Sergio Jiménez Lacima

“I strongly believe in the power of discovery since it has always had one of the biggest impacts on my learning and creative process. Also, discovery creates enthusiasm and passion in me, and this is, in my opinion, a very powerful combination that I try to share with my students.“ “In my video game scoring techniques classes, interactivity is one of the main points, and I guide the students so they can understand what interactivity really is from a practical and hands-on experience. My conducting for scoring sessions classes are based on this practice as well, and, as another form of interactivity, I try to make the students feel the impact of any gesture, any word, any comment, and how those affect the final musical result.” “During my classes, I ask students a lot of questions to make them think and wonder about a lot of things, creating a forum so they can find and discover the answer(s) and, at the same time, develop their own unique way of either creating or conducting.” “One of the best accomplishments for me as an instructor is seeing students at the end of the course and how they have developed an interest and passion about either video game scoring or conducting that they didn’t know of at the beginning, and how they transform into great professionals.“

Vanessa Garde

“In my classes I teach the technology that is most commonly used in the industry today. Technology is really just a a medium to make the creative process easier. Technology helps facilitate creativity, but the inspiration for creativity is highly influenced by you and by your environment. As a Berklee undergraduate, I was really influenced by the creativity on the Boston campus, and I get the same feeling on the Valencia campus now as a faculty member.” “So, technology is not the most important thing. The most important is that students have the tools to become active thinkers, and that in the end, they become their own teachers and construct their own learning experience. My goal in the classroom is to help plant seeds of curiosity so that students have the passion and drive to continue the lifelong journey of learning.”

Robert Kraft

“As the visiting professor of Music and Media, I will be sharing my experience specifically in two departments at Berklee’s Valencia campus: Scoring for Film, Television, and Video Games, and Global Entertainment and Music Business. I learned about both areas in the best possible way: on the job.” “Prior to my two decades as a studio executive, I was certain that my life would be solely focused on ‘the creative.’ In my early years as a songwriter, record producer, and film composer, I concentrated only on the musical part of my job—whether it was making a record or writing a song—with very little interest in the business or political aspects of collaboration. However, after two decades as head of music at 20th Century Fox, I learned that show business is two words. The more I understood the inner workings of a deal or a film or a contract, the better perspective I had on the entire creative process. And the more sensitive I was to the fragile artistic nature of creating something wonderful—combined with a realistic understanding of production—the more valuable I became to any team.” “My goal with my students will be to share a perspective that prepares them for real world situations, whether it be the specifics of scoring an action scene, the deals required for licensing a hit song, the difficulties of dealing with a petulant film producer, or the challenge of understanding a partner’s concerns. The more clear-eyed a Berklee student can become, the better prepared he or she will be for a competitive marketplace.”

Pablo Schuller

“I try to impart to my students all the knowledge and academic material necessary, but what it is crucial for me is allowing students to find and develop their own path to reach their goals.” “I really like students that are able to bring positive energy and new ideas to the classroom. When we are working on an assignment I try to emphasize the relationship between enjoying the process and pushing themselves to develop their own unique solutions.” “Most of our projects in class involve recording and mixing, where I encourage students to implement their own ideas. For me, the most fascinating thing is when a student works on both sides of the window, first as a musician and then as an engineer.” “During my classes we often have conversations about the current and past music industry. We often listen to records of many different artists, styles and time periods. It is truly amazing how students learn from the past to develop new ideas that will ultimately shape the future of the music industry.”

Lucio Godoy

“Every time I start a project, I have the same feeling: here is a new puzzle to assemble. I’ve been given a box with all the puzzle pieces and a general framework, although there is no complete image of the final picture. Now, all I have to do is figure out how to put it all together. However, instead of working on it leisurely over summer, I have a deadline, and a limited amount of time to complete the puzzle. This adds a mixture of euphoria and pressure to the process, generating unexpected results–for better and/or worse.” “There is something magical about this process that has always fascinated me and continues to fascinate me. Sometimes I’ll spend one, two, or three days mulling over a cue, only to “find” the perfect piece in the blink of an eye. Any other piece wouldn’t fit.” “Once the movie is finished, somehow the music appears integrated, but in reality it’s something that day after day, I worked to put each small piece into place. Sometimes after trying try to force a piece into place, I’ll realize that it’s not the right one, although it seemed so at first glance.” “The more puzzles I accumulate over time, the more I realize there is no secret formula. This is one of the best things I like about my job. Each movie has its music, and all music has it’s time. For me, it’s all about piecing the two together, and enjoying the process while you’re at it.”