Originally from Newfoundland and Labrador, Canada, Nicholle Andrews is Director of Choral Studies at the University of Redlands. Under her direction, the choral ensembles at Redlands have been invited to performed at festivals and conferences such as the National Collegiate Choral Organization (NCCO) Convention, California Music Educators Association (CMEA) Convention, California All State Music Educators Conference (CASMEC), and Festival 500 Sharing the Voices. She is in high demand across North America as a conductor, adjudicator, and clinician.
Andrews has worked with composers William Bolcolm, Joan Tower, Libby Larson, Gunther Schuller, Imant Raminsh, R. Murray Schafer, alcides lanza, and Krzysztof Penderecki, and eminent conductors Bramwell Tovey, Sir David Willcox, Bobby McFerrin, Tõnu Kaljuste, Robert Sund, Frieder Bernius, Georg Titner, Lydia Adams, and Jon Washburn.
Andrews is currently training as a body mapping clinician (Andover Educator). Her areas of research include the study of performance anxiety in musicians, pitch perception, and awareness of the body through conducting. Her publications can be found in sources such as the Journal of Research in Music Education.
In January 2013, Andrews created the University of Redlands Youth Choir as a training program for both children from surrounding communities, and music education students at the university. The program, now in it's fourth year has grown in numbers allowing the creation of a Training Chorus (ages 5-8) as a feeder ensemble for the Youth Choir (ages 9-16).
Having completed her doctorate and master’s in choral conducting at McGill University, Andrews studied with Professor Iwan Edwards, Dr. John Baboukis, and Dr. Julian Wachner. While at McGill University she taught musicianship, instrumental conducting and choral conducting. She completed a Bachelors of Music in Oboe Performance and a Bachelors of Music Education at Memorial University of Newfoundland where she studied conducting with Dr. Douglas Dunsmore. Andrews has also taught music (kindergarten to grade 12) in several public schools throughout Canada and England.
The learning outcomes of one of the Body Mapping course will be as follows: 1.Students will demonstrate an awareness of ones whole self-awareness to prevent injury 2.Students will be equipped to utilize constructive rest to ensure self-awareness. 3. Students will demonstrate an understanding of human anatomy and how this can benefit a practicing and performing routine. 4. Students will incorporate awareness into their daily schedule to ensure a more centered approach to performing 5. Students will embody the six places of balance and become aware of their mis-mappings.
The course is broken into 13 weeks, and each will focus on one part of the anatomy.