I’m pleased to offer instruction in guitar and bass guitar, acoustic and electric, all ages and levels, all styles of music. I hold a certificate in K-12 Music Education from the University of Georgia’s Hugh Hodgson School of Music. Please get in touch via Contact at top right.

What I’ve Been Told
“You’ve got a nice touch.” – Pat Metheny
“You’re killing the guitar.” – Vic Juris (1953-2019)
“Keep playin’ those melodies.” – Russell Malone (1963-2024)

My Approach: We Are All Learners
Regardless of who’s in the room, the core of my approach does not really change. If I’m trying to learn something new, I am in the same position as all my students, ages 8 to 80. What works for me can ultimately work for them.

The specific goal and content of the learning, of course, varies drastically, but the musical elements are the same. Rhythm, articulation, tone, timbre, pitch, expression: Music educators are trained to focus on these things with students from very early childhood onward. But we as teachers never stop working on these things ourselves; we’re just farther along on the journey. Often a student can inspire us anew or cause us to rethink past assumptions and ways of explaining things.

Quality Practicing
Practicing is essential, yet I teach how to practice, what to practice — it’s not enough to sternly tell students they should practice. They need guidance, and thus significant lesson time is devoted to actual practice, in the room with me (whether in-person or online). This way, a student’s at-home practice can be far more targeted and effective.

No Shortcuts, No Tricks
We are building knowledge of the fretboard in these lessons, systematically. Some of my most advanced and capable young students come to me still lacking real fretboard knowledge, and it hinders their progress.

It’s easy to be overwhelmed by what seems like a random jumble of notes up and down the neck, but there is a straightforward logic at work. This needs to be well presented, however, or it won’t be firmly grasped.

We are not learning “tricks” from the internet. We are, however, cultivating the ability to identify and avoid junk on the internet, which must be distinguished from the sound and useful material that is also findable there. One might call this “musical citizenship.”

Making Music
My goal is to help students discover the music within themselves, define their own expectations and pursue a plan for consistent improvement. Style or genre preference is secondary. I will never claim that there is one legitimate or “correct” way to play, or that one type of music is superior to all others.

With me, students are learning musicianship, not just guitar. In some cases this will involve music theory or notation, in other cases not. What is crucial for musicianship is that students develop their ears and their skills as listeners, as this enables us to play music with others at a higher level, regardless of genre.

Inclusion
I create and maintain a safe, supportive environment for all my students, bridging language and cultural differences, always attuned to each student’s unique story and character as an individual. Evidence-based practice in special needs education was also a part of my training at UGA. As a parent of a child with ADHD I have firsthand experience with Individualized Education Plans and other protocols.

Teaching Audio Sample: In this clip we hear two eager, somewhat restless students, roughly age eight, responding well to direction and staying focused as we rehearse a three-part arrangement with staggered entrances and long rests, a significant challenge at this level.