Voice, Opera, Musical Theater
Soprano Morgan Brower is a native of Tennessee but has lived in Winchester, Virginia since 2016. She received a Bachelor of Music from Middle Tennessee State University and a Master of Music in Voice Performance from Shenandoah Conservatory. Currently, Mrs. Brower holds a full teaching assistantship at Shenandoah where she is in her final semester of studies for her Doctor of Music Arts degree.
As a performer, Mrs. Brower specializes in opera and classical art song but also enjoys teaching musical theatre, and being from the Appalachian Mountains, country and bluegrass hold a special place in her heart as well. She has sang on stages ranging from the Grand Ole Opry in Nashville to opera houses in Germany and Ukraine to her small hometown church. Her most recent performances include Valencienne in The Merry Widow, Tatyana in Eugene Onegin, Susan Smith in Zach Redler’s A Song for Susan Smith, Susanna in Mozart’s Le Nozze di Figaro with Toronto Summer Opera, and Sarah Brown in Guys and Dolls. Her art song repertoire includes selections ranging from Bellini and Puccini to the contemporary works of Evan Mack and Joshua McGuire. Her current engagements include coordinating a series of contemporary one person operas with the aim of creating awareness of the changing trends of the traditional operatic stage alongside preparation for her dissertation lecture recital that profiles twenty-first century American Opera.
Along with performing, Mrs. Brower has a passion for voice pedagogy. After graduating in 2015, she worked as the assistant director of Middle Tennessee State University’s Opera Department where she assisted with mainstage productions and organized a community engagement program in the surrounding Nashville area. Currently, Morgan is on faculty at the Foxcroft School in Middleburg, Virginia as the Music Coordinator and Voice and Choral Teacher and director of the youth choir at First Presbyterian Church of Winchester in addition to being an active concert soloist in the Mid-Atlantic area.
“My motivation as a teacher is not only guided by experience as an artist educator but also as a student myself. Throughout my education, I have witnessed many effective teaching approaches as well as experienced unsuccessful learning environments. Drawing from those experiences, I decided early on that my approach to teaching would encompass more than the traditional lecture-based techniques. As a teacher of a diverse population of students, the learning environment in my studio and classroom is perhaps unconventional. Collaborative learning is critical to my teaching philosophy in order to promote reflective thinking and improve students’ communicative and trans-cultural skills. I create a balance between interactive lecturing, student led discussion, and self- discovery, facilitating student engagement with the topic at hand that creates the type of intellectual exchange that is essential to the learning process. Through flexible instruction that allows room for innovative thinking, students are more engaged in the learning process and able to apply the new knowledge they acquire to their individual specialties.
My teaching philosophy is continuously evolving and regularly calls for refinement and adaptation to incorporate new information, skills, and creative pedagogical techniques. Whether in large seminar or small studio settings, I practice attentiveness to students’ diversities aiding in developing their strengths while challenging their growth. With continuous educational progress in mind, I am committed to cultivating knowledge by approaching material with various teaching strategies and assessments; thus, equipping students with the tools they need to learn from multiple perspectives from a wide range of proficiencies. The overall goal of my teaching philosophy is to produce open-minded, adaptable musicians who can contribute to their respective fields with the skills they acquire through my guidance.”