Both! My personal vocal studio, which I started in 2019, is via zoom. Virtually, I currently have openings on Mondays. I am also on the voice faculty at the Lake Country Conservatory of Music located in downtown Oconomowoc, where I offer in-person lessons. Inquire for limited availability.

I do my virtual lessons via zoom, so zoom on a laptop or computer with good WiFi connection. iPads do not have the same settings, so a computer is best. Students should play accompaniment tracks on a separate device, such as a smartphone, TV or bluetooth speaker. There are also specific audio settings that should be turned on, such as “Original Sound for Musicians,” which I will guide students through during their intro lesson. No special microphone or headphones are required.

Please inquire directly to haleygriffin317@gmail.com for lesson rates and to schedule a time.

In my studio, I believe an understanding of music theory and voice science are essential in improving overall musicianship and maintaining vocal health / longevity. While the structure of my lessons is tailored to the specific needs and goals of my students, you can read about my main teaching pillars below.

TEACHING PILLARS:

VOCOLOGY - Above all else, healthy singing is the most important objective in my studio. In short lecture form, I guide students through a condensed science of singing, from inspiration to phonation to resonation to articulation. This normally takes place during a student’s first semester. We discuss proper technique / basic singing principles and areas of risk. For deeper learning, the warmups coincide with the daily lecture topic. This approach to teaching has allowed students to grasp singing concepts in a more tangible way opposed to vague language like “breathe deep in your belly” or false instruction like “sing from your diaphragm.”

EAR TRAINING - Using Berklee College of Music's Ear Training workbooks, I teach students basic sight reading, including ionian scale, basic rhythm, 2/4, 3/4 and 4/4 time signatures (and how to conduct them), intro key signatures (C, F, G, Bb, D) and solfege. This has helped my students learn music and warmups quicker, understand the material on a deeper level, and most importantly, has helped students improve rhythm or pitch issues more effectively than any other warm-up or practice method.

(OPTIONAL) DICTATION - Typically reserved for more advanced students and those who have finished Vocology lecture, I teach students dictation. This is the practice of listening to a four measure sequence and notating on paper what they hear. Complementary to their ear training material, this further helps students with their musical foundation, but also aids students with songwriting goals by teaching them to identify musical qualities they like that they can implement into their own writing.

WARMUPS - Students will be taught different exercises not just to warm up their voice, but help them with a specific skillset or setback they're having with their repertoire. Warmups could relate to a difficult vowel, range expansion, connecting registers, relieving tongue tension, improving vocal agility, articulation, etc. I believe in warming up all vocal registers to strengthen muscle groups and create a unified voice.

SEMESTER SONG CHOICE - Students, will choose one song to work on throughout the semester and advance each week. Of course, if a student has timely auditions, gigs, or rotating repertoire, this can be adjusted. I give regular feedback and fine-tune with students on topics related to vocal health, registration/approach, styling, performance techniques, stage presence and more. At the end of the semester, students are encouraged to participate in a recital.

(OPTIONAL) SONGWRITING: If a student has interest in artistry, students may ask for help on their songs. Different ways I teach songwriting is through direct topic lecture, picking a piece to analyze (giving students understanding of "why they like a song" and different tools they can carry over into their own writing), or directly working on a student's prepared material, giving feedback.

I have two options:

*30 minute lessons (best for children)

*60 minute lessons (best for professionals)

I have taught varying ages, genders, and experience levels/ I would be happy to have any student in my studio!

I have two disclosures. Firstly, it is my policy to teach all students as if I am their first teacher. This helps correct past misinformation, but also ensures I don’t make assumptions about what a student may already know that could be essential to their development. Secondly, most of my classical training comes from contemporary instructors, so while I am comfortable guiding a student through a school musical or solo ensemble piece, if a student has operatic aspirations, I may not be the best choice for them.

Previously, my students have had zoom recitals on a semesterly basis. Now that most of my students are in the midwest, we have also done in-person concerts. I also share upcoming auditions and performance opportunities with students when relevant.

I accept Venmo, PayPal, check or cash on a weekly or monthly basis in advance of a lesson. Most of my students do Venmo.

I have a fairly lenient cancellation policy, as I know things come up and people get sick, including the teacher! All I ask is at least 24 hours notice before travel and lesson plans are made. The more notice, the better.

If a student is sick, please please please stay home. Not only should a student refrain from singing during a respiratory illness for their own vocal health, but as a vocalist and vocal coach, I also cannot risk losing my voice. A student will never be penalized for canceling when ill.

If a student is late, they will still only be taught during their allotted lesson time, as I have back-to-back students.

If a student continuously does not show up for lessons or does not pay on time, I reserve the right to kick them out of the studio.