Natalie Jones

Teaches: Voice, Guitar, Bass, Piano, Ukulele, Violin, Trombone, Trumpet, Saxophone, Clarinet, & More

About Natalie

I am a Pennsylvania state-certified music teacher (PK–12) with a degree in Music Education from Kutztown University ('25) and a strong background in both performance and directing. Trombone has been my primary instrument my whole life, with voice as a close second. I’ve had the privilege of performing in and directing choirs, concert bands, and theatrical productions. My experience in music directing and performing for theater has deepened my appreciation for how performance, storytelling, and musicianship intertwine, and I enjoy bringing that same creativity into my lessons.

As a teacher, I believe music should be both educational and fun. My goal is to create a supportive, welcoming space where students feel safe to grow, explore, and express themselves while also finding a sense of community and belonging. I focus on building strong and healthy fundamentals while encouraging creativity, confidence, and a lifelong love of music. Whether a student is preparing for auditions, performing on stage, or simply learning for the joy of it, I strive to tailor lessons to their individual goals and needs.

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Natalie Jones

"Whether a student is preparing for auditions, performing on stage, or simply learning for the joy of it, I strive to tailor lessons to their individual goals and needs."

When did you start playing music, what brought you to it?

I started playing music in the 4th grade when the time came to choose an instrument to play in band. I was actually going to be a flautist at first, but my older brother who already was playing the trombone allowed me to try his out and convinced me to pick it. Little did we know it'd be what I based my whole career on! I found some very meaningful friendships in the band room, and that continued all throughout school, I loved making music with my friends.

What are some musical goals you hope to achieve in the future?

Overall my goal is to consistently work and practice the various instruments I do play so that I can participate in more performances and be a more competent teacher!

What other instruments, aside from the ones you teach, have you played before?

All of the instruments I teach I have played in some way, shape or form. From learning them for my degree, performing, or plainly experimenting in my free time!

What style(s) of music do you like to play the most? Why?

I definitely have a soft spot for musical theatre. The mutualism between music and storytelling has always fascinated me, and I love exploring how the two affect each other, and how each performer can bring a different approach in their performance.

What advice could you give to someone who has just begun learning music?

Don't let mistakes get in your way! I struggled a lot with finding my confidence and making even the tiniest mistake would send me spiraling. It took me a long time to realize that you are in fact your biggest critic, but the good news is: everybody makes mistakes. So never lose sight of why you began to learn music in the first place! Make note of what you didn't like, and do it differently next time. That's all there is to it.

What are some of your favorite teaching moments?

Conducting my sixth grade choir in their concert for a song called "Joshua Fit the Battle" by Jill Gallina. I taught them some choreography to go along with it and it was easily the students', parents', and my favorite piece of that concert. It was so much fun and high energy, even the handful of students who didn't want to be there had a blast with it!

What is a musical obstacle that you remember overcoming? How did you overcome it?

Movement III of "From a Mother's Journal" by Lauren Bernofsky, titled "Bedtime Battle", is a very technically demanding piece, with a tempo marking of 140 BPM and consistent sixteenth-note runs throughout the whole movement. I spent months working on it because I was so determined to perform it. I started with the metronome at 30 BPM and increased it by 1-2 each successful run-through until I finally made it to a tempo I could perform it in. It was a lot of frustration, but ultimately I was proud of myself for sticking to it.
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