Flute
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Biography
Lisa Lutton, flute and piccolo, has been a semi-finalist in the International “Flute Talk” Competition, a winner of the Leni Fe Bland Competition, and a Leopold Schepp scholarship recipient. She was a featured soloist on the Trinity Church Noontime Concerts Series, and has performed in some of New York’s most prestigious venues, including Alice Tully Hall, Miller Theater and Symphony Space. Lisa earned degrees in flute performance from Northwestern University (B.M.) and Mannes College of Music (M.M.). Influential teachers include Walfrid Kujala, Tim Day and Keith Underwood.
Musical pursuits led her to study the Alexander Technique, which is considered an essential resource for musicians. It is an invaluable tool for reducing performance anxiety, enhancing stage presence, and improving tone and overall coordination. The Alexander Technique is offered as part of the basic curriculum at many of the world’s finest conservatories, including the Julliard School, Manhattan School of Music, the San Francisco Conservatory, and the Royal College of Music in London. Lisa is now an AmSAT certified teacher of the Alexander Technique, having completed the 3-year, 1600-hour training course in December of 2007.
Lisa’s experience as a professional musician and Alexander Technique teacher enables her to approach performing and teaching music from a unique perspective. Lisa is highly skilled in visual observation and efficient body use. She understands the emotional and physical demands of performance, and offers aspiring musicians practical ways of transforming their performance skills using the Alexander Technique. Lisa is available for private flute lessons, and offers master classes for musicians of any instrument or voice type.
To schedule a private flute lesson, book a performance, or arrange a master class, please contact Lisa directly.
Teaching Philosophy
I strive to help students become the best musician they can be, and to have a good time doing it! I believe not only in developing a student’s technical and musical ability, but also in encouraging them to be curious, ask questions, think logically, and to engage in their own learning process. I recognize that everyone learns differently, and I strive to adjust my teaching to what will be most helpful for each student. I place high priority on developing healthy playing habits from the very beginning, and on helping my advanced students find more efficient ways of playing. Ultimately, I want my students to enjoy music for a lifetime, whether they continue to play the flute, or whether they decide to find the joy in music from the other side of the stage.