Tuteurs à Nansouty, Bordeaux

Instruments practiced: conga, bongo, timpani, bata, berimbau, timba, repinique, pandeiro, tamborim, reco-reco, chékéré, agogo, gan, cajon Peruvian, Cuban cajon, quijada, surdo, drums, eartrainig and analysis and reading writing music theory rhythmic understanding..... other instruments played...(bass-guitar-backing vocals) Qualifications: Percussionist musician specializing in Afro-Music Caribbean, Afro-Brazilian and Afro-Cuban and their South African sources the west specifically the kingdom of dan ho mey. Researcher: work in progress on the Yoruba, Fon, Congo cultures…., their transpositions in latin america and their interbreeding with music Western of the 21st century in the americas and in europe. musical experiences and training 1972: venice beach drum circle 1973: santa monica california, drum school of technology. 1975: Conservatory of the 4th arrondissement of Paris with Francoise Winner, drums and contemporary percussion specialization. 1976: Gruss Circus School, mime department. 1978: Diploma from the b.a.f.a, training course with the F.C.V.F. and the C.P.C.V. on the Visual Arts. (internship manager R.robert. 1979: Congolese Percussions with Lucky ZEBILA at the American Center in Paris (crossroads of African cultures). 1980: Traditional Haitian and Cuban Percussions with John AMIRA at Naropa Center in Boulder Colorado USA. 1982 – 84: Afro-Caribbean percussions with Allan SILVA and his C.C.O (Celestrial Communications Orchestra) will later teach in his institute I.A.C.P in Paris. 1984: Brazilian Traditional Percussion with Bira ALMEIDA "Mestre world-renowned accordion" and instigator of Capoeira in the U.S.A. as well as as musical director and composer of the famous group corpo santo in Sanfranco. 1985: Cuban Percussion course with Jerry GONZALES (Assistant for workshops in Paris at the rue de Clichy dance center) 1988-89: Afro-Cuban percussions with LOS MUñEQUITOS de MATANZAS in Matanzas,

First of all, I am a native speaker of English with three years' teaching experience at the elementary, secondary and tertiary levels. Regardless of competence in English, my goal is to understand the particular needs of each student, and hence, create a program of study which allows for the most effective and efficient improvement of his or her linguistic skills. Within the framework of Babylangues, I emphasized dynamic and interactive play to make learning English fun for the children with whom I worked. On the other hand, I focused on developing oral presentation skills with my second year Master students when I taught at IEP Bordeaux, even organizing mock orals to give them the best chance of successfully passing their final examination. Moreover, it is my core belief that learning a foreign language should be about much more than just mastering technical skills. It is equally indispensable to valorize the interests and personal objectives of students in order to encourage meaningful engagement on their part. For example, the desire of my high school students to learn more about feminism inspired me to create a lesson on whether sex has become criminalized in a post #MeToo society. This included an analysis of the Netflix series “Sex Education”, which not only captured the imagination of the students but also helped them to improve their listening comprehension, debating and analytical skills. It also familiarised them with British culture and everyday language. Thus, my experiences have allowed me to develop an inclusive and dynamic teaching style which can be applied in any context, whether in the classroom or one on one.