Faculty

e.g. "Tuba"

Stephen Bolognese

Instructor, Percussion
sbolognese@berklee.edu | 617 747-2932

"I usually try to practice about six or seven hours a day. That's what I've been accustomed to, because for about eight or nine years I've been practicing next to two guys who were Berklee grads. They are the ones who showed me that it was essential to practice as much as possible. Playing metal for me is a little more physical than other styles. I find that a little speed workout really gets your body to loosen up, like going to the gym. I play for about a half hour, then I stretch out so my muscles feel relaxed. I tend to have an agenda written down before I practice, so that I know what I am trying to work on. That could be anything from sight-reading, chart-reading, styles, double bass, left hand, etc. That's what I was taught: be dedicated, organized, and a hard worker."

Fred Bouchard

Associate Professor, Liberal Arts
fbouchard@berklee.edu | 617 747-8470

"This college being what it is, I try to integrate music into the fabric of my classes, even the classes in literature. When Sal and Dean [in Jack Kerouac's On the Road] drive cross-country in a '54 Hudson, what's on the radio? It's mostly bebop, but they might have had an ear for rock and r&b as well: Elvis Presley, Chuck Berry, Fats Domino."

Richard Boulanger

rboulanger@berklee.edu | 617 747-2485

"For me, music is a medium through which the inner spiritual essence of all things is revealed and shared. Compositionally, I am interested in extending the voice of the traditional performer through technological means to produce a music that connects with the past, lives in the present and speaks to the future. Educationally, I am interested in helping students see technology as the most powerful instrument for the exploration, discovery, and realization of their essential musical nature—their inner voice."

Dan Bowden

Professor, Guitar
Also affiliated with: Berklee Online
dbowden@berklee.edu | 617 747-8124

"What draws students to my private lesson studio are the instrumental labs that I develop, which deal with acoustic blues, slide guitar, and bottleneck guitar. An important goal of mine has been to expand on what would be the typical blues education—trying to round out the blues students we have playing modern electric blues style by imparting some historical perspective along with traditional blues skills that are still viable in today's music, when you look at Eric Clapton, Derek Trucks, Taj Mahal, or people like Keb' Mo'."

 

Joanne Brackeen

Professor, Piano
jbrackeen@berklee.edu | 617 747-8345

"I always ask my students what their favorite piano players are and what their goals are. The school has goals for them, too, but almost everyone has some personal goals. Use the visualization of what's inside you and let that bloom. That provides everything."

James Bradford

Assistant Professor, Liberal Arts
jtbradford@berklee.edu | 617 747-6334

“As a historian, I try to get students to use primary sources. I encourage discussion and debate in the classroom, but I also try to keep it lighthearted and make students feel comfortable in discussing issues.”

Fernando Brandao

Associate Professor, Ensemble
fbrandao@berklee.edu | 617 747-8379

"The most important thing I want for my students is musicality in playing whatever they want to play: expression with rhythm, with pulse, and with movement. To make a beautiful sound, it doesn't need to be one kind of sound, but it does need to be expressive. I also want them to be aware of the culture, to be aware of what they're playing, and feel confidence in it. I try to make students aware—without being self-conscious—of how their body works with the instrument when they're performing."

Kenn Brass

kbrass@berklee.edu | 617 747-2417

"In all the other majors at the college, the academic department determines all the required and elective courses. But professional music students literally dance to their own drummer—their own beat. These are people who tend to want to do things their own way. In the Professional Music Department, the student chooses their course of study, with close guidance. That self-directed approach appeals to a large number of students here. We're the third largest major at Berklee!"

Ross Bresler

Professor, Liberal Arts
rbresler@berklee.edu | 617 747-2799

"Art history is a required course at Berklee, and it's just human nature for students—who are here to study music—to wonder how it's relevant to them. But within a week or two they start to realize that at the core of it, what all these people were doing—whether thousands of years ago or just last week—is exactly what they're doing now: figuring out how to channel their passion and curiosity into creating something."

Michael Brigida

mbrigida@berklee.edu | 617 747-8127

"The technology changes; the concepts do not change. The foundational concepts do not change, but it’s easy to bypass those concepts and get on to the great sounds. It’s easy to go up to a synthesizer and have a lot of fun with it and come away really not knowing what you just did. If you do that, it’s a problem later on. That’s why we’re trying to teach the fundamentals, even though the technology is new every second."