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I am a seasoned piano pedagogue, accredited music therapist and pianist who has performed widely, both as a soloist and collaborative artist throughout Canada, the United States, Austria, Australia and Norway. I hold a Doctor of Musical Arts degree in piano performance and piano pedagogy from the University of Oklahoma, a Masters degree in Music Therapy degree from Wilfrid Laurier University and a Bachelor's degree in Piano Performance from the Eastman School of Music.
I am an active adjudicator and clinician and previously held academic positions at Oklahoma City University, Shorter University in Rome, Georgia and Western University in London, Ontario. I also teach at the Beckett School at Wilfrid Laurier University and regularly present workshops on performance psychology for musicians.
My primary setting for music psychotherapy practice and research is in a correctional facility context, exploring the application of pedagogical techniques and resources for music psychotherapy.
Current projects include developing a music psychotherapy practice at the Beckett School at Laurier, as well as a group music therapy program for adults with traumatic brain injuries.
I was the recipient of the gold medal in academic excellence at Wilfrid Laurier University as well as the Manfred and Penny Conrad Graduate Award of Distinction.
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Jordan-Miller, R. (2011). Practicing to Perform: Tools to Battle the Performance Anxiety Plague. MTNA E-Journal, February 2011
- Soloist for Rhapsody in Blue with the Northwest Georgia Winds, 3 performances in Rome, Dalton and Calhoun, Georgia, March 2012
- Trio performance with Dr. John Reams (clarinet) and Dr. Deborah Popham (soprano), Southampton United Church, Southampton, May 2014.
- Trio performance with Jonathan Poenn (cello) and Jennifer Potter Soprano, Southampton United Church, Southampton, May 2017.
- Piano 4-hands with Marnie Van Weelden, Wilfrid Laurier University, Waterloo, November 2017.
I am a classically trained pianist with decades of experience performing and teaching all levels and ages of students, but my education and professional experience only play a supporting role in my teaching methodology and clinical practice. As an educator, I believe it is essential for each student to discover how their life story shapes the way they interact, live, and communicate with music. Knowing these personal connections deepens a student’s ability to communicate with and through music, whether as performers, educators, music therapists, or composers.