My love of music started with my father: he constantly played classical music at home, and had me join our church children's choir at the age of four. I began the flute at age eight, and the piano at twelve. When I found the Community Conservatory and started studying flute with Sara Sablosky, she not only filled in the gaps in my technique, but involved me in flute duets. They were so much fun! I now continue her tradition with my own students.
My students participate in duos, trios, quartets, and mixed chamber ensembles
with other instruments such as piano, flute, violin, and cello. My piano
students are given the opportunity to learn the art of
accompaniment, and I often pair them with flutists and solo instrumentalists from other teaching studios. I encourage my students to make me aware of their friends who also play instruments, and I find appropriate literature for them to play together.
My top priority as a teacher is to instill in my students the same love of music that I have, and to offer every opportunity possible to expand their knowledge of all music, whichever style they choose. My students have a variety of different goals: for example, some have gone on to become music educators themselves, entered competitions and auditions for various groups, and participated in a variety of youth orchestras. Others have decided to study popular music and have joined rock bands, written original music, and learned to improvise. I enjoy guiding my students to find their musical niche, and look forward to helping new students discover their creativity.
Class of 1998 The College of New Jersey, Bachelors of Music Education with flute concentration. Studied with Dr. Dent Williamson.
Class of 2007 West Chester University, Masters of Music with flute chamber ensemble concentration. Studied with Dr. Kimberly Reighley.
2001-2003 University of the Arts, Graduate Courses
Musical Theater, Music Technology, and Teacher Resources for Chorus
Present Continuing Education
Attendance/Participation in numerous masterclasses, clinics, and conventions.
Examples: Jim Brickman, Randall Faber, Gary Schocker, James Galway, Jean Pierre Rampal, Robert
Dick, Patricia George, Kim Pineda, Greg Pattillo
2001- Present The Conservatory, Doylestown, PA ; Cosgrove Home Studio, Perkasie, PA
Flute and Piano Private Instruction, Students on Tour Manager, Try-It-Out Class, Beginning Piano Class, Flute Choir and Chamber Ensemble Coach, Wind & Percussion Dept. Chair
2014 - 2016 United Friends School, Quakertown, PA
Choir director, Private music instruction
2000-2005 Centennial School District, Warminster, PA
Elementary instrument group classes and General music at Stackpole ElementaryChorus and General music at Longstreth Elementary
Music theory and Theater at William Tennent High School
1998-2000 Archdiocese of Trenton
Chorus, Theater, and General music K-8 at three parochial schools within the diocese
Philadelphia Music Teachers Association: Current Treasurer, Web Committee, Theory Chair
Ensemble Impromptu (Founder)
Cosgrove/Duffy Flute and Piano Duo
Strings & Wind Flute and Guitar Duo
Guest artist with La Fiocco Period Instrument Ensemble
Dillirgaff 70's rock band, keys and fluteFormer member of St. Paul's Lutheran Church Senior Choir
If a student doesn’t enjoy what they are learning, it is very difficult to stick with the program and develop the skills necessary to develop a life-long appreciation for the arts. One advantage to learning a musical instrument is the training in teamwork. Besides weekly lessons on their respective instruments, students are offered opportunities to work with other musicians in Student Recitals: duet textures for flutes, flute and piano accompaniment (for both flute and piano students, and with the teacher), flute choir, and chamber ensemble experience that includes instruments other than flute and piano.
Teaching MethodA firm foundation in musical theory, history, and expression are important in helping to guide each student towards their path to personal success. As a young or beginner student, one can expect to be exposed to folk music and a variety of musical genres to determine where their interest lies. Transfer students (including those who started in a band program at school) are evaluated in order to determine the skill sets that were already obtained. Then the student, parent, and teacher would discuss whether there are any gaps in their musical education, and how to further proceed. It is extremely important that the student help guide the method through which they are learning in order to achieve ownership of their skills and a sense of personal accomplishment. Click on Piano Lessons or Flute Lessons for a list of popular methods used for beginning and transfer students. Participation in ensemble experiences, performances, assessments, or recordings of students is encouraged.
As most people have experienced, there is a marked difference in the enthusiasm with which one learns dependent upon their relationship with their teacher. It is the goal of the Cosgrove Studio to foster an optimistic and friendly learning environment for each and every student. Through the use of constructive criticism and positive reinforcement, students of the studio learn to take pride in their accomplishments and continually strive towards their goals, whatever they may be. Michelle maintains contact with many former students and enjoys hearing of their endeavors.
To help guide students in their piano and flute lessons, use of computers and tablets are incorporated in the educational experience. Students are given access to teacher-made recordings of the recital music on which they are currently working. This may include recording of various parts of the chamber ensemble in which the student is participating, the piano accompaniment to their flute solo, or a recording of the solo piano or flute piece on which the student is working. They are emailed directly to the student or parent and can be burned to CD or used on any device. This allows students to mimic their practice with the teacher without the benefit of her being in the room. Depending on the tablet platform that a student may use at home, there are a variety of apps available that can be used during practice to give the student feedback about their performance, and speed up the amount of progress that is made in between lessons.
Students and teacher may use websites such as YouTube to listen to musical selections to decide whether they like the music. The same method is used for students to listen to various versions of the same song, in order to decide which interpretation best matches their personal style.
There are many resources on the internet in finding free music that is in public domain, meaning that the 70-year plus life copyright has expired. Many modern composers and arrangers offer their new music royalty free. Ordering sheet music is easier than ever because of music websites that offer shipping to the home, and the ability to print the music direct to your computer. You can access these websites for free under the Student Resources page of this website.