Tara Locher

I am a woodwind specialist. My main instrument is flute/piccolo. Then I learned saxophone so I could play in jazz bands. Then I learned clarinet because it just seemed fun. I learned these instruments (and more) while getting my bachelor degree in Music Education at Kent State University 1996-2000. I am the principal clarinetist with the "Deutscher Musik Verein" (DMV) a German polka band. I've been with the DMV since 2005. With the DMV, we toured in Europe playing in Germany and Austria. I even got to perform at the original Hofbräuhaus in Munich in 2007! I also compose. I have a jazz album out called "Just Another Wednesday Afternoon" (2018). And I have been teaching private lessons (upper woodwinds) for Medina City School since 2000. I am also an adjudicator for Ohio Music Educators' Association since 2023. They hire me to judge middle school and high school solos and give productive feedback on their performances. I just LOVE music!

I specialize in helping players unlock their potential — whether they’re already strong or feel stuck and need a breakthrough. I’ve had students recognized by professional musicians such as Richard Shanklin, place in top ensembles, and grow from unsure beginners into confident leaders. I help students improve quickly, build beautiful tone and technique, musical understanding, and move up in their sections with confidence. My students consistently earn top chairs, place into honor bands, get accepted into the music colleges they audition for including The Ohio State University, and perform advanced Class A and Class B literature at contest and consistently earn highest ratings. I’ve even had a student hand-picked to perform as a soloist in the debut of a concerto by Collin Kemeny with the Case Western Reserve University Symphonic Winds in 2017.

I work with middle school, high school, and adult players who want to improve. Many of my students see noticeable progress in a short time because lessons are focused and tailored to what will make the biggest difference right away. I do all of this by making my students feel relaxed. Musicians play and learn better when they are not stressed. I am a very chill and patient teacher that fosters a positive environment to grow as a musician.

My lessons are a balance of relaxed, encouraging energy, and results-driven focus. I create a low stress environment. I focus on fundamentals, that creates fast and lasting improvements: tone quality, air support, technique, and musical confidence. Every lesson is personalized so students leave with clear direction and real progress towards the goals they have set. I teach life skills (perseverance, courage, organization, growth mindset, confidence, etc.) through music.

I help each student identify a short-term or long-term musical goal, then I shape lessons to bridge the gap between where they are and where they want to be. After each lesson, I leave written reminders and practice notes so students know exactly what to focus on during the week. I also welcome students to record lessons so they can revisit explanations and demonstrations as they practice.

A current example, a student created the goal to learn all major scales. I created a method I call “The 7 Magical Letters,” which helps students quickly understand which scales are sharp versus flat and it helps the students know which notes will be flat or sharp in each scale. I have used this method with numerous students and time and time again they memorize all major scales faster than expected.

I encourage achievement-based practicing. This means the student chooses (and I help guide them if decision-making is difficult for them) a very small, achievable mini-goal for each practice session. These small wins build on each other, increasing confidence and creating momentum. As students start to feel successful, they naturally begin to practice more than I even ask — starting a cycle of self-motivation that leads to more productive lessons and faster progress.

I enjoy working with flute/piccolo, clarinet/bass clarinet, and all saxophones at all levels and abilities. Some examples:

• Middle school band students building strong fundamentals and confidence

• High school players preparing for auditions or aiming for top chairs

• Adults returning to music and wanting structured, supportive guidance