Information About Beth - Roehampton teacher

Personal Description:

A highly organised and efficient individual, passionate and motivated, with a drive for excellence. I've had a wealth of involvement in chamber and orchestral positions as well as experience playing many different types of flute from renaissance, baroque & classical flute to modern, alto, bass flute & piccolo.

After beginning flute at age six, I studied at Chetham’s School of Music from age eleven before going on to study modern flute and historical flutes on the joint-principal course at the Royal College of Music with Gitte Marcusson and Rachel Brown.

As a freelancing musician in London, I have been able to perform a vast array of music in many different settings. I am currently the principal flautist of the Young Musicians Symphony Orchestra and the London Baroque Orchestra as well as working frequently with the Academy of Ancient Music. Passionate about chamber music, I am a member of several groups including The Flutes & Frets Duo, Lumas Winds, Grand Siècle & Ensemble Matters which has enabled me to perform in many festivals, concerts, competitions and events.

Tutoring Experience:

I have years of experience of private teaching as well as leading group workshops inside a school environment. I have received official teaching training at the Royal College of Music and have worked in a local primary school to gain experience with group and 1-1 tutoring. As a member of the National Youth Orchestra of Great Britain, I was involved in many "inspire" days, giving children an experience in orchestral playing.

Tutoring Approach:

I strive to keep the music the centre of focus whilst setting achievable goals tailored to the student's ambition. Music is very personal and individual to the student so I aim to be as flexible as possible, seeking to keep my students inspired and enthusiastic. Whilst grade exams are useful, they are not the summit of music making so I'm more than happy to help students prepare for grade exams or give them a musical education away from institutional assessments.