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About Madelyn

Violinist and fiddler Madelyn Morrell hails from the “wilds of Maine” where diverse traditions and styles of music meet. Beginning violin at age five, she quickly gained a love for the traditions that surrounded her. Playing at pub sessions and attending contra dances and festivals at a young age, she was instilled with the value of music as an intergenerational and cross-cultural bridge. Madelyn embraces music’s potential to bring community together and has hosted many musical gatherings in her home. Her “Hope” project in 2020 brought both virtual and in-person music to people in isolation.

 

Madelyn seeks to both contribute to the evolving traditions and honor the wisdom of the past.  She has explored the solo, chamber, and orchestral repertoire of violin as well as various traditional fiddle styles, specializing in Irish traditional music. Madelyn has studied with internationally renowned fiddlers Brian Conway and Winifred Horan (of Solas). In addition to violin/fiddle, she dabbles in bouzouki, tenor banjo, and piano.

 

Madelyn is certified in the Suzuki method of teaching through unit five and has earned the teacher's certificate, Teastas i dTeagasc Ceolta Tíre (Certificate in Folk Music Teaching) from Comhaltas Ceoltóirí Éireann, an international organization for the promotion of Irish traditional arts. She holds a B.M. in Performance (violin) from Gordon College. madelynmorrell.com

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teaching Philosophy

As a teacher, my foremost goal is to enable my students to personally connect with each other, the music they work on, and the community around them at the highest level of confidence. It is my goal to move each student toward greater self-analysis, independence, and dialogue within lessons. I approach each student as a unique individual, and tailor my teaching style based on which method of communication works best for them. Through building personal relationships with my students, I become better equipped to understand their unique needs.

I am trained in the Suzuki method of teaching and believe that each student has a unique tone, which we begin working on as soon as the violin and bow are introduced. As the student progresses, I will begin supplementing Suzuki materials with outside resources such as rhythmic training, scale, and etude books. A core principle of the Suzuki method is the belief that anyone has the ability to play the violin. It is not a skill one is born with but can be acquired through practice and community support. Whatever the student’s needs are, I will meet them where they are so we can take the next steps together.

Community support is essential to the success of students. Through group classes, I aim to foster a supportive and uplifting community for each student to participate in. For young children, parental involvement is essential to long-lasting growth. If possible for the family, I insist on parental engagement with lesson material until their child begins to show capabilities of self-analysis. I recognize that children hold up the adults around them as models, so I strive to conduct myself with empathy, patience, focus, and curiosity.

I believe the only way to learn and grow is through doing. Experiential learning is one reason why I aim provide my students with opportunities to perform within the community and encourage them to seek out their own opportunities.  I am passionate about teaching music because music is a profound form of communication that allows us to reach and touch the lives of others, while we ourselves grow in creativity, perseverance, and compassion.

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