Drum Lessons
Check out our drum teachers for drum Lessons!
Other Instruments: Guitar, Bass, Ukulele
Kyle Sloan studied Guitar Performance and Contemporary Writing and Production at Berklee College of Music. He began playing Guitar at age 12, began playing Alto Saxophone at age 9 and began playing Percussion at age 7. While attending Berklee, he performed with a Beatles cover band, an original Country-Rock band and worked on various ensemble projects ranging in genres from Hip-Hop to Metal. During his time at Berklee he studied with Professional guitarists and Berklee staff members: Thaddeus Hogarth, Lauren Passarelli, Jim Peterson and Sheryl Bailey. Kyle graduated from Portsmouth High School in 2008 where he was a member of the high school’s marching band, concert band, jazz band, drum line, as well as a pit musician for theatrical productions. Kyle also played Vibraphone for Portsmouth High School’s world champion concert percussion ensemble (WGI scholastic concert division). Kyle is also a member of the engineering staff at Cybersound Recording Studios in Boston, MA.
“Enjoying the process of learning music is a major component to my philosophy. My teaching style incorporates the fundamentals with an open mind to each students individual tastes and ambitions. Experiencing joy with music is what makes music special on an individual level, as well as on a global level. Music translates in all parts of the world and the musical language that is learned can be shared by a global community. By choosing to study music and a musical instrument you open yourself to and become a part of this global community. Like learning and speaking a language, the ways you make yourself heard and understood through music involve developing your mechanical skills, your critical thinking skills, and your listening skills. Listening is the key to knowing when and how to use your vocabulary. It is important to find a connection with the phrases and vocabulary you learn to be able to express yourself in an appropriate way and in the right context.”
