University of Georgia’s Hugh Hodgson School of Music
“Michael Hadary has a warm baritone and a winning manner as Julian.”
-Jane Horwitz, The Washington Post
Teaching Philosophy
When mentoring my ultimate goal is for students to outgrow my guidance in order for them to create something unique to share with the world. I work to set up a safe, brave space so students can be vulnerable in the exploration of their craft. Within this space, I encourage a sense of play allowing for vocal, dramatic and physical discoveries as personalized processes are built. These processes allow for power, finesse, and flexibility providing singing artists sustainable options necessary for a rigorous career in musical theatre.
When learning a new skill, success is not a goal; it is a byproduct. Though it is natural to wish for success in our artistic undertakings, focusing on that success without consideration of the journey needed to get there ultimately obstructs us from reaching our destination. A teacher should provide guidance on this journey, meeting students where they are in the short and long-term.
My initial goal as a teacher is to build trust. To achieve this, I begin by communicating that mistakes are not only allowed, they are encouraged. They are necessary and, if we let them, can function as opportunities to learn. From there, I encourage active participation in class/lessons, creating a dialogue that deepens physical and emotional awareness, promotes integration with other areas of study and stimulates critical thinking. This dialogue empowers students to practice their craft with their whole self and not just one element of their instrument. This is a vocal art and a process that integrates the mind, body and soul is imperative to growth as a performing artist.
The student's individual process is built over time. When coaching, I assess what is working, needs improvement and what adjustment(s) can be offered to acquire a new concept. Once the concept is grasped, I inquire as to what feelings are present pre- and post-adjustment. The adjustment should be repeated and the sensations notated in order to hold onto the concept. As tools and concepts are assimilated into regular practice, their process is built of which continued practice allows for neural pathways to be myelinated setting them on a path towards skill mastery.
Foundationally, I employ practical, tangible tools and concepts helping singers balance breath-flow and develop awareness of their unique resonance qualities. These qualities range from “whiny” or “twangy,” to simple speech, to rounder, fuller “loft” or “hoot” qualities found most often in Classical singing. While always leaning towards their course of study, I cross-train singers in these qualities providing them options for the various styles they want or may be asked to sing. When a singer fully grasps and utilizes their numerous possible vocal choices, easier transitions between styles are achievable and repeatable.
My pedagogy enables a broad spectrum of students to learn and implement technique, while allowing for creativity in ways that is healthy and engaging. With such guidance, students can confidently proceed into their endeavors with technique and artistry allowing for an enduring artistic career. Add some passion and work ethic and success is no longer a future, idealized goal; It is a tangible reality.
What People Are Saying
“I am a professional actor/singer who’s worked on Broadway and national tours for years. I have been taking voice lessons since my teens and I’m now in my 40’s. I’m shocked when I can learn something new at this stage. All I told Mike before our lesson is “my voice feels stuck.” He had me sing a little and gave me a handful of new, very useful tools to shake up my warm up, loosen my tight larynx, and help me with focusing my placement. What makes Mike unique as a teacher is his intuitive ability to detect problem areas which then allows him to come up with exercises and solutions that will assist you on whatever you’re working on.”
— John Dias (Bway: Beautiful and Jersey Boys)
”Working with Michael has given me the permission I needed to use my voice, all of it. It’s been a game changer. I sing with a new level of comfort and confidence now knowing that no part of my instrument is off limits to me.”
—Daja Rice
“There is something to be said about a vocal coach & teacher who lacks ego. Someone who is willing to listen, accept praise & criticism to build a better, more productive learning environment for his students. I happily credit Michael Hadary for a lot of my growth during my time in undergrad at UGA. There aren't enough good words to describe our work together, so I'll just say this: go work with him!”
— Olivia Bell (UGA Alum)
