Dr. Madeline Miskie’s voice is characteristically “beautiful…warm in expression…striving to become a true artist…refreshing in her love and respect for the art form.” (Maureen O’Flynn, soprano) Her love for the performance medium of the art song recital led her to complete a dissertation project on the subject of “The Art Songs of Celius Dougherty (1902-1986)” which included performances, recordings and unpublished sheet music (from handwritten scores) of song cycles by Dougherty at the University of Maryland, where she received the Dean’s Music Fellowship. Miskie began her career as a private voice teacher immediately following the completion of her undergraduate degree in 2007. Her vocal students have been accepted into undergraduate music programs (performance, education and music therapy) with full or partial scholarships at the following institutions: The Hartt School of Music, The Crane School of Music, Shenandoah Conservatory, San Francisco Conservatory, New England Conservatory, The Boston Conservatory, Towson University, The University of Maryland, Baldwin Wallace, George Mason University, West Virginia University, Temple University, and Morgan State University and such nationally recognized educational programs including Boston University Tanglewood Institute (BUTI), Brevard Music Center, Interlochen Center for the Arts and the Washington National Opera High School Institute. In the DC area, Dr. Miskie’s students have performed with the Prince George’s Philharmonic, Imagination Stage (Bethesda, MD), Olney Theater Center, The Washington Children’s Chorus, Next Stop Theater Company, The Annapolis Shakespeare Company, Washington National Opera Children’s Chorus and Little Patuxent Opera. As an avid yoga practitioner, Miskie integrates components of breath awareness and physical alignment (derived from traditional Hatha yoga) into her vocal lessons, studio classes and workshops. To further this understanding for the benefit of her students, Miskie recently completed a 200-hour Vinyasa Yoga teacher training program in Washington DC at Kali Yoga Studio with studio owner / lead instructor Abby Dobbs. Miskie is continuing her study and practice of classical Ashtanga yoga with Level 2 Certified Instructor Michael Joel Hall in Washington, DC. Madelinemiskie.com
As a teacher of voice, I strive to create a safe, positive environment of non-judgement in which my students can feel free to express themselves through singing, which by nature is a process of self-discovery. My aim as a teacher is to meet each student where they are at in their pursuit of singing and to serve as a guide as they strive to reach their individual goals without pre-conceived expectations or imposed benchmarks of 'success'. Because every student has a unique style and speed of learning I adjust my teaching vocabulary so that the lesson can be optimally productive. It is my goal to teach students how to sing as efficiently as possible. By becoming aware of excess tension / stress associated with the physical act of singing and thereafter working to release it, the voice will gradually become more flexible and optimally free. Two major issues that are paramount in this process are balanced posture and economical use of breath. As a dedicated yoga practitioner (Kali Yoga DC), I constantly work to integrate posture, balance, breath, and focus into my own singing and teaching practice. While working with individuals to address the physical obstacles that inhibit efficient, free singing, I also emphasize the need to overcome mental blocks (i.e. nervousness, stage fright) that inhibit the voice. My background in stagecraft has enabled me to address the communicative aspect of singing as a teacher. After a song is technically learned, I find it helpful to discuss the poetic / dramatic implications of the song / aria text with the student so that they are able to authentically convey its meaning to an audience. I ask that my students approach singing with a positive attitude and an open mind. It has been my experience that the process of learning how to sing is one of self-discovery. With that in mind, I understand that throughout this journey it is natural for students to address insecurities and even self-judgement concerning their self-expression. My goal is to help individuals successfully break through these barriers and emerge with a greater knowledge of their instrument and a renewed sense of self-confidence.
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