Rebecca Phillips
Violinist I Violist I Teacher
Music has the power to change lives and communicate on a profound level. It is a language that speaks deeper than words. A language that has the ability to connect us all through the emotions it evokes. Every performance brings an opportunity to share an experience with others and a possibility to affect someone’s life. I strive to make meaningful musical connections with my audience and never take any performance for granted, as I never know what impact I might have on someone’s life.
Bio:
Violinist and violist Rebecca Phillips has distinguished herself as an avid chamber musician and dedicated teacher.
She made her radio debut as a part of the Con Affetto String Quartet in November, 2013 on WQXR's McGraw Hill Financial Young Artist Showcase. As a member of the Con Affetto String Trio, she held residencies at From the Top’s Center for the Development of Arts Leaders and Winter Lyricafest 2014. Rebecca has recently collaborated with such distinguished artists as Laura Bossert, Terry King, The Hausmann Quartet, Laura Jean Goldberg, The Villiers Quartet, William Preucil, and Invoke String Quartet.
Rebecca has a passion for teaching and serves as Laura Bossert’s teaching assistant at Syracuse University, Longy School of Music, and Wellesley College. Rebecca has also taught at various chamber music festivals such as the New England Chamber Music Festival and ArtsAhimsa at Belvoir Terrace. She is currently based in Syracuse, NY where she maintains her primary teaching studio.
Rebecca holds a Master’s Degree from Syracuse University, as well as an Undergraduate Diploma and Teaching Artist Certificate from the Longy School of Music of Bard College. Her primary teachers are Laura Bossert and Terry King.
When Rebecca is not performing, she loves to spend time playing with her beautiful Siberian Husky, Chinook.
Teaching:
Rebecca is passionate about teaching and maintains private studios in New York and Massachusetts in addition to being on faculty at the ArtsAhimsa Music Festival at Belvoir Terrace in Lenox, MA. She earned a Teaching Artist Certificate from Longy School of Music of Bard College in 2015, and has since been very active in the field. She has taught at The Setnor School of Music of Syracuse University, New England Chamber Music Festival, the La Casita Cultural Center, and GS Music. She served as teaching assistant to Laura Bossert at the Longy School of Music of Bard College, The Setnor School of Music of Syracuse University, and Wellesley College. Also, she served as a teaching assistant and sectional mentor in the El Sistema Seminario Series at Longy School of Music in Cambridge, MA in 2014.
Rebecca incorporates elements of Dalcroze Eurhythmics and singing into her teaching. She believes that every student has the potential to express their own voice and tell their own story through music. Keeping this in mind, Rebecca tailors her lesson plans to suit each student’s unique way of learning.
Teaching Philosophy:
One of every musician’s deepest desires is to communicate their own story through their unique musical voice. In order to truly have command of one’s musical voice, a palette of agility, sound production, rhythmic integrity, and musical nuance must be cultivated. It is my primary goal as a teacher to guide my students through this process and ultimately lead them towards finding the right combination of these tools with which to tell their story.
When developing great musical artistry, the beauty of the music should never be lost. Technique must always serve the greater musical intention. Even when learning the most technically challenging passage, the beauty and integrity of the musical phrase should remain the goal. To this end, students should maintain a beauty of sound and musical pulse throughout all technical exercises and virtuosic passage work.
Creativity should be an important component of every lesson, practice session, and performance. I aim to instill a sense of artistic freedom in my students and encourage them to experiment with their playing. Not only does this experimentation develop a better understanding of their instrument, it also provides them with more confidence and brings with it a sense of joy of discovery throughout the learning process.
I strive to inspire my students to not only be better players, but to also be respectful, hardworking individuals. I believe that the best way to achieve this, is to set a good example for them to follow in my own life. It is my hope that my students feel supported, comfortable, and challenged in every lesson, and that they feel that they can approach me with any musical or professional concerns.
From the first lesson, I listen to each student’s professional goals and help them plan their path to professional life. Therefore, mock interviews and auditions, resume building meetings, and recording sessions are essential parts of my work with the student.
My work with my students will extend past their completed school work with me as I will continue to support and help them throughout their careers. Nothing is more rewarding than seeing a diligent student be able to tell their unique musical story with a newfound command of their instrument.
I am proud of every one of my students and learn from them every day. Being a teacher is a humbling and fulfilling experience. My wish is to continue helping my students tell their stories and find their true voices.