Faculty

e.g. "Tuba"

Whit Browne

Professor, Bass
wbrowne@berklee.edu | 617 747-8129

"I'm the jazz guy. Most of the students studying with me are coming from a jazz background, or they're interested in learning jazz. We don't have a set curriculum for the lesson. The lesson curriculum is based on the individual students' needs. We work on technique when the student is physically having problems on the instrument. Then there's what I call ear technique, when a student wants to study jazz but has never listened to jazz. I'll give a list of recordings they should listen to—that's a start."

 

Freddie Bryant

Associate Professor, Guitar
fbryant@berklee.edu | 617 747-6248

"I always have students make a blank book, because they're going to discover hundreds of things. You need to write them down, because at the end of the year, it could all be like mush. What do they put in the books? Sometimes people will write a great lick or a melody. They may not write the rest of the song, but they could do so in the future. It's the same thing with me. In my books there are different kinds of scales and different rhythms, chord voicings, and inversions; a Latin tune, a more Middle-Eastern kind of a jam vibe; harmonized diminished scales; and even poetry. I experiment with all these different possibilities, and then two or three things may develop into a tune or an arrangement that I'm writing, or later, with time and practice they'll be able to fall under my fingers easier for soloing or melodic improvisational ideas."

Dave Buda

Assistant Professor, Bass
dbuda@berklee.edu | 617 747-8348

"I focus on teaching my students a diversity of styles, because I myself am somewhat of a 'chameleon.' I play a mix of jazz, rock, r&b, and fusion, and that's why I get the work I do. I tell my students to shoot as high as possible for their dreams, but if they want to make a living with the bass—and aren't in a famous rock band—they're going to have to be able to play a lot of different styles."

Eric Byers

Assistant Professor, Harmony
ebyers@berklee.edu | 617 747-2834

"I'm a strong believer in process; you learn by doing. So starting in the first few weeks of my arranging classes, students arrange something every week. I don't really think you can learn much about any art form without actually getting your hands dirty. I want my students to gain the ability to notate, transcribe what they hear, and put down on paper what's in their heads. I don't know if you can really develop an idea unless you have the the skills to articulate what you're hearing inside your head."

Ben Camp

Assistant Professor, Songwriting
bcamp@berklee.edu | 617 747-6883

“Each student has unique needs in order to wrap their minds around fresh new concepts. My job is to find out what those needs are and meet them for each and every student. I would like my students to come away with competence, confidence, and a lifelong desire to explore and learn new musical ideas on their own terms.”

Consuelo Candelaria-Barry

Associate Professor, Ensemble

"Music lifts me up. It is emotionally based. It helps people be healthy in their emotional well-being. As a player, it's how I express everything that I'm feeling. It is the voice that I speak from. I know how to create textures and colors with it."

Daniel Cantor

Assistant Professor, Songwriting
dcantor@berklee.edu | 617 747-6235

"I love working with all kinds of technology and all kinds of instruments. New engineers, producers, songwriters are too easily enamored with thinking one tool is superior to another. What's more important is finding how each tool can be valuable in your bag of tricks. It matters not what technology you use or whether you use technology at all. All that matters is that you arrive at a recording that has the sonic and emotional impact that enhances the song."

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."

Tony Carbone

tcarbone@berklee.edu | 617 747-2400

"We try to broaden the students' experience as much as possible. The work they may do on an alternative record, or a country record, or a jazz record, may support them later on when they're doing urban pop, just for ideas. Some of the more creative guys out there have a pretty good musical base. They've worked in a lot of arenas. They know not only how to get good vocals out of people, but also what works for the song. This is what's going to separate them from the kid down the street with the laptop and the beatboxes, who's got his stuff all over the Internet."

Frank Carlberg

Assistant Professor, Piano
fcarlberg@berklee.edu | 617 747-8202

"What you get as a student at Berklee is a wide variety of options matching your interests with a faculty member's interests. Because of the size of the program, you're also going to run into other students who have similar interests as you, no matter what your interests are. As teachers, sometimes we like to think of ourselves as doing the most important job, but I do think that the interaction between students is just as important. I would even say that it might be the best thing that the school has to offer."