Anna Maria Manalo

Teaching Artist

anna maria manalo at the piano

I help students discover and develop their inner musical voices so they can express themselves fully. What I love most about teaching is seeing my students gain confidence in themselves through the process of musical exploration.

Whether at the piano, violin, or through composition, my students shape their distinct voices using the musical tools we develop together. Lessons include improvisation, ear training, songwriting, and, whenever possible, we play chamber music.

Ms. Anna working with an advanced piano student.

With over 30 years’ experience, Anna has taught students ages 5-80. She has designed studio seminars for adults, summer youth string programs, and chamber music workshops for both children and adults.

Anna founded and directed a Bronx-based string ensemble for the Aquinas High School that combined western classical instruments with traditional Philippine instruments. She also taught composition and improvisation in Harlem for the Harbor Conservatory for Performing Arts. Other NYC teaching credits include working with students at Columbia Preparatory and at Hunter College.

These days, in addition to teaching in her NYC studio, Anna is also an instructor for the Maestro Music Institute of CO and is a Mentor of Arts for the MAST (Math, Arts, Sciences, Technology) Program at the University of Texas – Rio Grande.

Anna holds degrees in piano and violin from the University of Wisconsin-Madison and CUNY Hunter College. In addition, she studied pedagogy at Oberlin College, composition at the Aspen Music School, and she received Music Therapy training at the University of Alberta, Canada.

Ms. Anna working with a non-verbal blind adult student.

NOTE: For Students with Exceptionalities

For many years, I’ve been privileged to work with students who have a wide range of exceptionalities. As an instructor for the Braille Tone Music Society of Canada, I taught students who were blind and many who had additional physical, cognitive, or psychological challenges. I’ve worked with students on the Autism spectrum, people recovering from brain injury, as well as students who were nonverbal. I find this work especially gratifying because I get to witness the unexpected self-esteem my students find through the magic of discovering their own musical voices.

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