Teaching Philosophy
What inspires a person to study the violin?
When I ask my students what inspired them to learn the violin, I often hear similar answers: they love the sound of the instrument, are drawn to the possibility of self-expression, and are captivated by the opportunity to bring their musical imagination to life. Many simply say, "The instrument spoke to me, and I love it."
Fostering this connection with music lies at the core of my teaching philosophy. My goal is to guide students in developing a thorough musical understanding and a well-rounded "toolbox" of skills that will enable them to create what they imagine and cultivate their unique voice.
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When studying with me, students can expect the following:
Personalized Instruction: I believe understanding each student as an individual and as a musician is essential to learning. By exploring a student's unique motivations, learning style, and musical goals, I create a customized learning path that builds on individual strengths while addressing specific challenges.
Supportive and Professional Learning Environment: At Cavatina Violin Studio, students will find a safe yet stimulating learning environment. My interactions are professional, supportive, consistent, and honest, creating an atmosphere of trust and growth. My students often hear me say, "Mistakes are okay, and mistakes are part of learning." Mistakes are not to be feared but to be learned from.
Strong Technical Foundation: A solid technical foundation is essential for musical freedom - like a building, the higher you want to go, the deeper the foundation must be. I guide students to understand the instrument comprehensively - from how their actions produce sound to achieving their desired musical results. This understanding, combined with music theory and musicianship studies, leads to independence and a unique musical voice. Drawing from the pedagogical work of Paul Rolland, Simon Fischer, and my mentors, I build strong technical foundations while maintaining muscle health.
Development of Practice Skills: I work with students to help them develop effective practice strategies, problem-solving skills, and long-term project mapping. My feedback guides their practice and supports their progress toward individual goals.
Performance Opportunities: Sharing music with others through performance is one of the most rewarding aspects of studying music. Performing builds confidence and musicianship and provides meaningful goals and opportunities for growth, peer learning, and inspiration. I encourage students to participate in studio performances, such as recitals and masterclasses, as well as external opportunities, including orchestras, chamber music, festivals, exams, competitions, school music opportunities, choirs, community performances, and summer music programs.
Each person's musical journey is unique. Together, we embark on this journey – blending foundation and inspiration to create artistry!
“Music can name the unnameable and communicate the unknowable.”
- Leonard Bernstein
Carmen Lasceski-Custers
Background & Artistic Work
Toronto-based violinist, vocalist, and pedagogue Carmen Lasceski-Custers is a versatile performer with a repertoire encompassing multiple genres. She holds a Master of Music (M.Mus.) in Violin Performance and Literature from Western University, where she was awarded a graduate research scholarship, and a Bachelor of Music (B.Mus. Honours) in Violin Performance from the University of Wisconsin Oshkosh. Her studies also include four years of specialized coursework in drama and voice at the University of Wisconsin Platteville.
Carmen's artistic work has multiple facets of the performing arts, including experience as a chamber and orchestral musician, soloist, vocalist, actress, choreographer, and dance teacher. Her passion for exploring diverse artistic mediums has inspired her to create several unique performance projects, including the release of three singles, and concert programs that combine classical violin with jazz/pop vocals and poetry.
Her principal teachers include violinists Jaime Weisenblum, Annette-Barbara Vogel, and Klara Fenyö Bahcall; voice teachers Barbara Burdick, Ron Shetler, and Sacha Williamson; and drama instructors Mike O'Brien, John McCaslin-Doyle, and Bob Luke.
Pedagogical Training & Professional Development
A dedicated pedagogue, Carmen has established herself as an experienced violin teacher working with students of all ages and ability levels, teaching in-person in the Greater Toronto Area and remotely across North America, China, and Saudi Arabia.
Her pedagogical training includes a Level 1 Endorsement in Paul Rolland String Pedagogy, a two-year participation in the American String Teachers Association's mentorship program under Dr. Robert Gillespie and pedagogical studies with Mel Martin. She has engaged in ongoing professional development through the American String Teachers Association’s Virtual String Teacher Summit, the Royal Conservatory of Music Teacher's Summit, and the Benedetti Foundation workshops.
Carmen is a Certified Advanced Specialist (violin) with the Royal Conservatory of Music (RCM) and maintains active membership in the Ontario Registered Music Teachers' Association (ORMTA), Canadian Federation of Music Teachers' Association (CFMTA), and American String Teachers Association (ASTA). Within these organizations, she serves on ASTA's National Studio Committee and National Conference Masterclass Review Subcommittee and convenes student recitals for ORMTA's Toronto Central Branch.
Teaching Experience
Carmen has taught at music schools throughout the United States and Canada, worked as a graduate teaching assistant, and conducted orchestral workshops in both primary and secondary school settings. She has presented university masterclasses, worked as a summer festival clinician, adjudicated music festivals and competitions, and written pedagogical articles for violinist.com. In 2016 she opened the doors of her own teaching studio, Cavatina Violin Studio, located in Midtown Toronto.
Her students frequently achieve high marks on Royal Conservatory of Music exams and place well at regional and international festivals and competitions, including Toronto Kiwanis Festival, North York Music Festival, Ontario Music Festivals Association's (OMFA) Provincial Finals, Bahrain Young Performers Festival, and the Grand Maestro International Music Competition (Online).
Her students have served as principal section leads with University of Toronto Schools, Moordale Youth Orchestras, and Santa Monica High School Orchestras (Samohi) in California. They have been accepted into CODA Honours Symphony and All-State Orchestra (California), and the Advanced Solo Performance with Orchestra Summer Program at Choate Rosemary Hall. In addition, many have attended performing arts high schools around the Greater Toronto Area, including Claude Watson School for the Arts and Rosedale Heights School of the Arts.
Drawing on her multifaceted performance background and teaching experience, Carmen enjoys guiding students in developing their unique musical voices while fostering technical skills, creative expression, and a lifelong love of music.
In her personal time, Carmen enjoys spending time with her family, friends, and two cats, working on various creative projects, and jogging.