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I am a voice teacher, performer, and scholar specializing in vocal pedagogy and singer development. I recently completed the Doctor of Musical Arts degree at the University of Toronto, where my research developed a Somatic-Informed Vocal Pedagogy that integrates embodied learning with evidence-informed approaches to voice instruction. Alongside my research, I have taught private voice for more than a decade, working with singers of diverse ages, abilities, and musical backgrounds. My teaching emphasizes healthy vocal development, artistic expression, and student agency through individualized instruction. At Wilfrid Laurier University, I teach foundational vocal techniques while continuing to explore innovative approaches that bridge scholarship, studio practice, and artistry.
My research explores how singers learn through embodied experience. I am particularly interested in somatic-informed vocal pedagogy, student agency, neuroaffirming teaching practices, and process-oriented approaches to skill development. My creative work bridges research and teaching by translating findings from voice science, pedagogy, and educational theory into practical strategies for the applied voice studio. As a performer and educator, I continue to investigate how technical development and artistic expression can be supported through greater body awareness and reflective practice.
- Doctor of Muscial Arts, University of Toronto (2026)
- Dissertation developing Somatic-Informed Vocal Pedagogy
- Teaching Assistant and Student Advisor, University of Toronto Faculty of Music
- Over 10 years of private voice teaching experience
- Graduate study in Vocal Pedagogy with Dr. Lorna MacDonald
Students studying with me can expect opportunities to develop both technical skill and artistic independence through individualized instruction. Lessons emphasize reflective practice, healthy vocal development, and transferable learning strategies that support long-term growth as musicians. Students interested in vocal pedagogy, teaching, or evidence-informed approaches to singing are also welcome to explore these topics through discussion and mentorship.
Music making is the creation of sound, not simply the sound itself. My teaching encourages students to explore how movement, sensation, and individual experience shape healthy and expressive singing. Drawing on somatic-informed vocal pedagogy, I help singers develop a deeper understanding of how their unique bodies create sound so they can make informed artistic and technical choices. Students can expect a collaborative, supportive learning environment where curiosity, experimentation, and self-awareness are valued alongside technical excellence, fostering confidence, artistry, and long-term vocal development.
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