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Background:

Ms. Aucreman has enjoyed success at the piano from an early age. She received her high school diploma from Walnut Hill School of the Arts in Natick, MA. Then she earned a merit scholarship as a piano performance major at the prestigious Eastman School of Music, studying with the noted international competition winner and recording artist Anton Nel. Ms. Aucreman also studied at the New England Conservatory Preparatory School, Oberlin Piano Festival, Germany's Frieburg Conservatory, and Interlochen. She was also a featured solo artist with the Saddleback Symphony Orchestra, performing the Chopin E Minor Concerto.

Ms. Aucreman also has a bachelors' degree in Psychology from the University of Rochester, concentrating in childhood development and motivational psychology. Ms. Aucreman has a Master's Degree in Occupational Therapy from Boston University.

Why me?

First and foremost, I am passionate about teaching music. I believe music touches the soul like no other activity and I have dedicated my life to creative expression through music. I am a dynamic conservatory-trained pianist. I am unique in that I teach to each student’s personality, abilities, and interests. My success is in my ability to make music study engaging and fulfilling. My studio lessons are tailored to each student, with a strong emphasis on expression, technique, and practice methods. I have a full repertoire that includes all genres of piano music. I can help start you toward whatever goals you would like to set for yourself, whether it is the latest popular hit, or entrance into Juilliard. I would enjoy speaking with you about your musical experience and goals.

My studio offers music and instruction to all ages and levels of ability, with students aged 3-91, beginning to advanced, timid to shameless. I offer routine performance opportunities throughout the year for all of my students. A minimum of two formal recitals are scheduled each year with periodic casual performance opportunities where we all play in venues such as a restaurant's outdoor patio or even the beach. In addition, I routinely have community service performances where we share our music at several locations in the area - food drives, assisted living centers, and long term care centers. My studio also sponsors a helping hand program where my older students earn community service hours by providing music instruction to younger students who would not otherwise have the opportunity to learn music.

I am an active MTAC member and I am proud to offer students the opportunity to participate in all MTAC performance festivals, the Certificate of Merit, and the most diverse and engaging musical experience in the area.

Students can expect to learn the discipline and concentration necessary to achieve musical goals. Through performance they learn how to focus and share their talent with others, accepting both praise as well as constructive criticism with poise. These qualities will be part of their joyful character throughout life.

ARTICLE:
Reflections on Learning Music: Facing Challenges and Celebrating Triumphs by Juliet Aucreman

Learning to play an instrument mirrors life's challenges and triumphs.

The more I teach, the more I realize that learning to play the piano relates more to problem solving, perseverance, and a belief in yourself than to finger gymnastics. No matter a person's natural ability, learning an instrument teaches students to dissect and address complex problems, often at ages before such skills are stretched at school.

A student sits at my Steinways' bench, stumped. She's hit a musical bumpy ride, a tangle of tricks meant to teach her something. She seethes with frustration. In her tense body, I witness her whole week, a plethora of homework, quizzes, tests, soccer games and topsy-turvy friendships. These three measures are just a smoldering twig in her firestorm. Yet, like the fallen match, they get all the blame.

"This section is impossible!" she kvetches.

Yet there she sits, staring, expectant. Shall I fix her problem quickly? I can teach her the section by rote, without making her struggle. If I do, I cast away an opportunity for her to delve deep, to test her limits, to learn, and to come around proud.

"So what have you done so far?" I ask, imagining (wishing?) that she's tried playing hands alone, clapping out the rhythm, and all the other tricks we talk about ad nauseum.

"I just stopped once I got to that part," she says. "Did you learn the rest of the piece?" I ask. "No," she answers. "I didn't get any further."

I giggle.

"When you go to Disneyland and you get to a ride that's broken, do you just turn around and head home?" I ask. My student laughs. "Of course not! I go find another ride!" "You do?" I ask, trying to sound incredulous. "But that's not what you did with this piece!" She howls with laughter.

"You CAN do this," I say. "Every problem is just a bunch of micro-problems."

Together, we pull the section apart. Soon we're counting aloud and clapping. Then with our right hands, we tap one rhythm, and with our left hands, another. When that method flops, we substitute word counting for number counting, chanting two-syllable words once per beat, to divide it in half for fast notes. Slowly, the impossible section rolls together. The student watches her fingers in disbelief.

"And the moral to this story is…" I say.

My student looks down. She hates getting shown up. Finally she admits, "Every problem can be broken down into smaller problems."

I could leave it at that. She doesn't have to know that nearly every day, I'm getting my own comeuppance.

I say, "When I'm learning a new piece and it gets hard, I have to take it apart, too." She looks at me, surprised. I say, "I think to myself, why must I learn EVERYTHING the hard way?" She nods. "But you know what? Over and over, not just at the piano, but in my day-to-day life, I ask myself that. Why must I learn EVERYTHING the hard way? But you know what?"

She shrugs. I lean in.

"You WANT to learn things the hard way. In piano and in life, that's the only way you truly learn."

 
Studio Location
San Clemente, CA 92672
 
Phone
(949) 547-7655
 

 
Website
JulietsPianoStudio.com