Scott Hanenberg is a teacher, performer, and audio engineer in the Greater Toronto Area.
Scott has just recently completed his PhD in Music Theory at the University of Toronto, writing a dissertation about rock drumming. He is published in Music Theory Online and has given papers at conferences all across North America. While teaching at the University of Toronto as a graduate teaching assistant, Scott served as president of the Music Graduate Students’ Association. Scott has also taught music theory at Recording Arts Canada, here in Toronto, and at Georgia State University.
Scott’s experience as an audio engineer comes from his work at Grayson Matthews, and from freelance work with artists like Megan Bonnell and Daniella Nardi. Scott has performed and recorded with The C’mons and has released an EP under his own name entitled “Darn That Dream.”
I am passionate about music, and I take great joy in sharing with my students the richness and meaning I have experienced in my years of playing, recording, and studying.
My teaching approach reflects what I have learned as a performer, producer, and researcher. Because I want students to develop the same excitement and diligence that I strive to maintain in my own work, it is important to me to model these values in my teaching.
One of the most unique aspects of music is how multi-sensory it is. When we play an instrument, we are listening, reading music, counting, and working the instrument all at once. When I teach music theory, I work with students to build on their unique musical knowledge. I choose musical examples that we can play on piano or guitar and I encourage students at all levels to sing, because students are more engaged when they feel a connection to the music.
Writing or speaking about music accurately and engagingly is hard to do but this is an indispensable skill in all musical professions and something I want my students to do. With more advanced students, music analysis assignments and short-answer questions offer natural opportunities for critical thinking and creativity, encouraging students to develop both their ideas and their prose.
Most important to me, my students should expect to be both challenged and encouraged. I am passionate about music, and I take great joy in sharing with my students the richness and meaning I have experienced in my years of playing, recording, and studying.