Voice Faculty

Jodi Ainsworth

Associate Professor, Voice
jjenkins@berklee.edu | 617 747-8303

"My focus is to give good technique across stylistic genres, even to the more aggressive forms of r&b and gospel where people tend to burn their cords out because they only use the lower half of their register. But I want my students to have longevity and to use their entire vocal range. So I teach a specific concept of mixing 'head voice' with belting that I had to learn to do myself in order to sing these styles and not burn myself out. I tell them that learning to belt in a mix of your head and your chest is not an easy process; it takes discipline and practice and a lot of effort to make this cross happen-and make it sound stylistically appropriate, because that's important, too."

Linda Balliro

Associate Professor, Voice
lballiro@berklee.edu | 617 747-6902

Janie Barnett

Associate Professor, Voice
jbarnett@berklee.edu | 617 747-8730

"I want students to enjoy the process, and the rest will come. To take students out of their comfort zone, I might ask them to throw the song into a completely different key. Or make them play with only one hand, if they're a piano player, to hear the space in the song. Or ask them to play the whole song up two octaves, or take out all the vibrato, or, for the guitar player, to use an alternate tuning. It's not that the crazy version of a song is the best alternative; it just sends them down a different road so that they come out somewhere fresh on the other side."

Tom Baskett

Assistant Professor, Voice
tbaskett@berklee.edu | 617 747-6401

Allison Beaudry

Instructor, Voice
abeaudry@berklee.edu | 617 747-6244

"Sometimes ideas can come at the most random times. For me, it's mostly when I'm lying in bed at night or driving in the car. I'll either stay up in the dark singing through the melody line I have created until I get it right, or I'll find the sound recorder on my cell phone and recite the lyrics that pop in my head in between shifting gears in my car. Bizarre, yes, but when something inspires you, you have to grab hold of it, because you never know, it could be your next hit."

Mili Bermejo-Greenspan

Professor, Voice
mbermejo@berklee.edu | 617 747-2338

"When I'm performing I'm a storyteller, and my compositions are narrations. I'm completely embedded in the creation of the music in the moment. I don't need to have deep meaning in my lyrics all the time, but I like to connect music and words to tell a story."

Joey Blake

Associate Professor, Voice
jlblake@berklee.edu | 617 747-3124

"I'm all about music and how it works with community—how community helps us, how we help each other. It's a very codependent thing to be an artist. So I tell my students to make use of this campus, which is a musicians' playground. They can make some great relationships, then catch up with each other later and help each other."

Sharon Brown

Associate Professor, Voice
Also affiliated with: Berklee Online
sbrown@berklee.edu | 617 747-8128

"I want students to be as free, as open, and as honest as possible so that I can see their true performance rather than something they're putting on. But finding your individual style is a natural part of growth. Our job is to wean students away from the radio in their head and foster their own talent. But I think it's a process, rather than simply saying, 'Don't try to sound so much like so-and-so.'"

Andrea Capozzoli

Instructor, Voice
acapozzoli@berklee.edu | 617 747-2958

"When I'm trying to get something across to a student, I try to put myself in their place. I might even make myself do what they're doing wrong. But I won't move on until the student gets it; I'll keep trying different approaches until they feel what I'm trying to explain. It's really hard to incorporate all the technique in a song. A student might get it in the warm-ups, but then when they start to sing the song, it's not there. It takes time."

Karen Carr

Assistant Professor, Voice
kcarr@berklee.edu | 617 747-2733

"I always tell students I'm not here to change them. I'm just here to introduce them to new styles, so when they go into a recording studio or an audition, they're ready. You never know where your musical path is going to lead you, so preparation is key. Know how to count off your tunes, know the keys you're singing in, get a songbook together of all the songs that you sing great in different styles. So when you go out into the world, you can present yourself professionally. I want my students to work when they get out of here."

Carrie Cheron

Assistant Professor, Voice
ccheron@berklee.edu | 617 747-6264
  • B.M., Voice, Indiana University
  • M.M., New England Conservatory
  • Recordings include One More Autumn
  • Performances with Edie Carey, Anais Mitchell, the Barra MacNeils, Northern Lights, David Jacobs-Strain, Liz Longley, Miss Tess, and Trina Hamlin

Armsted Christian

Professor, Voice
achristian@berklee.edu | 617 747-8280

"I challenge students to think for themselves and be accountable for their own learning. It's very personal. Even in a class of 15 or so, I want students to know that I'm really talking to them, that they're not just a number in the room. I've been in seminars as a student, and I used to feel so detached from the instructor. I never forgot what it felt like to sit in that chair."

Kristin Cifelli

Assistant Professor, Voice
kcifelli@berklee.edu | 617 747-2735

"My style of teaching voice promotes stretching, yoga, exercise, and holistic health. Keeping a regular physical and vocal exercise routine helps to keep you (and your instrument) loose and healthy. In our case as singers, being good to your body is being good to your instrument."

Paula Cole

Professor, Voice
pcole2@berklee.edu | 617 747-6419

Peter Eldridge

peldridge@berklee.edu | 617 747-6421

I’d like students to feel like they know themselves better as a musician, and that they feel a bit more individual in what they do and I really try to help people find what’s special about them and what they can contribute as opposed to trying to emulate a bunch of other people. 

Kathleen Flynn

Associate Professor, Voice
kflynn@berklee.edu | 617 747-6259

"Technique is being able to sing freely and with ease, so that your body can really obey your artistic ideas. What goes into that is a lot of study, a lot of rigorous and occasionally tedious repetition of exercises, so they become muscle memory, so that when you're in a performance, you're not thinking, Is my jaw tight? Is my tongue loose enough? Are my ribs expanded? You're only thinking about communicating with your audience."

Jeannie Gagné

Professor, Voice
jgagne@berklee.edu | 617 747-8364

"The voice comprises the most complicated muscle group in the entire body, using more of the cerebral cortex than any other part of the body. Because it's so complex, in a lesson you can't just say, 'change this, change that.' What I do suggest is that in order to get the result you want—and we talk about what that might be—students should try different approaches with my guidance. I'll say, 'This way might be more effective,' rather than, 'What you're doing is wrong.' I believe that if you simply tell someone that what they're doing is wrong, it makes the body tense. A tense body has a harder time singing, and that's counterproductive.

Marcelle Gauvin

Associate Professor, Voice
mgauvin@berklee.edu | 617 747-6267

"My niche is creating and training healthy vocal function in a lot of students, stylistically correct for their particular style of music that they’re trying to sing. I start off by making sure their instrument is functional and free, and then strengthen it and begin to make stylistically appropriate adjustments to what their instrument can do, to the parameters of their instrument."

Bradford Gleim

Assistant Professor, Voice
bgleim@berklee.edu | 617 747-6263

"I'm a great advocate of technology in the classroom. All of my students record their lessons using their laptops, and we use those videos as learning tools outside of our lesson time. Then, also, I have students make a video on their own every week and send it to me, and sometimes I'll also Skype, because I believe that one of the pitfalls of private instruction is that we only see each other once a week. In those seven days in between, a lot of things could happen to change habits."

Gabrielle Goodman

Professor, Voice
Also affiliated with: Berklee Online
ggoodman@berklee.edu | 617 747-8349

"A good singer has beautiful tone quality, a good sense of pitch, rhythm, phrasing, and stylistic interpretation. A good singer also has a clear understanding of how to deliver the meaning of the song and an emotional connection to the music. Singers must be sensitive to what is going on around them harmonically, rhythmically, and melodically. Things aren't just going to happen by osmosis. And of course, they must have tenacity, the willingness to work to become better."

Jamie Lynn Hart

Instructor, Voice
jhart@berklee.edu | 617 747-6346

“My formal training and education is in opera and classical music, but professionally, I have been performing as a pop/rock singer-songwriter. When I started to develop hoarseness from singing pop so often, I realized how strange that was for someone with a master’s degree in vocal performance. Singers are born with a gift, but not one necessarily made for performing five hours a night. Vocal health is of utmost importance. I had to figure that out for myself the hard way, and it forced me to learn new techniques. I’m passionate about nurturing that in these young singers.”

Aubrey Johnson

Instructor, Voice
akjohnson@berklee.edu | 617 747-6051

"Berklee is an awesome place to study voice, because they want to nurture you—who you are, what you love. They make sure that you have a great musical foundation, as well. They teach you how to be a singer, but also how to read music and direct a band and write a chart and write your own music with intricate harmonies. They take popular music and they make it what classical and jazz have been at conservatories for years."

Christiane Karam

Assistant Professor, Voice
ckaram@berklee.edu | 617 747-8375

"Sound is vibration, and the human voice in particular, when sung from a place of truth, has an incredibly intimate and healing ability to communicate emotion, tell a story, and transform lives. It is a joy and a privilege to assist students in their musical journey, and help them awaken to the beauty and potential of their unique gifts. By nurturing these gifts, they find and develop their unique voice and can then sing their truth. And by sharing their truth, they can bring love and healing to the world."

Steven Kowalczyk Santoro

Associate Professor, Voice
skowalczyk@berklee.edu | 617 747-2944

"These days, we're all expected to do a lot of things. Very rarely can you just go out there and be a singer and have someone hand you a record deal and suddenly you're famous. There's a lot to be done, and you really have to do most of it yourself. So I try to share these things with my students, everything from home recording to arranging and communicating with the band. I like to be honest about how difficult it can be to strike out into the world as a musician, so they stay on their toes. At the same time, I want to acknowledge that there's some room for magic, you know?"

Jerome Kyles

Assistant Professor, Voice
jkyles@berklee.edu | 617 747-8557

"God-given gifts are wonderful, but without the drive to get better, it will just be that—a great talent sitting on the shelf. I see, in every student that I have right now, the ability to achieve. So if I see a student underachieving, then that student is going to get the hammer. But I believe students come to Berklee because they want the hard stuff—they want to be challenged."

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