Online French Horn Piano Saxophone Voice Lessons with Olivia 

Olivia - Teacher #4091

Instruments:
- French Horn
- Piano
- Saxophone
- Voice

Services:
- Dictation
- Ear Training
- Harmony
- Jazz Improvation
- Music History
- Music Theory (Advanced)
- Music Theory (Beginner-Intermediate)
- RCM
- RCM - Advanced Harmony
- RCM - Advanced Rudiments
- RCM - Analysis
- RCM - Basic Harmony
- RCM - Basic Rudiments
- RCM - Counterpoint
- RCM - History
- RCM - Intermediate Harmony
- RCM - Intermediate Rudiments
- Solfege

Languages:
- English

Teaching Philosophy

I believe in fostering a holistic approach to music education that goes beyond technical proficiency to cultivate a lifelong love and appreciation for music. My teaching philosophy is grounded in the belief that every student is unique, with their own set of strengths, interests, and learning styles. By embracing creativity, inquiry-based learning, and a student-led approach, I aim to create an enriching and enjoyable learning environment where students can flourish both musically and personally.

First and foremost, I prioritize the development of excellent technique. A strong technical foundation is essential for students to express themselves fully through music and to prevent injury. However, I also recognize that technique is just one piece of the puzzle. My approach to teaching encompasses the broader aspects of musicianship, including expression, interpretation, and creativity.

Learning should be fun and engaging. I believe that when students are inspired and enthusiastic about their musical journey, they are more likely to excel and reach their full potential. Whether we're exploring technical exercises, delving into music theory, or working on repertoire, I strive to create lessons that are dynamic, interactive, and enjoyable.

I place a strong emphasis on inquiry-based, student-led learning. Rather than simply dictating information, I encourage students to take an active role in their own learning process. By asking questions, exploring different musical styles, and encouraging experimentation, students develop critical thinking skills and a deeper understanding of music.

I recognize the importance of addressing the whole student, not just their musical abilities. Music has the power to inspire, uplift, and heal, and I believe in nurturing students' emotional and spiritual well-being through their musical journey. Whether it's building confidence, fostering resilience, or promoting self-expression, I strive to create a supportive and nurturing environment where students feel empowered to explore and grow both as musicians and as individuals.

Music should be a source of joy, inspiration, and personal growth. By combining excellent technique with a focus on creativity, inquiry-based learning, and holistic development, I aim to empower students to become confident, expressive musicians who are equipped to navigate the rich and diverse world of music with passion and curiosity.

Musical Education

I began piano lessons at age 4 and then at the suggestion of my piano teacher, I began training in classical voice at the age of 6- I'm not sure if that means I was a bad piano student because I only practiced for the promise of cookies, but with a passion for both, I continued on with piano and voice for several years eventually getting my first lead role in an opera at Westben Festival Arts Theatre at age 9. After that, I continued in voice following the Royal Conservatory exam course all the way to Grade 10 with first class honours. At that time, I also began learning brass and woodwinds as well as jazz piano and extended harmony. In later years, I was first chair alto saxophone in the Campbellford Jazz Ensemble and first chair french horn in both the Westben Wind Ensemble and Brighton Symphony Orchestra. I became a teaching assistant for Campbellford High School's music class and learned music education with diverse techniques to promote a fun and healthy learning environment, as well as conducting, directing, choreography and specialized in students with learning challenges and performance anxiety.

I recently graduated with a Bachelor of Music in opera performance from The University of British Columbia, which included extensive training in voice, piano, theory, and music history in all genres of music. At UBC, I took on several roles in the opera productions, working with internationally renowned conductors and coaches. I also spent time as a musical director, conductor, rehearsal pianist and gave private lessons for UBC musical theatre and their casts.

Special Skills and Training

I come from a very musical family. My dad is a singer, pianist, and bassist who toured internationally and my mom is a wonderful singer and musical director for our church back home in Ontario. My parents both co-founded The Saucebox recording studio in my hometown and when not performing myself, I spent my time playing with my little brother ever so quietly running around the house so that the sound wouldn't show up on my dad's recordings downstairs in the studio. When I began performing consistently as a soloist at age 11, I recorded my first album, "Jazz Maiden", which prompted the creation of the Olivia Rapos Trio. Apart from my classical studies and side opera career, I toured as a trio with a jazz bassist and guitarist across Ontario. Through The Westben Festival Arts Theatre, I gained experience in not only opera, but music theatre and was a principle role twice for two world premiers of new Canadian operas which I recieved critical acclaim for in the Toronto Star and Opera Canada. With an exceptionally broad musical background, there isn't anything I have yet to face as an educator that I wouldn't fully embrace.