William Silvio

Associate Professor
617 747-8206
For media inquiries, please contact Media Relations
  • Career Highlights

     

    • B.M., Berklee College of Music
    • Jazz performance studies, University of North Florida
    • Continuing private study with Hal Crook and Mike Longo
    • Member, Big Bang Evolutionary Big Band and Bending Dogma
    • Performances with Marcus Printup, John Faddis, Eddie Daniels, Ramsey Lewis, New York Voices, Elmer Bernstein, Bob Brookmeyer, Herbie Hancock, George Garzone, Joe Lovano, and Bill Pierce

     

In Their Own Words

"So much of my life has revolved around music in one way or another. I started playing piano when I was five years old. I took up the saxophone when I was about 10 years old. I decided to continue my studies in saxophone performance after having the opportunity to play in a big band on a tour of Europe when I was fifteen. The tour lasted six weeks and the band played in seven different countries. We were lucky enough to play at the North Sea and Montreux jazz festivals. I was hooked! Afterwards, I decided to attend the University of North Florida so I could study with saxophonist Bunky Green."

"No one had to sell me on the idea of teaching; I've always enjoyed it. I've been fortunate to have studied with numerous great teachers throughout my career. I believe this has been a major influence on my teaching style. I was lucky to get all this excellent instruction, and I hope that I can offer the same and make a difference in somebody else's musical life."

"I like the balance that teaching provides; teaching gives me a different perspective and allows me to see both sides of the coin, so to speak. It also brings a nice balance to my work as a performer. I don't think I'd want to do all of one or the other. Besides, being only a performer is a tough road these days."

"In the classroom, I strive to use real-world experiences so the students see that they're not just sitting here copying down notes and memorizing things for the exam. I want them to see that the things they're learning have real-world applications that will help their careers. I think if they hear that from me, they're more likely to tune in and see the relevance of the material I'm presenting."

"One of the things I try to do is make a somewhat complicated subject seem easy. I think a lot of students tend to get intimidated in theory-type classes. In some ways, it can be mechanical and abstract, and I try to bring that musical element into the classroom so they can see the relevance of what they're studying. Another thing I try to do in the classroom is get the students to have some fun. There's no reason that music theory has to be a drag. We can learn and have fun at the same time."