Piano | Voice | Saxophone | Flute | Violin | Group Piano 


Brad Furlow teaches piano, voice and all band and orchestral instruments. He began studying music at the age of 5 on the piano. He began his study of instrumental music at 8 years of old on the saxophone in 3rd grade eventually expanding to include all instruments of the woodwind and brass families in his hometown of Mulkeytown, Illinois. Brad continued his study of music at the university level at Southern Illinois University Carbondale, where he earned a Bachelor of Music Education degree in 2002, he also pursued advanced study at the university level in instrumental conducting, brass pedagogy and music theory/composition. Brad continues to perform professionally as the Principal Tubist with the Aurora Symphony Orchestra and Denver Concert Band. Brad is also involved with the Denver University Pioneer Pep Band and other regional bands and orchestra on a freelance basis. Brad’s philosophy of music is that every person can be musical, it’s just finding the right instrument to bring it out. He enjoys working with students of all ages. When not teaching, performing or composing, Brad enjoys traveling with his partner, and spending time with their three Siberian Husky “kids”.


Piano | Guitar | Ukulele | Clarinet 


Rebekah Morano has a Bachelor of Arts in Music and Psychology from Augustana College, and she is currently completing an Equivalency Certificate/Master’s Degree in Music Therapy remotely through Western Michigan University. A Colorado native, she began playing piano at the age of five, the clarinet at the age of 10, and guitar and ukulele during her undergraduate studies. While in college, she served as the principal clarinetist in the orchestra and symphonic band, along with studying piano privately and teaching clarinet lessons. 


During her graduate studies, Rebekah has taught private piano lessons, along with accompanying a children’s chorus and serving as the organist/accompanist at a local church. As an aspiring music therapist, she has worked with a variety of populations and diagnoses, using music to address non-musical goals within a client-therapist relationship. Her experiences while training to be a music therapist have taught her the importance of meeting students at their level and fostering an encouraging environment for making music. While a strong theory foundation and understanding of music is emphasized during lessons, she also incorporates multiple opportunities for client preferences and success.

*Denotes teachers that donate lessons for our Scholarship Program. 

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