Corey has been teaching private voice lessons and coaching a wide range of repertoire for the last decade. A voice faculty member of the New England Conservatory Preparatory School and the Handel and Haydn Society High School Soloist Program, his students have been accepted to the Curtis Institute, the Juilliard School, the Eastman School of Music, the New England Conservatory of Music, University of Maryland, Northwestern University, Rice University, Cincinatti Conservatory, Northwestern University, St. Olaf College, Oberlin Conservatory, University of Michigan, Peabody Conservatory, and the University of North Texas and have received top prizes at the national Classical Singer, Young Arts, and NATS competitions. Corey also has experience teaching and tutoring diction, repertoire, musicology, and music theory and consciously weaves these disciplines into his voice lessons.

Every singer who desires to learn and expand this art form has a need to communicate. We sing because there is no better or poignant way to express our innermost hopes for the world and our place in it. In a time of global uncertainty and fast-paced lifestyle, it is more important now than ever that our passion for singing be shared generously, cultivated creatively, and practiced diligently. I teach because sharing music with others is at the heart of my love for the art. Singing is extremely vulnerable yet rewarding work, therefore we must trust each other for art to occur.  

Musicians of all genres and backgrounds can benefit from classical vocal technique. My teaching-style is well rounded, focusing on vocal coordination, collaboration, musicality, and communication. My students work on solidifying a reliable, efficient vocal technique by freeing the vocal apparatus and articulators and engaging in active breath support, promoting optimal vocal fold function.  My responsibility as a voice teacher is to help students reach their goals, whether those are related to a career in singing, or for mind and body care. Whatever the goals, my students learn the most efficient way to use their voice so that communication is the chief aim in performance.                       

Each student is unique and comes into my studio with a different set of skills and learning style. At times, it is far too easy in our profession to long for the skills that are not naturally available to us. I work to celebrate my student’s strengths and use them to explore and improve in other areas. I expect my students to commit to this work and encourage an open and respectful dialogue between student and teacher. My teaching is based on a balance of mechanistic and holistic approaches with a background in vocal acoustics and physiology. Any technical work requires patience and regular effective practice in order to give the voice a full range of motion. This will allow for a healthy resonant sound that will form the foundation for singing in any style. 

The development of vocal technique is not the end goal but a means to an end. The work my students do in the studio expand the tools they use to reach an audience. Apart from technique, my students learn how language leads the way for captivating performers with clear diction, informed sense of style, and sensitive collaboration. We can always work to improve and enhance our storytelling. I work to build confidence in my students so that they can most effectively share what they have to say.

Teacher/student relationships are built on mutual respect. As I said before, singing in front of people is one of the most vulnerable things a human being can do. My biggest hope is to help my students turn this vulnerability into eager, creative art. There is too much pain and loneliness in the world to ignore. Let us sing so that we may be the change.