Teachers

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.

Austin Keyes

Drums

Works with

All Ages

Shines with

Beginner to Intermediate

Neurodivergent Learners

What is your musical background?

My mom was a drummer. She always worked in music stores. When she got a job at Rainbow Guitars she brought her drum teacher there, and he made a great living. Then when she got sick and passed away when I was 13, he said hey kid, if you ever want to take lessons I’ve got you for life. And I showed up that next Wednesday, then every Wednesday after that for 13 years.

A week after my mom passed away, my friend said hey, we have this band, we could play our eighth grade graduation if we could get a song together. So we did. The next ten years, we practiced every minute we could. In High School I got into jazz band before I was supposed to, won the Louis Armstrong award.

Before the pandemic, I was playing live three to four nights a week for other artists. Sold out shows at the Rialto, opening for Tyga, Machine Gun Kelly. I haven't done much like that since, I’ve mainly been teaching. The hip hop scene didn’t come back the way it was.

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

I've taught for about six years. I taught two years out of my house before I came here. I’ve been teaching here for three years.

What drives me to teach? How uncomfortable growing up is. I turned to the drums, no one can mess with me right here. This is my complete power circle. No matter what was going on, I could get behind the drums for hours, and not think about it. You learn that life can be bad, and you learn that no one can stop you from getting good at something. No one can mess with me behind the drums. And I want these kids to have that. There are a lot of kids who might be uncomfortable about life, trying to find an identity. Drums gave me a sense of identity. I want to give back for that.

How would you describe your teaching style and methods?

I am straight up to the bell to bell. All my students learn how to read music, beginning day one. It’s a necessity. Learning that early on will put you leagues ahead. And I try to cram as much as much actual literature that I can get into their brain, because that's how I learned. I'd have 30 minutes that would blow my mind, then a week to process it.

For practice, I tell parents, make sure they practice tonight before dinner, for 10-15 minutes. At the least, practice within the first two days of a lesson. Any longer than that, it's brand new to them. They’ll just be reteaching themselves, instead of locking it in.

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

I’ve had kids from three to 65, neurotypical to severely autistic. I prefer 12 and up, but I’ll teach anybody.

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

That music can be as fun as they want it to be. It's not a stuck-up thing. There are so many outlets, so many avenues you can take. There’s no one direction to do this. I thought about being a jazz drummer in the Air Force for a while just because that would have been the coolest thing ever. There are so many opportunities. That's the best real thing.

What is a favorite musical memory?

I would fall asleep every night to my mom playing drums. Hair permed out, headphones. Five two, adorable. One glass of red wine she would never drink. She’d take a sip out of it and just play along to Steely Dan, Elton John albums. Her musical tastes were incredible. She had two kids to raise, my dad was nowhere to be found, and she was like, you know what? I’m going to fall face into something. She started playing drums, and that became her regular obsession.

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

They’ll walk out with music, and the kid will know how to read it. Because you can break down a beat so simple. I always start the same, on a staff on the whiteboard. It starts like a magic trick: I tell them, pick a color. They say blue, I’ll write out the bass notes in blue, then have them hit the kick drum. Pick another color. Red, that’s the floor tom, and I’ll write out those notes, have them play along. I just break it down, and when they leave, they’re like, “I’m kind of able to do this already! I didn’t even realize he was teaching me anything.”

The way my teacher explained things – you can spend six months and just trying to figure it out on your own. You can save six months with one 30-minute lesson, because somebody else took that six months and then wrote it down. Some people can teach themselves, I couldn’t. Learning drums is really complicated. Get someone who knows enough to make it simple. And sometimes it's not fun. Yeah, to get good at anything, it's not fun sometimes.

Chris Weatherbie

Guitar, Bass, Piano, Ukulele

Works with

Ages 6 - 18

Shines with

Beginners

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.

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.

Dominick Lalli

Guitar, Bass,

Audio Engineering, Rock Band

Works with

Age 6 to 18

Adults

Shines with

Age 12 to 18

What is your musical background?

I started out messing around with synthesizers and electronic music, because that’s what my dad had always done. He’d been a DJ. I got into playing acoustic guitar in 5th grade. In middle school I started playing bass with the orchestra band. That was where I learned to read music, and learned a good amount of my music theory. Around that same time I started my first band and played with them. All throughout high school, my main focus was on building bands and trying to find a band that I could write music with.

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

I taught informally for about 7 years, since I started my first band. It was just my friends and I was the only person who played, so I had to teach all of them. In high school I was usually the top guitar player in my classes, and the teacher would have me tutor the other kids. I’ve been teaching here for 2 years. Teaching music really empowers people. It's just a good skill to have and it's fun. It’s the thing that I enjoy most in my life, so being able to teach somebody else who might enjoy it just as much is really cool.

How would you describe your teaching style and methods?

I wouldn't say that I have a definitive way that I like to teach, because I’ve seen how everyone learns so differently. I try to see what each person responds best to and go from there. I take so many different approaches, it really just depends on the person. For instance, sometimes I’ll use Google Classroom and show things on the screen. But there are a lot of people that don't like that. Some people I’m talking through things, showing them on my guitar. Sometimes we're doing songs they wouldn't think that you could play on guitar, like electronic songs or weirdly instrumented songs. Those I'll figure it out, so I can teach it to them. It really depends on the person.

For practice, again, I think a lot comes down to the person - the age, the amount of free time. In general, I’d say the minimum would be 10 to 15 minutes a week. But if you're really trying to make strides, then probably more like at least 10 to 15 minutes a day.

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

My students are all so different. I have two adult students, and the rest range from 6 to 18. How young you can be to start with guitar depends on the person. Some kids are really good with their hands and really good with understanding directions. I've never had any issues with teaching someone older than 9 or 10.

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

At the end of the day, it's all about just enjoying it, no matter your skill level. Just having fun with the process. I feel like with anything, if you're not enjoying it, then there's not really a point to doing it. So, to not approach it with too serious of an attitude.

What is a favorite musical memory?

When I was in middle school, they used to go around all the middle schools and pick out the best kids from the honors bands. We got to go to Cienega and play with the high school band twice a week for a few weeks, and eventually we got to play at the halftime show at one of the football games. Being in middle school and getting to do that was a really amazing experience.

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

For someone who's never had any experience with the instrument, the first lesson will be more of an introduction to the instrument and its parts, what physically makes up a guitar. From there, I’ll figure out what music they like. I’ll experiment with different teaching styles to see what they respond best to, so I can find what’s going to be most helpful to them in the long run. Some kids like to have their parents sit in on the first couple lessons. Once they warm up, even the shy ones, they’re ready to learn one on one.

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.

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.

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.

John Welsh

Guitar, Classical Guitar, Piano, Drums, Theory, Composition, Rock Band

Works with

All ages

Guitar - all levels

Drums - beginner to high intermediate

Piano - beginner to low intermediate

Shines with

Ages 9 & up

What is your musical background?

I started playing guitar when I was around 13, and had a pretty conventional kind of beginning. I had a band with my friends. I started to get really into jazz around 14 or 15 and slowly started to learn how to play it a little bit. By the time I graduated high school, I was playing a lot more and started to play in some jam sessions. Eventually I started going to Mesa Community College, and realized that I was getting very serious about studying music. So, I applied to a couple of schools on the East Coast and I got into The New School for Jazz and Contemporary music in New York. From there, I went and did a master's program in Composition at Wesleyan University, in Connecticut. One thing that's made me sort of unique is I have a pretty strong background in what they call freely improvised music. So I’ve played a lot with people where there is kind of no set tune, we just start to play and see what we come up with.

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

I’ve taught formally and informally for about 15 years. Initially I taught private guitar lessons, going into people’s homes. In Brooklyn, I taught in a Chinese American community school. I did some summer orchestra camps, and most recently taught in the public school system in Phoenix. I wanted to shift gears a bit, and went back to doing private lessons.

I realized that that teaching is as much a part of being a musician, as any of the other things that we do, the different phases you go through. From being in your own of zone of practicing a lot, then playing with others and playing out, and that sort of leads to teaching. The more I've done it, the more I realized that it's just kind of one of those nodes along this along this path that you're on. So many of the things I did before I really started to teach have informed how I teach and informed how I think about music. And I’ve learned so much in just teaching lessons. W hat it is that people respond to when they are responding to music? What is it that people like about music? What are the things that draw people in? I think I've gained a big appreciation of how music can be important for people in ways other than just going to the show and screaming your head off.

How would you describe your teaching style and methods?

I come from a jazz background – my lessons aren’t rooted in a classical pedagogy. With the three main instruments that I teach, there are some things I hope to be able to work on a little bit with all students. I think all drummers should know a little bit about rudiments and how they work. With piano, I always try to emphasize exercises and learning scales and having stuff that you can practice that aren’t songs. It really can be very beneficial to sort of turn your brain off and just see play through this same thing. On guitar, it’s the same thing – like scale shapes. Then just as much, maybe a little bit more, I lean into what the student is interested in, and making sure that whatever we're doing is related to that.

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

I think I've had equal experience all ability levels. Guitar, I’m comfortable with all levels. Drums, I’m good with beginners to just past intermediate. On keys, once a student gets to that intermediate level, it’s best they graduate to another teacher. I work best with older kids and adults, age 9-10 and up.

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

To always have some fun with musical things and lessons, whether it's a saving of five or ten minutes at the end to kind of have a little bit of free time to just play around on the piano, plunk different notes, see how they sound. To keep it fun, make sure that there's always some element of fun in there, some element of – just the joy of, it makes us sound when you hit it. To try to keep some connection with that.

What is a favorite musical memory?

There's this one show I always think of. I played in this group for a while, we played a lot of shows, we did a little tour. The last show that I played with that group was at this big theater in Brooklyn called Roulette. And it was kind of a cool closing to my time being in that group. We'd rehearsed a lot at each other's apartments just for fun, played shows around New York, eventually did a little tour around like the northeast, that was really great. And then all of that stuff kind of culminated in this pretty amazing show in this big theater that was very well attended. And we were all up on stage, everybody had a little station of weird electronics and stuff that they were doing. There were about six or seven of us and we were all kind of spread out on the stage. It was really a great memory, the stuff that we were doing we had pretty dialed in at that at that point. It was one of those kind of effortless shows where it's just like, I don’t even feel like I'm doing much but like everything seems really cool. Everything's amazing. Yeah, it was. I think of that show. That was really wonderful.

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

I try to keep an open slate a little bit. I try not to have any expectations, and see where they're at. For beginners on piano, the first few lessons are focused on getting your hands on the instrument, what does it feel like to make this thing make sound. Being deliberate about it, like, going through and playing every single key and just see that they all work, that they all do the same thing, that the sound gets higher as it goes this way, it gets lower as it goes this way. Usually little kids do that anyway. It’s a little trickier on guitar, because that requires a bit more coordination to kind of get it to sound like something than it does on the piano. Drums, usually, people don't have a problem hitting the drum. The very first lessons are also getting to know each other. And I like them to leave with something concrete, that they can practice.

Jordan Costa (He/Him)

Voice

Works with

Ages 10+

Shines with

High school & college age learners

Neurodivergent learners

What is your musical background?

I am an alumnus of the Juilliard, Eastman, and Yale Schools of Music. I am a professional opera singer. I fell in love with music through musical theater acting and playing the bassoon, before falling in love with opera. Recent performance credits include working with Arizona Opera, Virginia Opera, Opera Theater of St. Louis, Nashville Opera, and San Francisco Opera's Merola program. I also love to dance. Tap, especially!

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

I taught taekwondo for 5 years, and I taught secondary voice for 2 semesters. I have about a year of teaching experience at a fantastic community music school in New Jersey. I also will be helping mostly non-verbal neurodivergent children acquire vocabulary at a local speech language pathology (SLP) clinic in February 2026.

I teach music because I was helped by fantastic educators. I want others to feel as empowered as I always felt coming out of lessons. Whether you decide a career in music is for you, or not, is irrelevant. You will have music with you as a lifelong companion. Watching an emerging artist discover their voice, literally and artistically, is beyond special. I'm so excited to be a small part in aiding that journey.

How would you describe your teaching style and methods?

From Taylor Swift songs, to Frank Sinatra's big band hits, to arias Pavarotti would sing, the base is the same! The principles of bel canto vocal training (excellent breathing, registration balance, clean vowels, agility, and dynamic control) will serve you in any style! Each lesson begins with a check-in to review goals and talk about any discoveries while practicing during the previous week! Then a full warm up targeting kinesthetic awareness and each of the aforementioned principles. And then off to repertoire (Shake it Off, Fly Me to the Moon, Caro mio ben... etc.) assigned based on the passion and ability of the student. In the final minutes, I like the students to summarize what they accomplished. A breakthrough is exciting. But, understanding how they got there will make them unstoppable!

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

I've taught singers as young as 10, and as old as 68! Neurodivergent and neurotypical! I most prefer working with singers in high school or college. But, I am generally comfortable teaching anyone 10 and older. While I'm most at home teaching those with interests in classical music and musical theater, I am open and exited to work with those interested in any genre! Pop, rock, country... you name it!

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

I hope that they love to sing more than when they began. I want them to be excited! I hope they find what they want to say artistically. And, I hope that they leave with the technical means to express it! I hope that they will leave knowing that no matter which path they choose in life, they will always be a musician.

What is a favorite musical memory?

My best friend's senior voice recital might be the top of my list. At its best, if we are brave enough, music can reveal who we are to an audience. My best friend showed exactly who she was without apologies. She delivered a thoroughly thought out program that invited the whole audience in. Knowing her for the previous four years, it was thrilling to see how she had grown. She sang her face off too!

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

Parents are always welcome to sit in and observe lessons, but are not ever required to do so! It was actually a special thing my mom and I shared when I was a beginner. Regardless, students can expect to gain confidence in their vocal production, start tackling songs they love, set long term goals, and have lots of fun! I will always update parents that do not choose to sit in on their child's progress.

Micheal Jackson

Voice, Piano

Works with

All ages & stages

Male & Female Voices

Shines with

Middle & High School Students

What is your musical background?

My interest in music began in the church, listening to my grandmother sing. When my cousins and I turned about five, we were inducted into the choir as well. I got into choir in high school, then I was in a men's acapella group with the entire starting line of our varsity football team. My junior year, I met a teacher who said you should sing classical music, have you ever heard of an aria? I was like, I don't know what that is. And so she taught me by rote, I mimicked her, and learned my very first aria, which was from Carmen. And I was so impressed that I sang in French that I tried out for the state solo and ensemble competition, and I ended up winning the state solo. I went back the next year, and won first place again. It started to become very clear to me that this is what I should be doing.

I got my bachelor's at the University of Nevada in Reno, and then my Master's at the University of Arizona. I'm currently in my finishing up my PhD program, for vocal performance and in vocal jazz and piano.

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

I've been teaching since 2016. What I enjoy about teaching is that students come to me with their own individual goals. Some are predetermined by their parents, but for the most part, from what I can tell, these are the students own personal desires. I think it's important to help them achieve that. To show them, through what they want to learn, how to chip away at that. Voice lessons are not something that people are going to get the first time. I don't think any instrument is. But what we do know how to cultivate is individual study, and the desire to learn by themselves. So basically, teaching students how to teach themselves.

How would you describe your teaching style and methods?

My teaching style is, I did the reading so you don't have to. I like to present very difficult topics in a palpable way, the way student gets the point. They don’t know that they're learning very difficult things, because I didn't phrase it in that way. I found by doing that, students can take on a lot more, especially younger students. Students can take on a lot more, and you don't limit what you think that they can handle. So they can definitely expect to be challenged all the time, and talking about how what we're doing in our lessons applies to a specific song, and then have them teach me the method.

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

I typically can work with both male and female voices, and work best with students in middle school and high school. I vibe the most with students who have a clear idea of what they want in lessons.

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

What music has taught me the most is you have to stay consistent, do the work today and rest tomorrow.

What is a favorite musical memory?

I was in a jazz chorus one time, and we were privileged enough to go to a school in China. And we were going to perform for them one of our songs in English. And when we got there, they were already assembled, and when we started singing, they had learned the song and sang with us. This Chinese chorus, we did not speak the same language. And we were able to sing the same song together and speak the same language of music. And that was really, really powerful.

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

The first couple lessons, a parent can expect to the student to know what specifically it means to sing, in the definition of things, what we do as singers, in terms of how to breathe and how to use our voice. I also like to demonstrate to the student and to the parents that their student can actually do the thing that they want to do, what it is that they're setting out to do.

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.

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.

Taylor Bracamonte

Guitar, Audio Engineering

Works with

All ages & stages

Shines with

Intermediate students

What is your musical background?

My basic knowledge of guitar and music took form with one-on-one lessons during my school years. My teacher had a very cool teaching style and his wealth of knowledge made the lessons so valuable that I remained a loyal student well into high school. Growing older, I opted for a more self-taught approach. The pressure to get a degree compelled me to start taking music theory classes at Pima Community College. After several semesters I decided instead to enroll at The Conservatory of Recording Arts and Sciences (CRAS). During my time at CRAS I learned the trades of audio engineering, professional recording and music business.

After graduating I moved to New York City to find work. I landed an internship at Jimi Hendrix’s famous Electric Lady Studios in Greenwich Village. After working as a general studio assistant in New York I moved back to this area of the country and continued to work in studio management roles while also doing freelance music instruction and AV gig-work. Working directly with artists and musicians has helped me keep my chops up and enabled me to continue pursuing my main passion: recording original music and performing it live, something I have always loved.

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

I’ve had 10 years of involvement with bands, band leadership, guitar instruction and professional music production.I have always had a natural inclination to share the joy of playing an instrument with others, regardless of skill level. I am inspired by my former guitar teacher, and how his patient and thorough approach made me the player I am today. I feel obligated to pass-on the knowledge I have gained, and help students avoid the musical pitfalls I experienced. In this role, I find fulfillment in helping students overcome personal challenges and self doubt. Surmounting these obstacles strengthens the player, as well as our musical community as a whole

How would you describe your teaching style and methods?

My teaching style is dynamic and custom-tailored to every student. I’ve found that beginner students usually benefit from a calm, laid-back approach. On the contrary, intermediate players often require me to function as a musical drill sergeant. I consider when to use these different teaching styles based off of individual factors such as age, skill level, and the nuances of the student-teacher relationship. I believe that students excel at learning when they encounter as little resistance as possible. The easiest way for me to ensure things are flowing is to make sure the student is always on their own musical path, guided by their own tastes and interests - I think this is the most important aspect for every skill level.

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

My students represent all ages and backgrounds. I have the most fun teaching intermediate-players, but I enjoy teaching all ages and levels.

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

My students represent all ages and backgrounds. I have the most fun teaching intermediate-players, but I enjoy teaching all ages and levels.

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

During the first lesson I determine a student’s skill-level, and their favorite music and/or band. This information helps me plan a custom trajectory for instruction. Students and parents can also expect a general overview about the instrument, tuning, and a demonstration of the basic rudimentary techniques. If students can hit 1-2 notes then ideally the system of guitar tablature will be explained, and the student will be sent home with a simple song to learn or attempt at home. Students and parents can really expect things to take stride by lessons 3-4.