Leah Froyd

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I am an enthusiastic and compassionate violin teacher focused on deepening the quality of many young students who are at the beginning or intermediate levels of their musical journey. I have cultivated a curriculum based around not only their musical artistry, interpretation, and technique, but one that is also deeply rooted in the fundamentals of music theory and musicianship skills so that they can unlock the skills to express their voices at their fullest capacities.
My methodology does not take a single linear route-- it is tailored to the individual needs and interests of the student. I draw from a series of different method and song books so that my students can become the most well-rounded musicians they can be. I have had students from all different kinds of musical and socioeconomic backgrounds and have become skilled at inferring the workload and lesson pace that is the most enjoyable for each student. Although my students have learned diverse repertoires spanning from classical to pop music, each one receives a portion of their lesson that is dedicated to learning the principals of music theory, such as rhythm, dictation and aural skills which provides them with the tools to form their own well informed musical voices and ideas. It is extremely important to me to engage and include all students by captivating their interest in music. I love including their own music tastes and diving deep into different musical ideas from around the world and across many genres.
In addition to my private lessons, I also offer a group studio class, similar to those found at the collegiate level. In these classes, we cover different themes in music history/performance practice, reinforce music theory through various musicianship games, and perform for each other. These classes provide a broader sense of community among my students where they can share their thoughts and their own favorite music. It also provides them with a safe place to practice performing and giving feedback to their peers.
The most satisfying part of a student’s journey is when their goals are realized. Whether they are specific changes in their technique or winning school-wide and regional orchestra positions, it is important to me to celebrate all their progress and milestones. As artists, we are often too concerned about the possibility of growth ahead of us and don’t take enough time to appreciate the progress we have made. In my studio community, both perspectives are prominent: I like to create a healthy sense of self-motivation towards progress as well as a nurturing community of peers to support each other.