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I am a singer and vocal coach with a BMus (HONS) in Jazz Performance from Trinity Laban Conservatoire of Music and Dance. I did additional modules in creative education, vocal health and instrumental and vocal teaching. As well as vocal coaching I also teach piano and composition.
The majority of my students go on to study music professionally. I have had students awarded unconditional offers and scholarships to study music and musical theatre, as well as placing in singing and dance competitions and perform in professional stage shows.
My students include West End performers, musical directors, songwriters and music producers.
As a teacher I give my students the musical tools (music theory and technique) to become confident musicians, yet also encourage them to construct their own stylistic identity. As a teacher and musician I value the opinions of others and treat my student as equals.
This approach has influenced my teaching as I want my pupils to have enjoy music with no pressure for their music making. I use warm up games and allow student’s autonomy. My students learn music by ear, including music theory as I want music to be as natural as possible: stimulating memory. My constructivist approach encourages the pupil’s own development and discovery.
Every student is unique and can present interesting points in their playing, practice and performing. This is why discussion and questions are key in my pupil’s learning. They should feel comfortable with challenging and accepting concepts and repertoire, and have ample time for self-reflection.
The therapeutic impact of music positively affects the mind and personality of the participants. Therefore my philosophy focuses on the wellbeing of the student and how music can enhance all aspects of their lives; helping people from varied backgrounds.
Everyone’s response to music is unique. For some it can help rectify emotional and social issues. It can help those who may struggle communicating. For others it unlocks aspects of their personality enabling them to express themselves. I believe my role is to support my students through an empathetic approach to learning and a good teaching relationship is essential.
Music is for everyone, an inclusive art form which can be tailored to the individual’s needs and desires. As a visually impaired musician I found music provided me with confidence, opportunity and has had an impact socially, on life decisions, taking risks and has to introduce me to different people and cultures. It has shaped the person I am today.
VOCAL COACH
STUDENT PROFILES






CHANCÉ QUAYE
Annie UK Tour 2018-19 (July the Orphan)
Matilda , London West End spring 2020-present (Hortensia)
Scholarship to Sylvia Young Theatre School.
CARMA QUAYE
School Of Rock The Musical, London West End 2019-20 (Marcy)
Scholarship to Sylvia Young Theatre School.
TAYLOR THOMAS
London College of Performing Arts
Institute of Contemporary Theatre Training
LILLIE REILLY
Mandy Ellen Performing Arts College in Maidstone.
Dick Whittington Pantomime as a Senior Dancer
Cinderella Pantomime as Fairy Godmother
A Chorus Line as Val.
AMELIA SUMMERS
Studied at Miskin Dance & Musical Theatre
Currently studying BA (HONS) in Musical Theatre at Bird College
GRACIE EGAN
Studied at Miskin Dance & Musical Theatre.
Currently studying BA (HONS) in Musical Theatre at Bird College



ISABELLA SELBY
Currently studying at the University of Chichester in Musical Theatre & Acting for Film.
DANNY WATTS
Emil Dale Academy.
SIRINE JAHANGIR
2020 Semifinalist on Britain’s Got Talent.
Currently studying Music at Brit School.
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