Lucinda Dunne is a saxophonist, woodwind doubler and educator from Staffordshire in the UK. She holds a master's degree from The Ohio State University in Ohio, USA, and a bachelor's degree from the Royal College of Music in London, where she studied both saxophone and clarinet under professors Dr Michael Rene Torres, Kyle Horch and Janet Hilton. She previously studied at Chetham's School of Music and reached the woodwind category final of BBC Young Musician of the Year in 2012. She has gained orchestral experience playing with groups such as the National Youth Orchestra, Piccadilly Symphony Orchestra, and Orchestra Vitae, performing at notable UK venues including The Sage Gateshead, St John's Smith Square and the Royal Festival Hall. Lucinda debuted as a soloist with the RCM Film Orchestra and later performed Benson's 'Aeolian Song' with the RCM Wind Ensemble. Other concertos Lucinda has previously performed include both of Weber's clarinet concertos and Marcello's Oboe Concerto in C Minor. Lucinda also enjoys instrumental doubling (playing saxophones, clarinets and flutes) and being part of pit orchestras for musical theatre. Some shows she has recently performed include Miss Saigon, The Addams Family, Singin' In The Rain, Sweet Charity, Anyone Can Whistle and Guys and Dolls. Lucinda is also a keen chamber musician, playing in a number of ensembles including several saxophone quartets and jazz combos, but most recently is the bass clarinet chair holder in The Sages of Future Soul. This group formed over the 2020 lockdown, recording big band music remotely, but now performs arrangements and original modern jazz and soul compositions live across the USA.

Lucinda has over 13 years of teaching experience, including: 1. 1-to-1 instrumental tuition for saxophone, clarinet, piano and music theory to students of all ages (6-adult). 2. Teaching jazz history classes. 3. Teaching music theory classes. 4. Running and coaching ensembles such as wind bands, orchestras, choirs and saxophone ensembles. 5. Musical director for productions. 6. Tutoring for GCSE and A Level music composition.

Lucinda's most recent teaching positions include:

1. Saxophone Professor at Kenyon College (Ohio, USA), teaching jazz, classical and crossover playing skills in a 1-to-1 setting every week to university aged students.
2. Instrumental Lessons Instructor at The Ohio State University Community Music School (Ohio, USA), teaching the piano, saxophone and jazz history classes to students from age 6 to adult.

It was during my undergraduate degree at the Royal College of Music (London UK) where I first felt the true significance and need for creative, enjoyable and inclusive music education. I was leading a workshop introducing woodwind instruments to elementary school students in an underprivileged area of London. Here, the majority of students had not had the opportunity to learn an instrument or perhaps it was their first time hearing some of the instruments demonstrated. This workshop was their first interaction with the classical side of the arts. Their enthusiastic questions and curiosity was inspiring, as I didn’t fully realise until that moment how impactful my input into their education could be.

Since becoming a private saxophone teacher in 2012, group learning and chamber music has always been an important part of my pedagogy. In individual lessons, I have taught the majority of my students through the ABRSM (Associated Board of the Royal Schools of Music) grading system with a 100% pass rate. Throughout lessons, I carefully monitor their musical progress in theory, sight reading, harmony, scales and repertoire, just to name some key elements. If possible, I then group together certain students whose standards and abilities will match to either have group improvisation lessons, or to rehearse as a chamber group for a particular goal and/or concert. I find this particularly effective for beginners, as it makes their assimilation into bands more smooth, and allows students to have leadership experience perhaps earlier than in their academic careers. Through this method, I can also see which students have an affinity for jazz and might want to explore this option seriously. I have also found that group learning from the beginning of a student’s musical journey allows opportunities for developing empathy and showing compassion. It is important to me that my students have these key life skills, allowing them to develop into well-rounded members of society. It is a great reward to me to see them grow not only as confident young musicians, but as understanding and kind human beings.

A typical 1-to-1 lesson would include warming up with scales and technical exercises designed to meet the needs of the student in order for them to progress. I would expect these to be worked on frequently between the lessons, to allow brisk technical improvement which the students would notice the benefits of during their performances. Students would also be expected to learn an etude on a regular basis to play in the next lesson as if it were a performance. Then, we work on repertoire that not only interests the student, but allows them to explore different genres and to experiment with musical phrasing and being emotive during their playing. Each student has different goals, so this general structure of a lesson changes depending on their current ability and where they would like to get to over a certain period of time.

I also wish for my students to be avid consumers of music, listening and experiencing different forms of live music as well as expanding their knowledge through many genres. I will set individual listening tasks and concert recommendations throughout the lessons to broaden each students' musical horizons. Each student becomes a well-rounded and versatile saxophonist with regular performance experience. At the end of each term, I hold concerts for the students to perform the pieces they have worked on throughout their lessons. I believe that students giving regular performances build their on-stage confidence rapidly.

In conclusion, I endeavour for all students to become well-rounded musicians with confidence and clear performance and personal goals. The skills they learn through our lessons will provide them with the tools to navigate whichever field they choose, and to be compassionate members of society.