Peter Juul Kristensen

“The job of a successful recording and mix engineer requires the ability to eliminate the technical stuff so that the art can flow freely from artist to listener. Sometimes that effort is even an art itself. In order to fully master this function, it’s important to fill the audio tool box up to its fullest and add a lot of people skills. With these goals in mind, I strive to bring my students up to speed. My teaching style will encourage and enrich any student who is in this game to master it.” “I’ve been recording and mixing audio for as long as I can remember. From my early teens on my father’s handed-down, reel-to-reel machines, up until doing Eurovision with some 200 million viewers as the music sound director. I was among the very first in Denmark to attend the now well-established Tonmeister degree, a five-year program at The Royal Danish Academy of Music. My experiences from those five years and my over 30 years in pro audio (two of those at Westlake Audio in Los Angeles) are the corner stones of my teachings.”

Pablo Munguía

“My goal is to inspire students to go beyond their comfort zone and attempt things they are unfamiliar with, in an environment where it is safe to fail often, in order to reach successful outcomes.” “Music and technology are more linked than ever, evolving at an ever-faster rate. The challenge of our times is to master current technologies and practices while developing an awareness of how the developments of the past have led us to where we find ourselves today so we can adapt more nimbly to what comes next.” “As an active producer and engineer in the world of the world’s most popular live music broadcast events, I am constantly working on the cutting edge of live music production. I look forward to bringing some of that experience to the world of students in the masters program.” “My goal is to strengthen the solid foundation of the existing curriculum, and expand depth of opportunities for students, to make Berklee’s Music Production, Technology, and Innovation graduate program a world-class experience with a reputation for excellence, creativity, and innovation.”

Zebbler Peter Berdovsky

“I believe in Occam’s razor style of teaching: There should be the shortest possible distance between teaching and learning, and no unnecessary lectures on unrelated topics to fill time. We are all action in class, learning by being practical, by trying things out in a very hands­on way. I show you examples of three types of music video styles, we analyze how they are made and then immediately work on making our own, doing the bulk of the workload in class, so that I can be present to correct any mistakes and help you learn the software and the hardware techniques through constant experimentation and feedback.” “Teaching exists as a service to the students first and foremost. I find it important to discuss everyone’s interests at the beginning of a semester, to be able to adjust my curriculum or one­on­one meetings to accommodate the ultimate learning goals of the students. It also allows me to be honest: If some other class or professor may be able to do a better job transmitting the knowledge a particular student seeks, I will direct them to the best possible learning tools, setting all ego aside.” “The bulk of my experience comes from being a touring visual artist. I jumped into the touring world immediately after completing my studies at the Massachusetts College of Art in 2006, following my own philosophy of hands­on learning being the best kind. Since then I’ve done one or more major U.S. tours per year as a VJ (video projection artist) and as a DJ with my own a/v act, Zebbler Encanti Experience. Several years ago I started my own company to create touring video­mapped stages and designs, music videos, and multimedia sculptures for a variety of clients. With all of my experiences, I am positioned very nicely to act as a translator between the musician’s world and the realm of the visual artist. I speak both of these cultural languages fluently and love to share all of my experiences.”

Pierce Warnecke

“Stepping from the classroom to the real world is a daunting but doable step if one is prepared and focused, and it’s even easier if one adds in the key ingredient to success: passion. In my classes I want students to hone in on what they really want to do and work as if their future depends on it. I want to work with them to develop the necessary skills so that they feel ready to boldly jump to the next level: their careers.” “From basements to museums, backyards to opera houses, I have presented mywork in just about every context, which has taught me the importance of respect, patience, and professionalism. I have learned that it doesn’t matter if your job is with a software company or with a music festival, what matters is doing what is asked of you, getting it done on time, and doing it with a positive attitude. That’s the best way to ensure the end goal: being called back for the next gig.”

Liz Teutsch

“In addition to music, teaching and education have always been passions of mine. I remember the first class I taught: a one-day pre-calculus class while I was still in high school. I felt that I had the ability to make complex concepts accessible, even to a classroom full of a very diverse group of students. That class was a success, and I’ve been teaching ever since.” “I feel extremely fortunate that I am able to fuse two of my passions – music and education – at Berklee’s Valencia campus, where I have worked and taught since 2013. In the classroom, I work to make music technology accessible to all, recognizing that these tools can also lead to unexpected creative breakthroughs. There are some facets of technology that all students – soon to be professionals – must understand. However, these technology tools can also be used creatively, and it is our students’ explorations and experimentations with them that will continue to propel the music industry forward for many years to come.”

Javier Sánchez

“Over the last few years, smartphones, tablets, and other mobile devices have become a part of our everyday lives. The way we consume music and media has changed due to the proliferation of mobile devices. With more than 30,000 music apps already available in the App Store, users are able to create, edit, and publish their own works as well as enjoy other users’ content.” “The mobile music app writing course explores all of the available frameworks to create music apps for iOS devices (iPhone/iPad). The course also covers all the needed techniques to design the app interface and create the best user experience. At the end of the course, the student will deliver his own music app that will be designed during the course.”

Nacho Marco

“My students learn how to play records, how to scratch them, and how to program music, and they also study the history of dance music focusing on New York, Chicago, and Detroit, Michigan. In the advanced course, I teach sampling and beatmaking. I always try to have them learn the most regardless of the level that they start from, teaching from my own experience behind the decks and giving them precise tools so that each of them is able to develop their own style as DJs.” “As an active DJ and producer, the most important thing to me is practice, so I keep them practicing from the first to the last day of class until they learn every secret behind their new instruments: the turntables, mixer, sampler, and drum machine.”

Ben Cantil

Ben Cantil (aka Encanti) is a music producer, synthesist, sound designer, performer, DJ, VJ, and electronic music teacher. As a pro synthesist, Encanti has worked on projects with noteable companies Ableton, Cakewalk, Izotope, Source Audio, and Keith McMillen Instruments. Encanti has also worked on visual shows for EOTO and Shpongle, as well as having performed as a member of Shpongle Live‘s USA Ensemble. In the A/V duo Zebbler Encanti Experience, Encanti takes a novel approach to producing and performing electronic dance music, trademaked by combining heavy experimental dubstep with mind-bending synchronized visual accompaniment by VJ Zebbler.

Jon Forsyth

“I love the creative process in all types of audio and visual art production, as a creator and as an educator. As a creator, I enjoy the process of bringing to life something new out of something existing, looking for sights and sounds that express my inner voice and that also resonate with an external audience. As an educator, I like helping students enhance their own creative process, whether making music videos or utilizing information technology.” “I think a formal classroom setting is an opportunity for students to learn the tools and discover the methods that allow them to go further than they otherwise would have gone. I work hard to make sure my teaching provides the right structure to let their creativity grow and flourish.”