Young, engaging and passionate saxophone tutor with over fifteen years of experience playing and performing. From Classical to House, Funk to Jazz – every lesson is tailored to you!

Find out more about Freddie

• 1) When did you first develop a passion for music and your favourite instrument?

  I developed a passion for music at a very early age, starting classical guitar at five before discovering the saxophone soon after. I remember David Bowie and Lisa Simpson being early influences that inspired me to pick up the instrument around the age of eleven. I was constantly surrounded by music growing up and my dad has always been an accomplished pianist. Both of my parents played a wide range of music at home, from classical recordings to classic albums from the 1960s and 70s. As I grew older, I began exploring records such as Electric Ladyland, Abbey Road and Pet Sounds, gradually shaping my own musical taste. This eclectic and curious approach to listening has strongly influenced both my teaching and my work as a session musician.

• 2) Is there a particular type of music or artist that you listen to on a loop without it driving you crazy?

  There are many artists I could choose, but if I had to pick one it would be Nina Simone. Her grit, passion and musicianship are extraordinary and I am always finding new work from her catalogue, not one performance is the same. Her live performances are especially inspiring: dynamic, explosive and deeply moving. I’m consistently left in awe of her artistry, particularly her performance at the Harlem Cultural Festival in 1969, which remains one of my favourite live sets available to watch. I've spent days at a time listening to her music and I know I will for many years to come.

• 3) Explain to us the most difficult or riveting course you could personally give to a student of music.

  I always tailor a course to a student’s interests, goals and ambitions. For someone interested in composition or songwriting, a challenging course might involve a detailed exploration of harmony—chord relationships, voicings, extensions, modes and their emotional impact—alongside memorising and understanding the relationships within the circle of fourths and fifths. Having performed, written, recorded and produced music for a number of years now I've found that, for me, exists to support intuition, helping musicians move past creative roadblocks rather than restricting expression. For students interested in jazz performance, I would design a course centred on improvisation, learning standards, harmony, rhythm, stylistic language and transcribing solos. In all cases, technical study is directly linked to musical expression, ensuring learning remains practical, engaging and relevant within

• 4) What do you think is the most complicated instrument to master and why?

  I’ve always thought the harp is one of the most difficult instruments to master. A full-sized harp has over 47 strings and up to seven pedals, demanding an exceptional level of coordination, concentration and dexterity. Playing something quietly is, in my opinion, more of a challenge than when it's loud. In case of the harp, however, the instrument is built almost entirely around nuance and subtlety and therefore the technical challenge increases significantly. In comparison, blowing a large amount of hot air through a complicated piece of plumbing doesn't sound so tricky does it?

• 5) What are your keys to success?

  Clear, achievable goals are the foundation of success. I encourage breaking these down using a SMART framework—balancing short-term technical aims with long-term artistic goals to create a clear sense of direction. Once goals are set, consistency, curiosity and commitment are essential. A simple but effective habit is setting a five-minute daily practice timer; more often than not, it turns into fifteen. Small, consistent practice sessions are far more effective than occasional intense bursts. Above all, patience and self-compassion are crucial—progress takes time.

• 6) Name three musicians you dream of meeting in your favourite bar in the early hours of the morning. Explain why.

  I’d choose David Bowie, Billie Holiday and Joe Henderson. All three were pioneers with long, innovative careers, and I’d love to ask them about their creative processes, influences and how they kept playing and evolving across their lives. I’d be especially fascinated to speak with Billie Holiday about how she crafted such timeless vocal recordings, and with Joe Henderson about tone, phrasing and his philosophy on the saxophone. His album Tetragon has long been one of my favourites among the many records he contributed to in his life time. I think they'd all have some very good (and bad) stories to tell about working in the industry, fame and fortune. I'm sure we'd be there until sunrise.

• 7) Provide a valuable anecdote related to music or your days at music school.

  My saxophone teacher at school once asked me, “Is this really too difficult for you, or do you just think it is?” We were working on a challenging section of my Grade 8 repertoire, and that question completely reframed how I approached learning going forward. It highlighted, for me, how often progress is limited by our own mindset over our ability . I walked out of that room knowing that if I wanted, believed and worked hard enough at something, there was no reason why I couddn't slowly realise the steps to having it. I now encourage students to break down difficult material, practise slowly and build outward. Even small improvements, revisited consistently, can have a powerful long-term impact and big ambitions are always welcome!

• 8) What are the little touches that make you a Superprof in music?

  Every lesson I teach is tailored to the individual student. With over five years of teaching experience, I’ve developed structured learning plans and a wide range of organised resources to support my students at every stage of their musical journey. My background as a classically trained musician, combined with my ongoing learning and work across a wide range of genres means that I am set up to teach you whatever you want to learn.
  
  I’m fully engaged and attentive in each lesson, actively listening and adapting in real time to how a student is responding. Whether that means slowing things down, pushing further, or reshaping the focus of our session entirely, I will always meet you on any given day and adapt what we're doing to fit you and your learning needs – however specific or nuanced they might be. I aim to keep explanation to a minimum and let you discover for yourself not only how you learn, but also how you like to learn. I find asking you questions and encouraging you to lead your own learning journey are small things that can have a big difference. I regularly perform in bands and work as a session musician, I’m able to help you follow your goals to real musical situations such as rehearsals, live performance and studio settings, helping students understand how their playing fits into a wider musical context.
  
  Creating a calm, supportive and encouraging environment is central to my teaching. I place a strong emphasis on building confidence alongside ability, ensuring students feel comfortable asking questions, making mistakes and receiving constructive feedback. Teaching goes two ways and I always want to hear how I can improve my lessons for my students, opening up these kinds of conversations in a kind, supportive and safe way is also another little thing that I do, which I believe can have a big impact on making your learning experience the best it can be.