Voice Studio


I am passionate about all things voice-related! Whether you are a voice teacher interested in exploring your approach to teaching singing, a singer desiring a more dependable technique, or a singer with an injury or pathology who has been referred by a medical voice team, I want to welcome you to my voice studio.

I have spent years using an organizational template of the five-voice systems—respiration, phonation, registration, articulation, and resonance—to identify technical challenges and design corrective vocal exercises in order to facilitate efficient and artistic singing. Through thirty-seven years of performance, extensive study, and teaching, I have learned to integrate science-informed principles of voice production with pedagogical application. This approach to voice lessons helps elicit a kinesthetic response and promotes further understanding in singers. Because my teaching is grounded in the science of the voice systems, the core outcome of my dependable teaching approach is a functional technique for my singers.

While voice science makes a significant contribution to understanding the mechanics of singing, it is still incumbent upon me, as your teacher, to know how to disseminate the information to my students appropriately. To do so, I must be skilled at translating a science-informed approach within the context of your lesson. This ability has come from years of study and application with a variety of individuals.

More About The Voice Studio

In my teaching career, I have worked extensively will all skill-levels including teens, college students, avocational, and professional singers. I also have extensive training and experience with numerous musical genres from classical to contemporary commercial music (CCM). My teaching approach also provides the foundation of my work as a Singing Voice Specialist Singing Voice Specialist (SVS) rehabilitating injured singers in affiliation with medical voice teams throughout the Seattle area.

In a 2018 paper published in the Journal of Singing, I presented a framework for Defining Evidence-Based Voice Pedagogy(EBVP). This new framework, based on Evidence-Based Medicine (EBM), includes three essential components of voice teaching: voice research (including historical pedagogy), voice teacher experience and expertise (practice-based research), and student goals and perspectives (the individual’s needs). It is my desire to guide each singer on their journey to explore their vocal and artistic potential by teaching from an Evidence-Based Voice Pedagogy approach. As an experienced voice teacher, I understand the value of juxtaposing fact-based and practice-based voice pedagogy within a lesson. In that environment, anecdotal evidence is an equal partner to scientific evidence. My approach to teaching singing is the synthesis of the EBVP framework.