Education: Bachelor of Music degree in Piano Pedagogy, University of Colorado
    M.A. in Music History from the University of Denver
    Additional undergraduate studies at Augsburg College; Graduate studies at the University of Washington
    Studied piano with David Burge; Composition with Normand Lockwood

Pedagogy: Has taught privately, in colleges, and in public schools in ND, CO, OK, CA, and NM
    Currently manages and teaches in her own studio in Albuquerque
    Has been recognized by colleagues as PMTNM Teacher of the Year and commission composer of the year

Professional Activities: Active at local, state, and SW division of MTNA
  National contributions:
    Twice elected by MTNA membership to 4-year terms as Delegate at Large to the National Executive Board
    Served as Vice-President for Professional Activities
    National Chair for MTNA competitions
    Worked with the MTNA Governance Committee to modernize election procedures

Music Publications: Treasurer of NM Women's Composer Guild with frequent contributions to award winning concerts.
    40+ published piano compositions: Includes individual solos, solo collections, duets, and trios for early and intermediate pianists
    Unpublished compositions for trumpet, strings and woodwind instruments, for solo performance and for chamber settings

Adjudication: Sought as judge for music auditions and composition contests.
    Has evaluated piano performances in New Mexico, New York, California and Hawaii.
    Composition judge for MTNA and Texas Music Teachers Association.
    As competitions chair for MTNA, helped upgrade the quality of evaluation in elementary, junior high, high school, and college performances.

Software Publications: Software author for Maestro Music, Inc.
    Developed The Maestroscope Music Theory series, a comprehensive tutorial sequence to teach music theory
    26 computer programs available to teach music fundamentals.
    Weekly, this software is used by an estimated 20,000 students from Kindergarten to High School
    Articles on computer aided instruction are published in CLAVIER and KEYBOARD COMPANION
    Sessions on software have been presented at numerous conventions and conferences

FACILITY:

Studio is distinguished by the Two Learning Center Structure. It includes quantities of printed music, reference books, wall plaques and certificates, two pianos, and two computers. The studio exhibits professionalism and comfort. The two center structure dramatically enhances learning beyond that possible with 1/2 hour lessons at the piano only. The Keyboard center provides focus on for technique and repertoire. It includes: a Steinway, 5'6" grand piano; Baldwin, Hamilton piano; Tape recorder; and Metronome. The Computer center provides an opportunity for students to independently study theory fundamentals and music appreciation. Included are an iMac; Apple IIGS; Software from Maestro Music, Inc., Alfred Publishing, PBJ Music Publications, WBW Software, Ars Nova, and Harmonic Vision.

LESSON STRUCTURE:

A. One hour lessons: A typical lesson comprises a complete hour of intense concentration. The student works with their teacher in a one-on-one session at the keyboard for 1/2 hour. Keyboard time provides detailed development of technique and repertoire. Student achievement is closely evaluated, new concepts and information are presented. Suggestions for the week's development are made in oral and written comments. Also included in the hour is 1/2 hour of concentrated study of music theory, history, and fundamentals. The student studies independently at a computer with progress and results discussed and carefully noted in student records.

B. Two students in studio at same time: Students tend to learn from interracting with other students. Where feasible, lessons will include playing with a second person at the piano. Performing with a second person enhances counting skills and sight reading abilities.

C. Contemporary piano pedagogy includes the following:
      1. Lessons designed to optimize the amount of student study time in the studio.
      2. Abundant repertoire to insure students are continually challenged by new and interesting materials.
      3. Support and encouragement for students to share their musical ablities with others in recitals, performance evaluations, accompaniments, and ensemble groups.
      4. Responsiveness to musical preferences of each individual student.
      5. Lessons carefully crafted to be challenging and interesting.