Information About Anna - Lewisham teacher

Personal Description:

I've been singing since I was 7 years old and I've always had a passion for all music- no matter the genre. I started off singing pop, rock, jazz and musical theatre before I landed in classical singing and opera. I've always prided myself on showcasing the best that I can do in all the genres I've worked in. I have always learned from my teaching. I have performed multiple genres and styles around the UK and the world. I am energetic, fun and bubbly. Whilst I have been told I am "incredibly silly" by some of my students, I also take my craft very seriously. I've prided myself on my versatility as a singer and really love what I do. My love for singing and music is why I started teaching, I knew I needed to pass it on.

Tutoring Experience:

Teaching assistant in musical theatre at Pineapple Performing Arts 2013-2016
Saturday Assistant at Junior Trinity 2017-present
Choir Leader at Junior Trinity 2018-2019
Choir Leader for Careers Social Greenwich 2023-present
Private Practice Singing Teacher 2013-present

Tutoring Approach:

My first question for new students is always "what do you want to achieve?" The answers I've had over the years have been incredibly diverse- ranging from "I want to be a professional", "I want to be the best", "I want to sing for weddings and baptisms", "I want to gain confidence" and, my personal favourite, "I love singing and want to have more fun". I've always tried to adapt to the student but have always made sure we have a solid technical basis before we try the harder repertoire. A technical basis and an understanding of how we make noise is always covered from the offset. We then use our warm ups and repertoire to solidify our vocal technique so it doesn't become boring or dragging.

I've worked with many neurodiverse students and, being neurodiverse myself, have always managed to find a way to work with a student, whether they're a kinetic, sensory, oral or visual learner. I have an in depth knowledge of how vocal production works and try to encourage my students to understand the inner workings.

I have a good understanding of examinations. I do not push students into exams and leave it completely up to them on how they want to go about them. Repertory training is always covered but, with my exam students, I encourage them to take breaks between exams and focus on building a varied repertoire.

I encourage music reading and sight reading as it just adds another tool to the belt of singers. I always assign homework weekly and teach how to practise as, in my professional life, I realised that was not taught enough. The homeworks I've assigned have varied to suit the student. Some homeworks have included picking meanings for pieces, looking at what feels best when trying something new and reporting back, being kind and using affirmations to help build confidence. The last homework is usually assigned to my students who are more anxious around getting things wrong.

My teaching space is an environment where there is no wrong answer, curiosity is encouraged and is a safe space for debate. When my students begin to argue interpretation with me, I know I am doing something right!

I try to encourage my students to perform and try to plan performances for them as singing is an art form best served publicly. I don't force my students to perform but try to video their performances for them to keep as a memory to feel proud of.

I also teach all age groups.