About the Teacher
Emily Freudigman is Co-Founder of Grammy-nominated local chamber ensemble Camerata San Antonio and served as Assistant Principal Viola of the San Antonio Symphony from 2002-2019. Mrs. Freudigman holds degrees in viola performance from Southern Methodist University, the Peabody Conservatory, and the University of Michigan and has been a Fellow on full-tuition scholarship at the Tanglewood Music Center and the Aspen Music Festival and School. She has studied chamber music with members of the Juilliard, Muir, Concord and Tokyo String Quartets, and she has performed with the Fort Worth and Boston Symphony Orchestras.
Mrs. Freudigman maintains an active viola studio in San Antonio. With over fifteen years of experience as an artist-teacher, Mrs. Freudigman guides each student through an individually designed curriculum to help him or her reach their musical goals, whether that is keeping up with their school orchestra, winning a spot in their region orchestra or the Texas All-State orchestras, or achieving a coveted spot at the university of their choice to study viola at the collegiate level.
Her students regularly achieve leadership positions in their school orchestras; students often also occupy leadership positions throughout the various levels of Youth Orchestras of San Antonio ensembles. Mrs. Freudigman’s most advanced students perform in the Texas All-State orchestras, attend competitive summer music camps, including NYO and NYO2, the Aspen Music Festival and School, the Eastern Music Festival, Sphinx Performance Academy, Credo Music Camp, and Interlochen Center for the Arts and have gone on to study (with significant scholarships) at the Cleveland Institute of Music, Peabody Conservatory of Music, Baylor University, the University of Houston, University of Memphis, UT-Arlington, UTSA, UNT and UT.
Mrs. Freudigman maintains an active viola studio in San Antonio. With over fifteen years of experience as an artist-teacher, Mrs. Freudigman guides each student through an individually designed curriculum to help him or her reach their musical goals, whether that is keeping up with their school orchestra, winning a spot in their region orchestra or the Texas All-State orchestras, or achieving a coveted spot at the university of their choice to study viola at the collegiate level.
Her students regularly achieve leadership positions in their school orchestras; students often also occupy leadership positions throughout the various levels of Youth Orchestras of San Antonio ensembles. Mrs. Freudigman’s most advanced students perform in the Texas All-State orchestras, attend competitive summer music camps, including NYO and NYO2, the Aspen Music Festival and School, the Eastern Music Festival, Sphinx Performance Academy, Credo Music Camp, and Interlochen Center for the Arts and have gone on to study (with significant scholarships) at the Cleveland Institute of Music, Peabody Conservatory of Music, Baylor University, the University of Houston, University of Memphis, UT-Arlington, UTSA, UNT and UT.
About your lessons
I love that “aha” moment when a student really understands a concept, and I also love the challenge of finding the way there for each unique student.
Lessons are weekly and are conducted one-on-one, so I am not splitting my attention among several students in a lesson; my focus is solely on the single student. Because of that, I am able to tailor my approach to the student, their individual learning style and personality. This allows me to be effective with students at all levels.
Lesson materials are selected based on each student’s current abilities, to address their unique challenges, and help them expand their skills. Some are short-term projects and will take only a week or two to finish, others are long-term and may take several weeks or longer to master. Additional repertoire pieces are selected in cooperation with the student as needed for auditions, competitions, recitals, etc.
I am happy to use lesson time to address any difficulties that may arise in school or youth orchestra music, but my goal as a teacher is to give each student the tools and confidence they need to tackle those challenges independently (or find them no challenge at all!)
It is a given that individual daily practice by the student is expected and required in between lessons. I expect each student is coming to me because they want to improve. I can provide guidance, explanations, successful strategies for effective practicing and problem solving, but the student has to do the work between sessions to see improvement.
Lessons are weekly and are conducted one-on-one, so I am not splitting my attention among several students in a lesson; my focus is solely on the single student. Because of that, I am able to tailor my approach to the student, their individual learning style and personality. This allows me to be effective with students at all levels.
Lesson materials are selected based on each student’s current abilities, to address their unique challenges, and help them expand their skills. Some are short-term projects and will take only a week or two to finish, others are long-term and may take several weeks or longer to master. Additional repertoire pieces are selected in cooperation with the student as needed for auditions, competitions, recitals, etc.
I am happy to use lesson time to address any difficulties that may arise in school or youth orchestra music, but my goal as a teacher is to give each student the tools and confidence they need to tackle those challenges independently (or find them no challenge at all!)
It is a given that individual daily practice by the student is expected and required in between lessons. I expect each student is coming to me because they want to improve. I can provide guidance, explanations, successful strategies for effective practicing and problem solving, but the student has to do the work between sessions to see improvement.