e.g. "Tuba"

Sarah Brindell

Associate Professor, Songwriting
Also affiliated with: Berklee Online (available courses)
sbrindell@berklee.edu | 617 747-2745

"I tell my entry-level students in Contemporary Writing and Production that we'll progress very quickly from 'this is a quarter note' to composing an entire score. I encourage students to bring in the music they love, and we learn how to write it. I have a really eclectic international mix of students with lots of different musical tastes and backgrounds. That's one of my favorite things about the class—it's really fun to delve into so many different styles of music."

Sharon Broadley-Martin

Also affiliated with: Berklee Online (available courses)

"Writing and singing, singing and writing—these are things I've done since I was very young. Now I teach vocal writing in the Contemporary Writing and Production Department. Here is the perfect place to give my students, many of whom are primarily instrumentalists, the inside scoop on writing and arranging for vocalists and vocal ensembles."

Sharon Brown

Associate Professor, Voice
Also affiliated with: Berklee Online (available courses)
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.'"

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."

Ben Cantil

Assistant Professor, Valencia, Spain Campus
bcantil@berklee.edu | 617 266-1400 x3446

Ben Cantil (a.k.a. Encanti) is a music producer, synthesist, sound designer, performer, DJ, VJ, and electronic music teacher.