e.g. "Tuba"

Michael P. Abraham

mabraham@berklee.edu | 617 747-8584

"Many of the technical tools and methods used today in the recording studio are quickly going to become obsolete, and it's important for the contemporary music production and engineering student to have an education that's going to allow them to not only change with the new technologies, but help invent them as well. I think it offers a student the opportunity to create careers in all segments of the audio industry."

Prince Charles Alexander

Also affiliated with:: Berklee Online (available courses)

"I want to create, in my classroom, an environment that closely mirrors my experience in the real world. I'm a former recording artist, a producer, an engineer. . . . I've managed, I've done tour support, I've done live sound. . . . So I want to teach my students how to survive in the music business and put them in as many realistic situations as possible. If you're going to take advantage of this educational process, you need to investigate as many of those tangents as possible. You never know when one of them might be the one that opens the door."

Mitch Benoff

Also affiliated with:: Berklee Online (available courses)
mbenoff@berklee.edu | 617 747-2397

"A good producer needs perspective above all else. You need to be clear about what you've been hired for, what the artist's real goals are, what is possible and what is not within the confines of budget, ability, time, and personalities. And you need to be able to step back and know when to stop."

Chad Blinman

cblinman@berklee.edu | 617 747-2226

"Recording music is taking part in a kind of alchemy—you're transforming intangible, cerebral ideas into something real, something physical. It's a sort of magic. And you're working with material that is personal, emotional. Appreciating that and being sensitive to it is one of the most important things we can teach. Studio work is social. You can't do it without the technical knowledge, but you can't do it well without fostering a good creative environment. That's something I really want to pass along, because it isn't something that books can really teach, but it's the kind of thing that gets you work or not; it's the kind of thing that gets a record made well or not."

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."

Mike Denneen

Also affiliated with:: Berklee Online (available courses)
mdenneen@berklee.edu | 617 747-6249


"I'm teaching MP-320, Producing for Records. Really, it's a full semester with one goal. The first half, they do demos of a couple of songs, and the second half, they do a full recording. That means a little detours with different songs, maybe, or trying out different things, but in the second half, they get their studio time, and they get really focused. They pick their own artist. It's got to be a Berklee song and a Berklee artist. It's all connected with the engineering class and the mix class. It's a project with three different courses involved, so they're all integrated and coordinated."


James Donahue

jdonahue@berklee.edu | 617 747-6940

"I want my students to be curious about everything and to quickly get beyond the intimidation of the equipment in order to reveal the artist within. Berklee is a great place to experiment and to learn."

Andy Edelstein

Also affiliated with:: Berklee Online (available courses)
aedelstein@berklee.edu | 617 747-2396

"If a course is working, my students are going to learn more about how their brains work, their instincts, their strengths, what's compelling to them, and what they gravitate towards. Students are required to articulate their goals and plans, then critique their own and each other's work. It sounds easy enough, but is often quite a challenge. Trying to describe what we're doing and why, and attempting to understand other students' motivations, often reveals biases and discontinuities in our own perspectives and assumptions. 'Why?' is often the hardest question."

Matthew Ellard

Also affiliated with:: Berklee Online (available courses)
mellard@berklee.edu | 617 747-6328

"With more than 24 years of music industry experience in London, Los Angeles, and Boston as a recording engineer, mixer, and producer, and more than 7 years of teaching audio, I bring a depth of technical knowledge in both the analog and digital realms and a wide breadth of professional music industry experience to the instruction of music production and engineering."

Enrique Gonzalez Muller

Also affiliated with:: Berklee Online (available courses)

“As far back as I can remember I always knew I would end up doing something music-related, but it wasn't until I discovered music production and engineering that I truly found my voice. It fits like a glove, since it blends a highly creative and philosophical endeavor with a highly precise, tangible, and technical craft, and the convergence of those elements go totally in line with my personality and passions. I’m drawn to understanding people, emotions, and things, to figure out how to use and combine elements for an emotional outcome. That’s what I do in this profession: I communicate with musicians as human beings, try to really understand the emotional connection that moved them to make music, and figure out how to capture and bring out 110% of their message (and in doing so, also my own).”