e.g. "Tuba"

Jennifer Andrews

Assistant Professor, Liberal Arts
jandrews@berklee.edu | 617 747-2737
  • M.F.A., University of Pittsburgh
  • Published in local and national newspapers and magazines

Darol Anger

Associate Professor, Strings
danger@berklee.edu | 617 747-2328

“We have students coming from a classical music background who are interested in playing various vernacular styles—jazz and fiddle music, blues, pop—and then we also have fiddle players who learned by ear or through various traditional routes and who are interested in expanding their theoretical knowledge. That’s two very different approaches, although after a couple of years it all evens out. Usually they wind up expanding their taste buds a little bit, so they’re interested in more styles. There’s a string style for every country, usually four or five.”


Jason Anick

Instructor, Strings
janick@berklee.edu | 617 747-6243

"When I teach students jazz I always encourage them to learn from other musicians in their ensembles, or give them suggestions for records to listen to and solos to transcribe, or encourage them to play with different instruments. That's how I learned. That's what worked for me. I try not to overwhelm them with harmonic concepts at first but instead help them build a solid foundation and understanding of what the music is all about."

Tom Appleman

Assistant Professor, Bass
tappleman@berklee.edu | 617 747-8498

"We play a lot of current pop hits, and I bring those tunes into class and show my students what's coming through the Top 40 market. I show them what people like to hear at bars, what people like to dance to, and what songs are the big hits at night. I also bring in songs from the past 20 years, songs that people know, and we really look at the music so the students can understand the songs on a different level. We do a lot of singing in class, a lot of rhythm. I'll have some music playing in the background and I'll point to certain rhythms, and the students will clap over the consistent beat that's going on in the background."

Rick Applin

Professor, Composition
rapplin@berklee.edu | 617 747-8103

"Love of music is our common bond in all my classrooms. With the education majors, it's love of teaching as well. In my tonal harmony course for education majors, we role play in our third hour: I become a high school student with the rest of the class, and one of the class members teaches. I show my students that you can maintain a certain degree of informality that is nevertheless infused with a sense of respect for the institution, for the teacher, and for the classroom."

John Arcaro

Assistant Professor, Piano
jarcaro@berklee.edu | 617 747-8104

"How to inspire a student—or whether I'm even supposed to inspire—is always a mystery. Sometimes I just play for them and that gets them excited. I also try to go hear my students perform, and go out of my way to give them positive feedback, because we're all our own harshest critics."

Abigail Aronson

Professor, Guitar
azocher@berklee.edu | 617 747-8269

"A lot of times I work with students at identifying scales, chords, and improvisation approaches by ear while we're learning the fingerings and theory. Many people find it refreshing to increase their confidence about what things sound like, as opposed to being sure of having them under their hands or recognizing them on a page. In my own playing, I often sing and play in unison or octaves when I improvise on guitar or bass."

Arleen Arzigian

Assistant Professor, Liberal Arts
aarzigian@berklee.edu | 617 747-6047

"I think the faculty at Berklee are very engaged individually with the students, because a lot of what the students do is more creative, more individualized. I think people are more receptive to letting the students be a little freer. I have them do a presentation using visuals, or videos and visuals. They will often incorporate music into the presentations. They get very, very creative."

John Baboian

Professor, Guitar
jbaboian@berklee.edu | 617 747-8106

"We get the misconception that you've got to be John Scofield or Pat Metheny. But that's such a small percentage of the population of musicians. For most musicians who are not quite up to that level, you're accompanying, you're part of band. The music wouldn't be the same without you, but it's not your name drawing the crowd. And that's okay. There's something to be said for being the side person and doing your job well. You get to be a part of making the music sound great and not have to worry about all the logistics. Go play the gig, do the music, do your job well, take the check, and don't worry about all the rest. That's the job of the versatile side musician. And that's, at least, what I am trying to prepare my students to be."

Steve Bailey

Chair, Bass
srbailey@berklee.edu | 617 747-6310

"My whole perspective on preparing a student for the real world has evolved significantly over the years. When I was going through school, all you had to be was a really good musician, and you could move to either coast and be successful. Today you've got to be a really good musician and all of these other things: You've got to be technologically adept. You've got to have good communication skills. You've got to be able to interact with people with positive results. And you've got to fuse all of that together with all of the marketing that you can do yourself, thanks to the internet. I call it the Millennium Musician. Since the year 2000, it's all these other skill sets that are the ingredients for success. And Berklee still sets the standard for that."