Key of Blue Music Studio
strives to discover and refine students’ innate talents, teach students
to teach themselves, and access the power of energy and intention through
music. Our studio principles are:
• To discover students’ strengths, and teach students to use them easily
and effectively.
• To promote music appreciation through participation,
listening, and history.
• To enrich our local music and arts community.
• To prepare musicians to meet their personal performance goals – whether
that be college study, recreation, artistic enrichment, or basic training.
• To provide opportunities for music education that are currently lacking
in local schools.
• To allow music to add to students’ quality of life.
• To create evocative and meaningful musical experiences in an atmosphere
where both students and audiences are encouraged to explore their own
musical definitions and boundaries.
Teaching
Philosophy
Everyone has musical
potential inside them. Music is a language that is natural to human beings.
A teacher can’t give a student anything that they don’t already
have. Our purpose is to strengthen and refine those qualities already
within the student, and teach them to teach themselves. You already have
what it takes to succeed.
Music is meant to be fun! All teaching principles boil down to this one
fact. At Key of Blue, we strive to introduce students to music in a fashion
that is enjoyable and tailored to their unique personality and learning
style.
Music is an outlet for practicing the power of intention, so much of our
study is simply putting awareness in that place (in the body, in the voice,
in the instrument) and BELIEVING it into realness. Making improvements
becomes a reality by just believing and focusing on them.
Music is also an outlet for connecting with ourselves and our source,
and recognizing abstract concepts. We can practice living in the present
moment and activating our powers that exist beyond the thinking mind.
Musicians, while performing, typically operate from a place that is not
bonded by the constructs of time or linear thought, but instead flows
naturally from the intuitive and creative centers. “During musical
performance, there is almost no activity in the frontal lobe, where conscious
thought takes place.” –Donald A. Hodges, Covington Distinguished
Professor of Music Education and director of the Music Research Institute
at the University of North Carolina at Greensboro.
Music is one of the many disciplines proving that the way of least effort
is always the correct way (Ockham’s Razor Principle – path
of least resistance is most aligned in truth). In vocal study, we see
that the voice operates most smoothly and powerfully when we’re
not forcing it. In piano study, our hands always flow with the most ease
when fingering patterns are simplified to the most logical and simple
choices.
In dealing with musical faults and poor habits, I utilize the OUT method:
first observe, then understand, then transcend. I work with musicians
by an inside-out approach, curing the cause of things and not just the
symptoms.
Erin Roberts’ history of learning and loving music has spanned the majority of her life. Growing up in Minnesota, Erin’s musical education began at the age of 5, studying classical piano with various teachers and gaining the basics of musical knowledge in technique and theory. After a short phase playing the flute during her teen years, Erin’s interests led her to vocal music during high school. She has had a wide range of choral education, including concert choirs, gospel choirs, a cappella jazz ensembles, the All-Conference Choir of Minneapolis, the nationally recognized All-State Women’s Choir of Minnesota (under the direction of MMEA), and the internationally touring Women’s Choir of the College of St. Benedict. Erin completed a Bachelor of Arts in Music from the University of Minnesota, with concentrations in theory and vocal performance. Studying both piano and voice at the university level, Erin was able to study with masters including Carolyn Finley at the College of St. Benedict, Axel Theimer at Saint John’s University, Kevin Rotty at the MacPhail Center for Music, and international opera star John DeHaan at the University of Minnesota. Toward the end of her college years, Erin’s focus shifted toward jazz music, leading her to study jazz vocals and theory at the MacPhail Center for Music, culminating those studies in a Senior Jazz Recital with a self-directed quintet. Erin’s teaching career began in 2002 at Coon Rapids High School and Saint John’s University, with her roles as Vice President of the Concert Choir, Director of the Freshman Choral Ensemble, Musical Assistant to the Saint John’s Boys Choir, class theory instructor, and private voice and recorder instructor. Erin’s performing career has been diverse, including classical piano and voice competitions, opera roles at Saint John’s University, musical theatre roles at the University of Minnesota, and jazz lounge performances at such venues as Rick’s Cabaret, Rarig Center, and the Kitty Kat Club. Erin is now living and teaching in San Diego, California, where she has started her own business, Key of Blue Music, and also teaches music classes at Avocado Elementary, where she has implemented her own program designed to combine all elements of musical exploration and theoretical understanding. In addition to these two teaching avenues, she gives music, acting and dance classes at Junior Theatre in Balboa Park. Erin is a member of the California Association of Professional Music Teachers and the Music Teachers National Association, a guitar novice, an aerobics and yoga instructor, and passionate student of life, love, and the present moment.
Instructor Anna Roberts:
Anna Roberts has been teaching at Key of Blue since May of 2008. Starting piano lessons at age 8, clarinet lessons at age 10, and singing duets with her sister Erin since they were toddlers, she has enjoyed a lifetime of musical education and performance experiences. Anna’s professional vocal training has included classical voice, musical theatre, and choral music, and she has performed as a soloist and ensemble member in various contests and recitals throughout Minnesota and California. In 2004, Anna received the honor of being named a member of the nationally recognized Minnesota All-State Women’s Choir (under the direction of MMEA). Later that year, she was elected president of the Coon Rapids Concert Choir in Minneapolis, comprised of over 70 members, and also took on the role of Co-director of a choral ensemble of high school students. Anna’s music theory studies were completed at Anoka Ramsey College, in Anoka, Minnesota. As a former member of the elite San Francisco State University Chamber Singers (under the direction of Joshua Habermann), Anna toured France, singing with the Orchestre des Jeunes de Provence and performed in venues such as the Joan of Arc Church in Rouen and the Madeleine Cathedral in Paris. A musical theatre enthusiast, Anna has performed in local productions of Footloose and The Music Man. She has sung for weddings all over the continent, and now sings with the Concert Choir at San Diego State University, where she is working toward her bachelor’s degree.
Instructor Joel Davis:
Joel started playing guitar in high school and had an immediate connection with music. He took lessons in rock, blues, jazz and classical guitar as well as music theory from many talented teachers. Early performances were varied including solo guitar, guitar and flute, and even with rock bands in school. As a student at the University of St. Thomas in St Paul, MN Joel earned his Bachelor’s Degree in Guitar Performance. He played in guitar ensembles ranging in size from duos and trios all the way to 20 person guitar orchestra with bass and drums. As a performer Joel has played at dinner parties and receptions as well as large banquets and wedding ceremonies. He’s played in coffee shops, restaurants, churches and student unions all over the Midwest and Southwestern US, and performed professionally with a wide variety of instruments including violin, piano, flute, clarinet, cello and voice. Joel has been using his gift for teaching for over 15 years, with all ages and types of students. He has taught in music schools and city programs, and has refined his methods to bring the fun into learning. He has a great amount of patience and enjoys seeing his students excel.
Instructor Becky Hamel:
Becky began to develop her love of music at age 5 in her hometown of Long Beach, CA. There, she took her first piano lessons from her Granny and also joined her church's children's choir. Becky comes from a family of musicians; she often performed in a vocal quartet along with her parents and older brother, but she is the first in her family to transform this passion for music into a career. Becky has extensive experience in choral ensembles, including chamber music, gospel choirs, jazz ensembles, opera, and musical theater. During high school, Becky was awarded Director's Choice award for her distinction and dedication to the school's music program. Becky also enjoyed performing in both dramatic and musical theater productions during her high school years. Becky had lead roles in shows including Oliver!, Bye, Bye Birdie, Our Town, and Urinetown. At the University of California, Irvine, Becky was a member of Concert Choir, a small chamber ensemble which was structured around performing master works, including Handel's “Messiah”, Mozart's “Requiem in D Minor”, and Brahm's “A German Requiem”. In her second year of college, Becky was chosen to perform in the choral ensemble of internationally recognized director/choreographer Mark Morris' modern ballet production of Purcell's “Dido and Aeneas”. Becky is also an experienced pianist and accompanist, and was recently chosen to perform as a guest artist in a local community college's History of Music course. Though her life has been full of many performance adventures, Becky's true passion lies in teaching music. This desire to teach led Becky to study Music Literature and Education at the University of California, San Diego to complete her bachelor's degree. Becky began her music teaching career at age 19 as Camp Director at a church summer camp for elementary age students, leading the 100 campers in daily song and dance. Becky has also tutored music theory at Orchepia Music Education to students age 4-18 for California's Certificate of Merit Exam in Music Theory. In 2008, Becky was a lead instructor for Southern California Music School, where she taught after-school music classes to elementary age students in underprivileged areas of Los Angeles. She also volunteered as Children's Choir Director at Emmanuel Reformed Church in Paramount, CA, directing a 30-student choir in weekly rehearsals, monthly performances, and a musical performance to culminate the year. Becky is relatively new to San Diego, and is very excited to be a part of the Key of Blue team!
STUDENT
TESTIMONIALS
Brigid Shaw, age 27,
voice student: “I love that Erin has helped me find confidence and trust
in a singing voice that I never thought I had. Her knowledge and enthusiasm
for teaching voice, combined with her patience and thoroughness, makes
Erin one of the best music teachers I've ever had.”
Sue Moore, mother of piano students Ben, age 7, and Maeve, age 6: "Erin
is extremely skilled at working with them, understanding their level of
development, and she finds ways to "get through" to children. She really
works with their strengths. She's very patient. She also has a good sense
of humor, which helps with little children. It's a much more child-friendly,
very engaging approach." “I also like her professionalism. Her paperwork,
her contracts, the books she provides, it's all a remarkably easy experience
for everybody. As a family, we're just really happy she has her own studio.
It's great she's got to the point where she can set up her own business."
Lois Frahm, age 76, piano student: “I was delighted to have Erin willing
to teach a senior citizen like myself. She was patient in explaining the
ways and means of new notes to me, and was always very encouraging in
my studies and progress.”
Tim & Sandy Houck, parents of Maia (11), Sophie (8), and Nathaniel (5):
“We’re grateful that Erin and Anna’s styles are flexible and are willing
to adapt to our kids and not to some system or curriculum. And, most of
all, we're grateful that our kids have two teachers with whom they enjoy
learning.”
BENEFITS
OF LESSONS & CLASSES
Discipline:
• Musical study helps
develop discipline and increased attention span during at-home practice
sessions, developing a positive work ethic that will be transferred to
all areas of life.
Performance:
• Music performance allows students the opportunity to get comfortable
in front of crowds, improve their self-esteem, and gain poise in public
situations.
• Preparing a piece for performance works wonders for a student’s memorization
skills, an area of development that will aid them in all other scholastic
endeavors.
Brain development:
• Playing piano uses 90% of the brain, while most people (who do not play
instruments) will live their entire lives only accessing about 50% of
their brain capacity. As of yet, no other activity has been found to use
the brain to this extent. (–Dr. Frank Wilson, Neurologist).
• It’s been proven again and again by research: music lessons can enhance
linguistic, mathematical, spatial, sensory, and reading skills. On both
the SAT and the Ohio Proficiency Test, students who have musical backgrounds
have scored higher than their peers who don’t.
• Music changes brain chemistry and structure and can even enlarge the
brain, especially in children under the age of 7. This can also be excellent
preventative maintenance for aging adults who want to keep their memory
sharp, or prevent the development of Alzheimer’s.
Recreation:
• Music can be a fun family activity, where parents can be involved in
the practice process and share in their children’s successes.
• Music provides children with an outlet for relaxation and enjoyment
in creative ways, an alternative to watching TV or playing video games.
Mind-body connection:
• Music flows naturally from the intuitive and creative centers. It is
also an outlet for connecting with ourselves and our source, and recognizing
abstract concepts.
• During performance, musicians can activate powers that exist beyond
the thinking mind. While playing a concert, musicians experience almost
no activity in the frontal lobe, where conscious thought takes place.
It becomes instinctual, much like athletes. (Donald Hodges)
Worldly understanding:
• Familiarity with composers and genres offers a broad view on historical
world events and artistic appreciation.
