me to teach young children how to play the piano is a desire for them to understand and appreciate beautiful sound and tone. I teach music in order to stimulate their brain, educate their sense and develop. a skill that brings them joy and self-esteem.
How would you describe your teaching style and methods?
My teaching style and method is influenced by the philosophy of Dr. Suzuki How to play and practice the piano requires developing a skill much like the skills used for sports. A good music teacher acts much like a coach in developing her students' practice habits and teaching them how to flex their muscles.
What are your students like? Who do you work best with?
My students are full of desire and energy to express themselves and play music that they enjoy. My students have a developed dedication to use practice habits well and to be prepared for each lesson to move forward and grow in their own unique way.
What do you want your students to take away from their time with you?
My students will take away from each lesson a new found inspiration and enthusiasm for the skills of playing a piano as well as the inspiration and desire that it takes to continue.
What is a favorite musical memory?
My favorite musical memory is a recital that I had during Christmas time where each student played their favorite and most accomplished piece. And then we gathered around the piano, and I played holiday songs and we honored our musical family.
What can students and parents expect during the first few lessons?
The first few lessons we talk about posture and form getting used to the physical part of playing the piano. We also talk about space and movements, control of the body starting with simple scale exercises and learning simple songs.
Nelly Hawley-Hayes
Piano, Voice
Works with
All ages & stages
Shines with
12 - Adult
Teens
What is your musical background?
I have a foundation in classical piano, having studied for 18 years, and I’m also trained in vocal jazz performance. I attended Berklee College of Music and am currently pursuing a degree in Jazz Studies and Vocal performance at the University of Arizona. Over the years, I’ve performed in a wide range of settings—bands, choirs, musical theater, and solo engagements. Recently, I sang with the University of Arizona Jazz Orchestra at the Century Room, and I’m currently performing in Dreams and Rumors, a Fleetwood Mac tribute show at the Gaslight.
How long have you been teaching? Why do you teach music?
I’ve taught private lessons in the past and have been with the Fretboard for the past year. Teaching is deeply rewarding for me because I get to watch people transform—both musically and personally—through the same art form that has shaped my own life. It also keeps my skills sharp and challenges me to grow alongside my students.
How would you describe your teaching style and methods?
My style is intuitive yet disciplined, and always tailored to the individual. Lessons are heart-centered, with a strong technical foundation. For piano, I take a primarily classical approach, though I can incorporate contemporary pop-rock styles as desired. For voice, my teaching is blended: every student gets a classical foundation, but we also explore jazz, pop, rock, R&B, and blues—styles that keep things fresh, fun, and expressive.
What are your students like? Who do you work best with?
Right now, my students range from ages 5 to 16, from complete beginners to advanced players. I work especially well with teens, as I enjoy helping them develop both technical skills and artistic confidence.
What do you want your students to take away from their time with you?
I want my students to leave lessons knowing they can achieve anything they set their mind to. Music is a microcosm of life—it teaches perseverance, builds confidence, and opens the door to self-expression.
What is a favorite musical memory?
One of my most cherished memories is working with my longtime piano mentor. He was patient, dedicated, and incredibly intuitive to my needs as a student. Studying with him from age 5 to 19 shaped not only my musicianship, but also the way I now teach and connect with my own students.
What can students and parents expect during the first few lessons?
We’ll start with an introduction to the instrument and an open conversation about goals and skill level. I like to get a sense of what inspires the student and build a plan that balances structure with creativity.
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 is a favorite musical memory?
My high school choir director sparked my love for Classical music with his score selections. He went above and beyond, supporting abundant performance opportunities and interaction with professional musicians within the community.
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.