Trinity Colbert
About
I am a Music Therapy major with extensive experience working with diverse learners across educational, therapeutic, and community settings. My training combines musicianship, psychology, and evidence-based therapeutic techniques to support students academically, emotionally, and creatively. I have worked with children and young adults with behavioral challenges, autism spectrum disorder, and learning differences, as well as students seeking to grow their musical confidence and skills.
My teaching approach is student-centered, engaging, and adaptable. I believe music should be both structured and enjoyable, so I tailor each lesson to meet the individual goals, learning style, and pace of the student. I incorporate interactive activities, movement, improvisation, and practical skill-building to create a supportive environment where students feel comfortable exploring their abilities.
I focus on:
• Building confidence through encouragement and achievable goals
• Developing foundational musical skills (rhythm, pitch, expression)
• Supporting emotional expression and creativity through music
• Using structured yet fun lesson plans
• Meeting students where they are and helping them grow at their own pace
Whether students are beginners, looking to strengthen their skills, or interested in music for personal growth, I aim to make each lesson meaningful, engaging, and empowering!
Teaching Style
My teaching style is supportive, engaging, and tailored to each student’s individual needs. I create a positive learning environment where students feel comfortable, encouraged, and motivated to grow. I focus on building confidence while developing foundational skills through interactive activities, repetition, and creative expression.
I believe learning music should be both structured and fun, so I balance technique with enjoyable exercises like call-and-response, movement, improvisation, and real-world application. I adjust my pace based on the student’s learning style and goals, ensuring lessons are accessible for beginners while still challenging enough for growth.
Above all, I prioritize patience, encouragement, and meeting students where they are, helping them develop both their musical abilities and self-confidence.
Curriculum
I teach using a student-centered vocal method that emphasizes proper breath support, posture, tone production, diction, and sight-reading, while fostering confidence and expressive performance. Drawing from my extensive experience in high-performing ensembles, including competitive show choirs, Howard University Chapel Choir, and Howard Chorale. I guide students in both solo and ensemble settings. Lessons incorporate music theory, aural synthesis skills, and performance techniques such as phrasing, dynamics, and stage presence, allowing students to grow into well-rounded, confident musicians.
For repertoire and technical development, I recommend resources such as “The Singer’s Musical Theatre Anthology” series and “Vocal Workouts for the Contemporary Singer” by Anne Peckham. For beginners or younger students, Alfred’s Basic Piano & Vocal Library: Sight Reading & Ear Training is ideal for building foundational musicianship alongside vocal skills. These materials, paired with my guidance, provide a structured, engaging, and progressive path for students of all ages and levels.
Credentials & Affiliations
I am currently completing my Bachelor of Music in Music Therapy at Howard University, graduating in May 2026, with a Classical Voice minor. Howard University, recognized as the number one HBCU in America, maintains a highly competitive and high-performing music program that emphasizes vocal excellence, ensemble discipline, and advanced musicianship. In addition to my academic training, I serve as President of Sigma Alpha Iota International Music Fraternity, where I lead musical programming, coordinate performance opportunities, and support music education outreach initiatives. This leadership role has strengthened my professionalism, organizational skills, and commitment to advancing music education.
My performance background includes extensive choral training across both secondary and collegiate levels. I spent three years in a top competitive show choir in Georgia, where I developed strong vocal technique, stage presence, and ensemble collaboration. At the collegiate level, I have participated in four years of university choral ensembles, including two years in the Howard University Chapel Choir and two years in the Howard University Chorale. These ensembles require advanced musicianship, sight-reading ability, and consistent performance at a high level, allowing me to refine my vocal technique and strengthen my skills as an alto within rigorous performance settings.
In addition to performing, I have teaching experience through my work at Expressions Music Academy, where I provided music instruction to students of various ages and skill levels. I focused on vocal development, foundational musicianship, and confidence-building through structured and engaging lessons. My combined experience in high-level choral performance, university training, and leadership as President of Sigma Alpha Iota equips me to effectively teach voice and general music students in both individual and group settings.