Faculty

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."

Prince Charles Alexander

Also affiliated with: Berklee Online (available courses)

Prince Charles Alexander is a sought-after recording and mixing engineer, whose clients include Mary J. Blige, Destiny's Child, Faith Evans, P. Diddy, the Notorious B.I.G., Usher, Babyface, Sting, Aretha Franklin, and others. 

Matthew Beaudoin

mbeaudoin@berklee.edu | 617-747-6505

"I want students to come away from my class with practical skills that they can apply in their future work."

Mitch Benoff

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

"My goal is for the students to be comfortable with their strengths and weaknesses, and to feel free to be open, honest, and collaborative."

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."

Tony Carbone

tcarbone@berklee.edu | 617-747-2400

"My whole thing is to try to work creatively and aesthetically, not just use the tools because it's a new plug-in."

Mike Denneen

mdenneen@berklee.edu | 617-747-6249

"Hopefully, I can give my students some tools and some perspectives to figure the problems out themselves."

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

"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."