Adrian Russouw

Adrian is a dedicated music teacher and musician whose aim is to ignite a passion for music in his students and inspire them to reach their full potential. Whether guiding students through the intricacies of music performance and theory organizing and performing shows around the GTA, Adrian’s influence in the music community is one that unites and empowers.

Adrian grew up in Kelowna, BC and started his studies on guitar at the age of 7. He was lucky to have an amazing first teacher by the name of Ruth Lockwood who he took lessons with until his high school graduation. She guided him through to the end of level 6 Royal Conservatory for classical guitar. At the same time, they worked on singer-songwriter music and he began writing his own music with Ruth’s guidance.

At the age of 14, Adrian started his studies on upright bass which led him to the University of Toronto where he completed a Bachelors in Jazz Performance. During this time he did intensive ear training and music theory study, learnt dozens of jazz standards, researched/practiced the tradition of Black American improvising music. Through U of T, he studied privately with acclaimed musicians, Dan Fortin and Andrew Downing.

Presently, Adrian is focused on teaching and working on his own musical craft. Some recent notable performances include: “CHRYSALIS” at Toronto Jazz Festival with Naomi McCaroll Butler, “The Music of Beverly Glenn-Copeland” at Luminato Festival with the Queer Songbook Orchestra (and Glenn himself!), and “Experiences of a Moment” with Rumi Jeraj as part of Fall For Dance’s Night/Shift series.

These performances reflect a broad interest and ability as a composer and performer. They involve performances on multiple different instruments for dramatically different situations. Adrian’s approach as a teacher is similar to his approach as a performer: to adapt to each situation and create something that has a personal response.

Adrian understands the importance of tailoring his lessons to meet the unique needs and interests of his students. He takes the time to observe and understand the specific strengths and weaknesses of each individual, and then creates a personalized curriculum for them. By doing so, he ensures that his students stay engaged and motivated throughout the learning process.

Adrian also encourages his students to share their musical preferences and goals, allowing him to incorporate their favorite songs and genres into the lessons. This approach not only makes the lessons enjoyable but also helps His students connect with the material on a deeper level. The goal is not to learn the song but to learn through the song.