e.g. "Tuba"

Michael Brigida

mbrigida@berklee.edu | 617 747-8127

"The technology changes; the concepts do not change. The foundational concepts do not change, but it’s easy to bypass those concepts and get on to the great sounds. It’s easy to go up to a synthesizer and have a lot of fun with it and come away really not knowing what you just did. If you do that, it’s a problem later on. That’s why we’re trying to teach the fundamentals, even though the technology is new every second."

Sarah Brindell

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

"I want my students to understand how important it is to throw themselves into the fire—to build the confidence to go up to other musicians and say, 'Hey, I'm good; you should play with me.'"

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." 

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."