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£35/h
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Lessons offered by Isalyn
  • Individual
  • In group
The lessons will be held
  • at her home
  • at your home
Taught subjects
  • Singing
  • Piano
  • Vocal Coaching
  • Musical education
Levels
  • Beginner
  • Intermediate
  • 1st Year
  • 2nd Year

Vocal, Piano and Songwriting Teacher - Lessons tailored to individual needs.

Methodology

Do you want to take your musical ability to the next level? Are you interested in singing, playing piano and/or songwriting? If so, I can help you to realise your potential in music. Perhaps you want to become more confident as a performer or brush up for an important audition. My experience ranges from classical to jazz to music theatre to pop in performance and I also enjoy writing my own songs.

Music has always played a central role in my life and it is my passion for music that led me to teaching. I believe that music has the power to profoundly affect people in positive ways and I want you to experience music by creating, listening, analysing, and performing. In my endeavour to help you realise your full potential, I will pour time and energy into finding new ways to inspire and motivate you.

Please call me if you are interested to know more!

Experience

I have had students of all ages in the past from 5 years of age through to adults and have something to offer everyone who is interested. Music has the incredible power to inspire people from all backgrounds so please get in touch if you would like to know more about how you can access and develop your musical ability.

If you have a child who you feel would benefit from some music tuition, I specialise in primary and secondary school music education. Originally from Australia, I completed my bachelor of music education with a focus on singing and classroom music teaching in 2012. I have since been teaching both primary and secondary music since then and have been able to help students to embrace their innate potential.

Rates

Rate for a 1-hour lesson. : £35/h

Details

30 minutes at £20

Lessons offered by Isalyn
Individual
In group
The lessons will be held
at her home
at your home
Taught subjects
  • Singing
  • Piano
  • Vocal Coaching
  • Musical education
Levels
  • Beginner
  • Intermediate
  • 1st Year
  • 2nd Year

Isalyn's CV

I graduated with a Bachelor of Music Education from the University of Western Australia in 2013 and have taught music in both primary and secondary settings since. I moved to London in August 2016 to further my ability in teaching as well as broaden my understanding of education. So far this is proving to be a worthwhile venture as I have been introduced to a very different system which has prompted me to think about the role of education on a much deeper level.

My musical ability is defined by my extensive background in singing. I have participated in various ensembles, including operatic choruses, a cappella choral groups, jazz big band, and more contemporary singing groups; I went through Perth Modern School with a music scholarship (classical voice) as part of the Gifted and Talented program, and won the year twelve award for Music in Society. I have learnt piano since the age of 8 and the skills I have developed serve me well in my teaching practice.

As a teacher, my strengths lie in Kodály based pedagogy which adopts practical, creative and theory based activities in a highly structured, progressive and holistic way. Kodály revolutionised music education in Hungary and around the world in his belief that children deserve the best musical education and in order to receive such an education, teachers needed to be at the height of their own musicianship and methodology. I have undertaken much training - and plan to continue to do so - in Kodály pedagogy.

Throughout my career, I have been developing an efficient means of evaluating students. This involves a wide range of informal and formal assessments that incorporate practical and theory based concepts. I am able to track student progress through regular observation and written assessment so that I am more able to assist students in the areas they need help as well as facilitate opportunities for them to excel in what they are good at. With a focus on excellence comes high expectations. I expect each student to participate to the best of their ability in everything they do and to demonstrate resilience when they are challenged. Feeling challenged is an important part of learning which will propel students forward once they have had time to practice and master concepts.

I have a strong interest in choral directing due to the inspiring direction from my teachers and directors throughout secondary school, university and during my career. Having been involved in such outstanding ensembles in the past, I feel obligated to provide my own students with the high calibre of choral direction which I was so lucky to receive. It is important that children feel valued and I believe that being part of an ensemble helps in a big way. More than ever in today’s growing technological world, children are closing themselves off to society. I feel I can help my students create meaning in their lives through engaging them in music making.

Music has always played a central role in my life and it is my passion for music that led me to teaching. I believe that music has the power to profoundly affect people in positive ways and I want my students to experience music by creating, listening, analysing, and performing. In my endeavour to help students realise their full potential, I pour a lot of my time and energy into finding new ways to inspire and motivate them. This requires meticulous and detailed planning incorporating a variety of activities. I am always willing to learn and take constructive criticism as I think learning is a life-long discipline that serves to improve us and those we meet.

Since undertaking my first full-time music teaching position, I have grown significantly as a teacher, and a person. Inspiring and building confidence in my students has been the most rewarding aspect of my career thus far, and I am excited about my future in education. I look forward to progressing even further as I become more experienced in my profession. Should you choose to employ me, I will make it my mission to contribute all I can in delivering a music curriculum which will entice and engage students.

EXPERIENCE –

January, 2016 - Current
St. John the Baptist Primary School (Hackney, United Kingdom) - Music teacher

Coming into a new primary music teaching position in London has reminded me of why I became a music teacher in the first place: to inspire! I feel motivated and confident in my role and the school has been wonderful in supporting me as I bring new ideas to their community. Hearing positive feedback after such a short amount of time at the school from colleagues is very encouraging.

September, 2016 - December, 2016
Roxbourne Primary School (Harrow, United Kingdom) - Year 4 teacher

Teaching in London is something I have wanted to do for a long time. Having the opportunity to work as a year four teacher teaching a new curriculum had its challenges, but teaching in this capacity has given me even greater perspective on my career in education. What I have really enjoyed about this position are the relationships I have formed with my students. Seeing the children everyday meant that I was able to see their skills develop, their confidence build and their zest for life increase. I am very grateful I have had the opportunity to teach here and will use the knowledge I have gained in future positions both in the U.K. and overseas.

February, 2015 – July, 2016
Perth Modern School (Subiaco, Western Australia) – Music Teacher

The opportunity to teach at my former school with my previous music teachers has been life changing. I have benefited significantly under the mentorship of several of my much more experienced colleagues and feel I am making leaps and bounds towards the type of music teacher I want to be: efficient, caring and, above all, engaging. Having gone through Perth Modern as a student, I am already well versed in the style of Kodály’s approach to music education, though facilitating a Kodály based program of learning has been a fantastic learning opportunity. I have undertaken professional learning that has taught me how to best facilitate such a program.

Later in the year, I was given more responsibility in choral direction through undertaking year nine choral class - a practical singing class where students explore complex harmonies and develop their ensemble skills. I was inspired and enthused by Ms. Celia Christmass whose reputation as a choral conductor in Australia precedes her. I am looking forward to expanding my ability as a choral director and feel privileged to be in the company of such experts.

January, 2014 – December, 2014
Baynton West Primary School (Baynton West, W.A.) – Music Teacher

My first full-time teaching appointment proved to be a very big learning curve which was very fulfilling. Although my contract was initially for 6 months, it was extended to the remainder of the year, a sign of my hard work and achievement in the position. I encountered many challenges, but I always took them on wholeheartedly with a positive attitude. I gained so much from my mentors and colleagues who gave me so much opportunity to flourish in what I considered to be a very demanding, yet rewarding workplace.

There were many opportunities for professional development, all of which I benefited from extensively. Completing a course in classroom management strategies proved to be a valuable addition to my skill set as I strove to make my lessons as time-efficient and engaging as possible. I learnt a great deal from the different relationships I built with students, including those who required more from me in order to stay engaged and focused.

October, 2013 – December, 2013

Casa Mia Montessori School (Bassendean, W.A.) – Music Teacher

In this, my first professional appointment in music teaching, I took three year groups (3-6 year olds; 6-9 year olds; and 9-12 year olds) for classroom music once a week for an hour each. During classes, I engaged students in performing (singing and playing), listening, movement and compositional activities and games.

July – August, 2012
Willetton Senior High School (Willetton, W.A.) – Pre-service music teacher

My second high school practicum gave me insight into how technology plays a big part in the classroom. All students were equipped with personal laptops, and I witnessed quite a lot of independent work happening.
My mentor teacher dealt extensively with whole term programs in booklets containing most of the required resources for the term. It was interesting to witness different styles of planning and assessment from the other music teachers there, as well as see classes where students were completing music units through TAFE while at school, a new initiative to me. I had more opportunity to design marking criteria and assessment plans at Willetton, giving me more perspective on how best to assess students.

April – May, 2012
All Saints’ College (Bull Creek, W.A.) – Pre-service music teacher

Under the direction of an esteemed Orff-Schulwerk educator, I learnt a lot about the method and was able to apply my understanding to teaching. I was also supervised by two other teachers: one a percussionist who did a lot of World music in her middle-school classes; and the other very much based in the classical tradition in his upper school classes. Through the diverse styles of these three teachers, I gained much insight into the different means by which concepts can be delivered to students.

2010 – 2013
Self-employed (student houses and my house) – Private studio singing teacher

Over my years studying at university, I took on some private students who I taught singing to. I had a range of students, the youngest being a brother/sister item aged 5 and 7, respectively, through to adult students. Teaching singing to students at very different stages of life gave me a greater understanding of how to convey concepts to students of particular ages. I was able to transfer the skills I learnt there to classroom scenarios.

April – May, 2011 and July – August, 2011
St. Hilda’s Primary School (Mosman Park, W.A.) – Pre-service music teacher

I completed my primary practicums at St. Hilda’s Primary School over two periods of five weeks. I learnt many strategies in dealing with primary age students all across the board, taking on Pre-kindy, through to year six. During this time, I learnt quickly that being organised and planning was essential to successful teaching.

I was fortunate to see a musical production being coordinated during my time. I was asked to work on the sound desk which expanded my skills. I remember being transported by the talent of the year six girls as they showcased their abilities. My mentor had created the entire musical, using pre-existing songs. I saw what, potentially, I might be doing once I was employed by a school.

EDUCATION –

2003-2007 Perth Modern School (music scholarship program) - Year 12 Certificate
2008-2013 University of Western Australia – Bachelor of Music Education (BMusEd),

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