September 8, 2025 • 28 mins
When Jin Hand first picked up the flute at age 12, she couldn't have imagined how the instrument would shape her journey from South Korea to Northern Kentucky. Twenty-six years later, she's not just playing – she's transforming young lives through music.
"It's not just about playing notes here and there," Jin explains with passion during our conversation. "I'm teaching them how to not give up. I'm teaching them how to push through." Her approach at Hand Flute Studio treats each lesson as an opportunity for profound connection, where technical skills and life lessons intertwine.
The dedicated flutist brings impressive credentials to her teaching practice. After studying at the prestigious Interlochen Arts Academy in Michigan, she continued her education with bachelor's, master's, and doctoral degrees in music performance. Now she balances performing with the Kentucky Symphony Orchestra while teaching students throughout Northern Kentucky and Cincinnati.
Jin's perspective on musical education is refreshingly realistic yet deeply encouraging. She compares learning the flute to running a marathon – progress happens in waves, with plateaus that require perseverance to overcome. "You can play a song within a month or two," she notes, "but it's really about how well you want to play it." Her long-term students demonstrate the rewards of this patient approach, some studying with her for up to ten years and winning national competitions.
Beyond technical instruction, Jin builds community through creative activities like "sour candy challenges" during summer sessions and maintains an Instagram page showcasing student achievements. Her teaching locations – a home studio in Independence, Kentucky and Glory Baptist Church in Blue Ash, Ohio – accommodate families throughout the region.
Want to experience this unique approach to flute instruction? Contact Jin at 480-313-5699 or visit the Hand Flute Studio Instagram page to see her students in action. Whether your child is a beginner or advanced player, they'll find more than music in Jin's studio – they'll discover their capacity for growth, resilience, and joy.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
This is the Good Neighbor Podcast, the place
where local businesses andneighbors come together.
Here's your host, Mike Murphy.
Speaker 2 (00:12):
Thank you, charlie.
Yes, I am Mike Murphy, host ofthe Good Neighbor Podcast.
We talk to local businessowners and people who help
enhance the lives of theresidents of Northern Kentucky,
and the person that I have withme today is somebody that I am
now meeting for the first timewith many of you.
Her name is Jen Hand and she isthe owner of the Hand Flute
(00:38):
Studio, and I find it intriguingbecause I really have no idea
what that means.
I can kind of guess, but she'sgoing to explain to us all about
the Hand Flute Studio.
So, jen, welcome to the podcastand tell us about the Hand
Flute Studio.
Speaker 3 (00:57):
Thank you, mike.
So yeah, the Hand Flute Studiois as it is the title.
It's a place where, you know, Iteach.
I teach flute lessons, privatelessons, to kids of all ages I
mean, it can be adults as wellbut just to enhance their you
know their both fluting skillsand abilities, and of course it
doesn't, and they set out goals,that I help them achieve their
(01:17):
goals.
And you know, just learningabout life together and all that
and so that they can also feelconfident and you know, just
enjoy, enjoy making musictogether.
Speaker 2 (01:28):
So yeah, Okay, so are you considered a flautist?
Is that the proper term?
Speaker 3 (01:35):
Yeah, we both.
Well, it's kind of still athing.
But you can call me flautist,you can call me flutist.
You know it's really, flautistis a German way of saying it,
and flutist is a Greek, you know.
So either way is fine.
Speaker 2 (01:47):
Yeah, Very good, thank you.
So how long have you been doingthis?
Speaker 3 (01:53):
How long have you been playing, so teach?
I have been playing for 26years now, so it's very it's a
very big part of my life, ofcourse, as you.
You know, as early as I canremember, as I started when I
was 12.
So it was very, yeah, 26 years,and then um, and then teaching.
It was about like 18 years ago,I think.
(02:15):
Yeah, about close to 18 yearsyeah, okay.
Speaker 2 (02:19):
So, um, as you know, you and I spoke a little bit
before we began recording thepodcast.
You, you mentioned that youcame from South Korea.
Is that correct?
Speaker 3 (02:31):
Yes, that is correct.
Speaker 2 (02:32):
All right.
So how long were you in SouthKorea and how long have you been
in the States?
Speaker 3 (02:38):
So I moved, I moved, I came.
Actually I went to Canada,first when I was about 10, 10,
11.
And then I was there for abouteight years and then, for my
senior year of high school, myflute teacher at the time
suggested I should try, try forInterlochen Arts Academy in
Michigan and that's like an artshigh school in Traverse City.
(03:00):
So that's where I in my senioryear of high school and
auditioned and and and I startedand I lived in the States ever
since then.
But I moved around a lot toMichigan and then Indiana.
That's where I went to, I wentto my bachelor's and then I went
to Arizona for master's anddoctorate and then I came back
here.
So I moved a lot.
Speaker 2 (03:21):
Yeah, yeah, you are well-traveled a lot.
Yeah, you are well-traveled.
Well, I'm from Michigan, so I'mfamiliar with Interlochen and
familiar with Traverse City and,yeah, that's a very famous
school and I think there aremany famous people that have
(03:43):
gone to Interlochen and so, yeah, I love always talking about
Michigan, traverse City, etcetera.
But it's not about me today,it's about you.
Speaker 3 (03:51):
No, it's okay, we can have a conversation about it.
I loved being there.
It was a very beautiful,beautiful place.
Yeah, I enjoyed being there.
Speaker 2 (03:59):
So one thing I'm curious about, if we want to
just talk briefly aboutInterlochen what was that
experience like?
Speaker 3 (04:07):
So it's arts high school obviously.
So there are students, you know, from all over the world
actually to just have that onegoal of enjoying music, making
music and taking classes andtaking private lessons.
And of course, we would havelike a weekend that's actually
Sunday and Monday, instead ofSaturday Sunday, it's like a
Sunday Monday, and we would justlike those weekends would be
(04:30):
like we have a bus, like aschool bus, that would take us
to a mall or take us to churchif we want to, you know, like so
because there was reallynothing around the school at the
time that I went.
So I'm sure it's different now.
I actually haven't been backever since I graduated, but yeah
, it was really just kind oflike an isolated area in a way.
(04:50):
It's a very beautiful likesummer camp kind of feel, but
everybody was very serious andvery dedicated and committed to
making music and to be able togo to music schools that are
widely known.
So there were people.
Yet, like you said, there werepeople who went to like
Juilliard, like very famousmusicians and artists and, you
know, like drama, like there's alot of just different people
(05:12):
like arts people.
But because we were in thatschool all going for the same
purpose.
I think we could also relate toeach other a lot more because
it was so focused in that areathe challenges and the successes
.
I think we all felt it together.
Speaker 2 (05:31):
Have you ever played any other musical instruments,
or was it always the flute foryou?
Speaker 3 (05:37):
My parents, especially my mom.
She was very musical.
She did not do any musicalinstruments but she really
wanted us to play.
I have two any musicalinstruments, but she really
wanted us to play.
So I have two older sisters too, but she really wanted us to
really do music, you know, andhave fun and anyway.
So then I started out when Iwas.
I started with cello when I wasfour years old, because string
instruments you can't start thatyoung because it's small.
(06:00):
But of course, as afour-year-old sitting down to
play or to practice, you knowlike I would just run around not
wanting to practice and my momwould chase me down and like you
gotta practice, you gottapractice for your lesson, and I
and I just wasn't interested.
You know like I just couldn'tdo it.
You know, now, though, I doenjoy cello and it's one of my
(06:20):
favorite instruments you know tolisten to.
But yes, but I do play and Idid learn how to play piano and
I always encourage to, like mystudents or other parents around
me, I actually stronglyencourage them doing piano
lessons first and then, becauseit gives you a lot of like
musical background, like youlearn how to read music both
(06:42):
hands.
It's multitasking, so a lot ofdifferent skills that you need
to actually further if you wantto get further into learning
different instruments.
Piano is a really goodfundamental instrument to learn.
So, yeah, I do play piano, butnot I don't know.
If you want to take lessonsfrom me about piano, okay.
Speaker 2 (07:01):
Well, I just think that that's, I don't know.
That's just a very cool thingthat you have that skill set,
thank you.
So let's talk about the HanfordStudio.
You have Northern Kentuckystudents and you have some
students up in Cincinnati, isthat correct?
Speaker 3 (07:19):
That is correct.
Yep, that is correct.
Speaker 2 (07:22):
So what is the split there?
Is it 50-50?
Is it mostly Kentucky, mostlyCincinnati?
What's that look like?
Speaker 3 (07:29):
So right now, my studio is very equally
distributed, so I do teach equalamount, basically equal amount.
So when I go to Ohio, though, Ido have to split it to two days
because it becomes too much, andback to back, and then I try to
, and it and this is the thingabout my studio is that I do try
to fit everybody's preferencesabout their lesson times or
(07:52):
lesson schedules.
So for me to be able to do thatand I wanted to open up more
less than days for my Ohiostudents where Kentucky students
I teach out of my house and Icall it a studio, so there's a
area in my house that I teach,and so because I'm out of my
house and I call it a studio, sothere's like an area in my
house that I teach, and sobecause I'm teaching from my
house with Kentucky students, Ihave a little bit more
flexibility in terms of like, ifthey have to make up a lesson,
(08:14):
then I have more dates that Ican offer.
But with Ohio students, it usedto be just one day back to back
lessons, you know, but it justbecame a little bit like, well,
I can't offer flexibility withthem, which I really want to.
So I decided to split that intotwo days, so the parents have
the option of taking this day orthis day and work into their
schedule.
Speaker 2 (08:35):
So OK, how many days a week are you teaching?
Speaker 3 (08:39):
So right now, I guess two days in Kentucky and two
days in Ohio.
Speaker 2 (08:46):
Okay, so would you like to boost that up to seven?
Speaker 1 (08:50):
days a week.
Speaker 3 (08:52):
You gotta have some time off.
That is true, yes, very true,yep, yep, maybe just a little
bit, I don't know.
Speaker 2 (09:00):
So, if you look at your schedule, do you have a
preference in terms of maximumnumber of students that you can
take on, and how far are youfrom that?
Speaker 3 (09:15):
So I do have maximum number, I think, especially
because I have two boys I have a10-year-old and I have an
8-year-old.
And so that I do have to.
Like you said, I do have tobalance out my life too, of
course, and the teaching reallydoes happen after school, but
during the day I play in aschoolhouse symphony.
(09:37):
That's a symphony that goesaround schools in the tri-state
area, so during the day that'smy job.
My full-time job is that to bea flutist and going around
teaching not teaching flute, butteaching them about music and
we play shows depending ondifferent age groups and stuff
like that.
So, yeah, I definitely do havea limited like number of kids,
(10:00):
of students, that I can take but, I'm not stopping in a way,
like they want to take lessonswith me.
I try not to stop that becausethat's really a privilege, you
know.
So I do have a limited numberof openings, but it would be
nice to still expand it as muchas I can, so when you sleep at
night.
If that answered the question,I don't know.
Speaker 2 (10:23):
It did.
I'm just, you know, like, ifthe goal of this podcast is to
build awareness and get students, that's, that's, that's great,
that's one thing.
Um, but um, yeah, you know, Ijust, I, I just think that right
now, um, you know, one of thethe things I like to do is just
to introduce interesting peopleto the community, and you have a
(10:45):
lot of interesting things inyour background to talk about.
Thank you, and one of thethings I'm wondering, as we're
talking, is because music is soingrained in you.
When you sleep at night and youdream, do you dream of music?
Do you have normal dreams, likeI do, or is it all about music?
Speaker 3 (11:10):
um, well, you know it's.
I think it's one of the jobdreams that you might have.
Like for me, the dream that Iwould have is one of those
things like I'm supposed toperform in front of these, like
big audience, big crowd, and Ihave no idea what I'm supposed
to be playing.
Or I haven't had it, I haven'tmemorized the piece, like like
that panic feeling, you know.
So, those are the dreams that Icall it nightmares in a way,
because I don't wanna be in thatposition in real life.
Speaker 2 (11:30):
Right musical nightmare I did dream, yeah,
exactly.
So you mentioned your boys.
I think you said eight and 10years old.
What are their names?
Speaker 3 (11:44):
So my oldest boy is Jonathan and my youngest is Ryan
.
Speaker 2 (11:49):
And then you were married correct With a husband
at home is that correct?
Speaker 3 (11:54):
Yes, I am married to yes that's correct.
Speaker 2 (11:59):
What's his name?
Speaker 3 (11:59):
His name is Matthew Hand.
Matthew Hand.
Speaker 2 (12:03):
All right, Matt Hand.
Speaker 1 (12:06):
Yes, that's right Hand.
Speaker 2 (12:08):
Okay, I may have met him.
I mean, there's not very manyhands around.
I mean other than at the end ofour arms.
Right.
So when you guys are, whenyou're not teaching and when
you're not playing, what do youand your family like to do for
(12:29):
fun around Kentucky?
Speaker 3 (12:33):
So we, you know, because I have boys and I'm the
only girl we try to do, I'm notmuch of a sports person.
You know, I never really likeddoing sport, like gym classes.
I always had a hard time withballs, you know.
But because we have boys.
We love going to the sports, youknow.
So we love going to the Redsgame and we love going to the SC
Cincinnati games and all myboys are in sports teams.
(12:55):
So that became a really bigpart of me, of course too.
So, yeah, we do sports and wetry to travel to closer areas.
But we love to travel and wejust like to kind of hang out
and just kind of talk sometimes,and I like to go shopping and
(13:15):
sometimes my boys sacrificetheir.
they whine and complain about it, but they end up doing it with
me, Just so that I can be happytoo.
Speaker 2 (13:25):
Are they into music?
Do you have them playinginstruments?
Speaker 3 (13:29):
So, yes, from their school we do, they take piano
lessons and that's one of thosethings that I do actually like
say even myself, like Imentioned earlier, like the
piano is going to be aninstrument that you will be
learning, you know.
But then my oldest, he's inband now, so he's doing
percussion.
So my husband, matt Hand, usedto be a percussionist.
(13:51):
Hand, um used to be apercussionist.
Um, so he that's how we met umin music school.
Um, so he used to be apercussionist and I'm a flutist.
And then we, we met in arizona.
That's where we met.
We did our math for my master'sand doctorate, but, um, so he
did his master's in arizona andthat's where we met and he came
here.
He moved here as a doctorate inpercussion at UC, okay, all
(14:14):
right, and then, after gettingmarried, I moved over here too.
So then after a year or two, hedecided not pursue his
doctorate degree in percussionand decided to go into a field
that's a little bit morefinancially stable, let's say,
you know, because a lot of musicthings, it is a lot of
freelancing, and we discussedthat we wanted to make family,
(14:37):
we wanted to grow and and builda family together.
Um, so he, um, he became aninternal auditor, so he's, um,
he used to work for greatamerican and now he's at mass
mutual ascent.
Okay, um, but yeah, so he's.
We are big, we are in a way,musical family, we call you know
, because he's still and he does.
(14:57):
He plays drums, drums now at ourchurch, yeah, so the praise
team.
So he's still a drummer.
So, yeah, my son, my oldest son, watching that he wanted to
learn how to play percussion.
So he's in dance, in percussion, okay.
Speaker 2 (15:11):
Well, at first I'm thinking.
You know Matt's using bothsides of his brain.
He's got the music side, butmusic is kind of too, you know I
mean so good for him All right.
Speaker 3 (15:42):
So Blue Ash, when you have students up there.
I believe you said that yourstudio is in a church.
Is that correct?
Yes, so it's called GloryBaptist Church.
It used to be a Korean church,actually.
That's the church we used to goto.
We attended there for 10 years,but because we moved to
Independence and the distancebecame a little bit too far and
um, so and then we just kind oflike that's just where the our
chapter of being in that churchended, um, and we just we had to
(16:06):
just find a different church umin our area.
Um.
But yeah, they were.
They've been super generousabout letting you use their
space um to be able to teach,because they think it's again,
it's outreach to the communityand you know, and they're doing
amazing things.
They just helped me have aplace there because I couldn't
let go of the students in BlueAsh, so they offered that I
(16:28):
could use their space.
Speaker 2 (16:30):
Okay, and then when you have your Northern Kentucky
students, they're coming to yourhome studio, correct?
Speaker 3 (16:36):
Yes, and a couple of students though, I do teach out
of.
A couple of students are frommy boys school, so I'm also
teaching at their school and Iteach students from there.
Speaker 2 (16:47):
All right, so putting a lot of miles on your car.
I know, I know yes, for surecar, I know, I know, yes, for
sure.
So your South Korean culture,do you ever get back to?
Speaker 3 (17:05):
South Korea.
When's the last time you werethere?
So yeah, I was there aboutthree years ago, three summers
ago.
So we tried to go as often aswe can, you know, for even for
my boys to be exposed to theculture as well.
You know.
So, when I was a student, justby myself, I used to go there
almost like every year, likeespecially in college.
You know, every every year, Iwould be with my parents and
(17:27):
spend time with my parents there.
So, that being said, my parentslive in Korea.
So all the time that I was inAmerica or in Canada, I really
was away from my parents duringthat time and I think I
mentioned it to you.
Like I have two older sisters,so we were three sisters were
all together.
We're living together, we weredoing, you know, going to school
together, you know.
(17:48):
So we so all this time myparents were in Korea and so
they really made sure that wecome and see them every year,
and my mom would just come everythree months to be with us too,
like that.
So now, after having familythough of course it's a lot of I
mean, to be honest, it's a lotof money to be able to go back
(18:08):
to Korea, and now kids are inschool, the school schedules and
all that stuff made it a littlemore complicated.
So my parents come and visit me, visit us, mostly, but then we
try to go there maybe everyother year or something like
that.
Speaker 2 (18:24):
So we try to go there often yeah.
Yeah, and when you can't, thenthere's always FaceTime, exactly
.
Speaker 1 (18:30):
Exactly.
Speaker 2 (18:32):
So if somebody is taking flute lessons from you,
you know what's the timelinelook like in terms of you know,
from lesson number one to whenthey can sort of become
proficient at it.
Speaker 3 (18:55):
I know, everybody's kind of on their own timeline.
But what's to be expectedbefore somebody finally can say,
yeah, I play the flute, got you, yeah.
So that's one of those thingswhere you can play a song, let's
say hot cross buns.
Right, you can play hot crossbuns within a month or two, but
maybe two months, let's just saytwo months, given you know we
have to blow, learn how to blowinto our instrument and learn
how to finger all these notes.
So maybe two, two months, um,but of course it's also the
(19:18):
thing about well, how, how well,how well do you want to play
hot cross buns, you know?
So I think sometimes there isthat misconception.
I feel like, where we're takingflute lessons or less, or any
music lessons, instrumentlessons, is that, oh, by the by
the six month period?
I, I think I should have mystudent, my child, be able to do
this, you know, or.
But then it's to be honest, itdoesn't really work like that.
(19:41):
You know what I mean?
It's I want them to be able tosee that it's a long run thing,
it's a long journey, it's like amarathon, you know, like so you
can reach certain point, butthen you hit a plateau and then
it becomes a little bit likedull.
This is boring, but then youovercome that plateau and then
you, you are again improved somuch after that plateau.
So it kind of is a wave ofthings.
(20:01):
But it's really about how welldo you want to play the hot
button?
So usually I say like aftermaybe two years, one year and a
half or two years, then youreally have the ability to play
harcotspans with vibrato, withmusical lines, and have more
understanding of how every notehas meaning, things like that
(20:22):
more in-depth, and then thatbecomes more skillful sounding.
Let's say so it is a longjourney.
It's not something that oh, oh,let's just do it for six months
or for a year and then andlet's quit.
You know it's, it's reallyabout a lot.
You gotta look at it as a longrun, because I have students who
(20:44):
learn, who study with me for 10years, um, and that students
that started when she was eightand then she graduated high
school, um, so it's like, andthen she ended up becoming a
really good flautist.
You know, she won like allnational and she won like youth
orchestra and she won likecompetitions, like things like
that.
You know what I mean.
Like it's.
You see the actual result of itthroughout the years, after
(21:06):
year two, you know.
Speaker 2 (21:08):
Okay, so I kind of wanted to tell the listeners.
You mentioned Hot Cross Buns.
That's the first song I playedwhen I picked up the saxophone
50 years ago, and my parentswere tired of hearing that
(21:31):
coming out of my bedroom.
I will say that my heart wasn'tin it, so I did give up.
I was more of a percussion guy,but then I just never really
picked up the drums.
But you know, there's music inall of us.
It's just a matter of findingyou know how to express it.
Yeah, there's something foreverybody within the world of
(21:51):
music, even if it's justlistening to it and appreciating
it.
But music is a big part ofeverybody's life.
Speaker 3 (21:58):
Yes, well said, I love that.
Yes, I agree 100%.
Yes.
Speaker 2 (22:02):
That's why I'm here.
So if somebody wants to reachout to you and maybe become a
student of yours, what's thebest way for them to reach out
to you?
Speaker 3 (22:19):
Of course, you can email me, you can reach out,
like you can text me or call me,of course, and I also have an
Instagram page of my studio ofof students and what we're doing
.
Sometimes I post I mean, ofcourse I do get permission to
upload their pictures and stufflike that but, like I do
sometimes again, it's my studio.
(22:40):
It's not just about bigger, bigthings.
You know my studio is about,you know, just maybe one song
that I record with my studentsand we're having fun, you know.
So, like you get to seedifferent students with
different songs or we're doingdifferent things or it's not,
and sometimes it's not aboutflute.
Sometimes what I do also is thispast summer, with my summer
students, I did this sour candychallenge where, like, how sour,
(23:03):
like, are you good at sourcandy?
Challenge.
Where, like, how sour kids like, are you good at sour cane,
eating sour cane?
So there's things like thatwhere we just really have fun.
You know it doesn't have to beflute too.
Yes, we do flute, but again, wedo have.
We know how to have fun.
So definitely check out myInstagram page for things like
that.
I make videos of the progressof my students and all that we
(23:23):
just you get to have more of abetter idea of what I do in my
studio with my students.
Speaker 2 (23:29):
Okay, so they can look you up on Instagram, the
Hand Flute Studio you mentioned.
You know they can call you.
What is the preferred phonenumber?
I want you to say it so that wecan have it noted in the
podcast transcript.
Speaker 3 (23:43):
Let's do it.
My number is 480 3, 1, 3, 5, 6,9, 9.
Speaker 2 (23:51):
Very good, okay, and you live in independence,
correct?
Speaker 3 (23:56):
Yes, correct.
Speaker 2 (23:57):
So before we go, just give me your impressions of
independence.
How do you like independence?
How do you?
How do the kids like theschools there?
Speaker 3 (24:04):
Oh, I love it, I, I love, I love, and it's growing,
and it's growing.
I mean.
I mean, there's, of course,mixed opinions about it, but I
love it.
You know, I think, and we, we,we love the house that we're in,
we love the neighborhood thatwe're in, so I can't say
anything better, you know okay,yeah, you're right.
Speaker 2 (24:21):
I mean, independence is growing like gangbusters, I'd
say.
Um, independence and union areboth kind of on the same track
where there's yeah, you drivedown the street and you see a
new building popping up and anew sign.
And yes, it's a fun, dynamictime to be a part of either
community.
Speaker 3 (24:42):
Oh yeah.
Speaker 2 (24:44):
So, before we go, is there anything we haven't talked
about that you want to makesure to mention?
You know, I know, you play.
You're not just teaching, butyou're playing too.
Do you have any concerts comingup?
Anything that you want topromote?
Speaker 3 (25:02):
Yeah, so I actually I think I talked to you about it,
mike where I do, I'm a like Iplay frequently with Kentucky
Symphony Orchestra, so we have aconcert coming up actually on
Halloween day.
So, yeah, we have, I have thatconcert coming up and usually
with other local orchestras thatI play in, we do have like
Christmas concerts, which I love.
(25:23):
I think that's one of myfavorite concerts and then so
throughout the year I do haveconcerts here and there playing
with different symphonies in thearea.
And then about just to say alittle more about my studio
before I go, okay, before youlet me go Again.
I want the listeners to knowthat my studio, I mean I know
(25:43):
all the music students, I meanmusic teachers, feel the way,
feel the same way.
But of course, for my studio,for sure, I do value what we do
in our lessons.
You know it's not just, oh,let's play the flute for 30
minutes or 40 minutes or an hourand go home.
You know it's for me.
I really view it as buildingrelationship with these students
.
You know I do value what theygo through in life.
(26:05):
You know and I just brieflytalked about my background and
my experiences, but I alwaystell my students, whatever
they're feeling, like theirstruggles, their challenges, let
it be with about the flute ornot about the flute.
I've been there, I've done that,I've done every.
I felt those feelings that theyfeel, you know.
So I always relate to them inthat way.
So it's not just about playingnotes here and there.
(26:28):
I'm teaching them how to notgive up.
I'm teaching them how to pushthrough.
I'm empowering them with thelife struggles you know, like
challenges.
It's not just about let's notgive up.
I'm pushing them, let's saylet's try this competition so
you can be better, you can playbetter, and I'm teaching you to
persevere, you know.
(26:55):
So it's about really lifeskills also aside along with the
skills.
Speaker 2 (26:57):
That's what I wanted to actually share with you today
.
Okay, so it's apparent you havethe heart of a teacher and,
whether that be music or justseeing what a child needs to
thrive, and you're kind ofhelping to elevate them and fill
in the gaps that you canidentify.
That maybe you know everystudent's different and you're
(27:19):
able to connect with themhowever you need to to elevate
them as people.
Speaker 3 (27:28):
Okay, yes, perfect yes.
Speaker 2 (27:30):
Good Well, jen, I'm glad we got to meet today and
I'm glad that I got to introduceyou to the residents of
Northern Kentucky and I reallyenjoyed our time together.
So you, you, you tell Matt thatMike Murphy says hello.
Speaker 3 (27:46):
I will Thank you so much.
I really enjoyed it too.
I really had a lot of funtalking to you.
Speaker 2 (27:50):
I look forward to meeting you in person and seeing
you out in the community andhearing you play one day.
Yes, sounds good.
Well, that being said, this isthe wrap up of the latest
episode of the Good Neighborpodcast.
I will always say to everybodyout there everyone, be good to
(28:10):
your neighbor and until I seeyou again, so long, everyone,
Bye-bye.
Speaker 1 (28:15):
Thanks for listening to the Good Neighbor Podcast
Union.
To nominate your favorite localbusinesses to be featured on
the show, go to gnpnioncom.
That's GNPUnioncom, or call usat 859-651-8330.
This is the Good Neighbor Podcast, the place
where local businesses andneighbors come together.
Here's your host, Mike Murphy.
Speaker 2 (00:12):
Thank you, charlie.
Yes, I am Mike Murphy, host ofthe Good Neighbor Podcast.
We talk to local businessowners and people who help
enhance the lives of theresidents of Northern Kentucky,
and the person that I have withme today is somebody that I am
now meeting for the first timewith many of you.
Her name is Jen Hand and she isthe owner of the Hand Flute
(00:38):
Studio, and I find it intriguingbecause I really have no idea
what that means.
I can kind of guess, but she'sgoing to explain to us all about
the Hand Flute Studio.
So, jen, welcome to the podcastand tell us about the Hand
Flute Studio.
Speaker 3 (00:57):
Thank you, mike.
So yeah, the Hand Flute Studiois as it is the title.
It's a place where, you know, Iteach.
I teach flute lessons, privatelessons, to kids of all ages I
mean, it can be adults as wellbut just to enhance their you
know their both fluting skillsand abilities, and of course it
doesn't, and they set out goals,that I help them achieve their
(01:17):
goals.
And you know, just learningabout life together and all that
and so that they can also feelconfident and you know, just
enjoy, enjoy making musictogether.
Speaker 2 (01:28):
So yeah, Okay, so are you considered a flautist?
Is that the proper term?
Speaker 3 (01:35):
Yeah, we both.
Well, it's kind of still athing.
But you can call me flautist,you can call me flutist.
You know it's really, flautistis a German way of saying it,
and flutist is a Greek, you know.
So either way is fine.
Speaker 2 (01:47):
Yeah, Very good, thank you.
So how long have you been doingthis?
Speaker 3 (01:53):
How long have you been playing, so teach?
I have been playing for 26years now, so it's very it's a
very big part of my life, ofcourse, as you.
You know, as early as I canremember, as I started when I
was 12.
So it was very, yeah, 26 years,and then um, and then teaching.
It was about like 18 years ago,I think.
(02:15):
Yeah, about close to 18 yearsyeah, okay.
Speaker 2 (02:19):
So, um, as you know, you and I spoke a little bit
before we began recording thepodcast.
You, you mentioned that youcame from South Korea.
Is that correct?
Speaker 3 (02:31):
Yes, that is correct.
Speaker 2 (02:32):
All right.
So how long were you in SouthKorea and how long have you been
in the States?
Speaker 3 (02:38):
So I moved, I moved, I came.
Actually I went to Canada,first when I was about 10, 10,
11.
And then I was there for abouteight years and then, for my
senior year of high school, myflute teacher at the time
suggested I should try, try forInterlochen Arts Academy in
Michigan and that's like an artshigh school in Traverse City.
(03:00):
So that's where I in my senioryear of high school and
auditioned and and and I startedand I lived in the States ever
since then.
But I moved around a lot toMichigan and then Indiana.
That's where I went to, I wentto my bachelor's and then I went
to Arizona for master's anddoctorate and then I came back
here.
So I moved a lot.
Speaker 2 (03:21):
Yeah, yeah, you are well-traveled a lot.
Yeah, you are well-traveled.
Well, I'm from Michigan, so I'mfamiliar with Interlochen and
familiar with Traverse City and,yeah, that's a very famous
school and I think there aremany famous people that have
(03:43):
gone to Interlochen and so, yeah, I love always talking about
Michigan, traverse City, etcetera.
But it's not about me today,it's about you.
Speaker 3 (03:51):
No, it's okay, we can have a conversation about it.
I loved being there.
It was a very beautiful,beautiful place.
Yeah, I enjoyed being there.
Speaker 2 (03:59):
So one thing I'm curious about, if we want to
just talk briefly aboutInterlochen what was that
experience like?
Speaker 3 (04:07):
So it's arts high school obviously.
So there are students, you know, from all over the world
actually to just have that onegoal of enjoying music, making
music and taking classes andtaking private lessons.
And of course, we would havelike a weekend that's actually
Sunday and Monday, instead ofSaturday Sunday, it's like a
Sunday Monday, and we would justlike those weekends would be
(04:30):
like we have a bus, like aschool bus, that would take us
to a mall or take us to churchif we want to, you know, like so
because there was reallynothing around the school at the
time that I went.
So I'm sure it's different now.
I actually haven't been backever since I graduated, but yeah
, it was really just kind oflike an isolated area in a way.
(04:50):
It's a very beautiful likesummer camp kind of feel, but
everybody was very serious andvery dedicated and committed to
making music and to be able togo to music schools that are
widely known.
So there were people.
Yet, like you said, there werepeople who went to like
Juilliard, like very famousmusicians and artists and, you
know, like drama, like there's alot of just different people
(05:12):
like arts people.
But because we were in thatschool all going for the same
purpose.
I think we could also relate toeach other a lot more because
it was so focused in that areathe challenges and the successes
.
I think we all felt it together.
Speaker 2 (05:31):
Have you ever played any other musical instruments,
or was it always the flute foryou?
Speaker 3 (05:37):
My parents, especially my mom.
She was very musical.
She did not do any musicalinstruments but she really
wanted us to play.
I have two any musicalinstruments, but she really
wanted us to play.
So I have two older sisters too, but she really wanted us to
really do music, you know, andhave fun and anyway.
So then I started out when Iwas.
I started with cello when I wasfour years old, because string
instruments you can't start thatyoung because it's small.
(06:00):
But of course, as afour-year-old sitting down to
play or to practice, you knowlike I would just run around not
wanting to practice and my momwould chase me down and like you
gotta practice, you gottapractice for your lesson, and I
and I just wasn't interested.
You know like I just couldn'tdo it.
You know, now, though, I doenjoy cello and it's one of my
(06:20):
favorite instruments you know tolisten to.
But yes, but I do play and Idid learn how to play piano and
I always encourage to, like mystudents or other parents around
me, I actually stronglyencourage them doing piano
lessons first and then, becauseit gives you a lot of like
musical background, like youlearn how to read music both
(06:42):
hands.
It's multitasking, so a lot ofdifferent skills that you need
to actually further if you wantto get further into learning
different instruments.
Piano is a really goodfundamental instrument to learn.
So, yeah, I do play piano, butnot I don't know.
If you want to take lessonsfrom me about piano, okay.
Speaker 2 (07:01):
Well, I just think that that's, I don't know.
That's just a very cool thingthat you have that skill set,
thank you.
So let's talk about the HanfordStudio.
You have Northern Kentuckystudents and you have some
students up in Cincinnati, isthat correct?
Speaker 3 (07:19):
That is correct.
Yep, that is correct.
Speaker 2 (07:22):
So what is the split there?
Is it 50-50?
Is it mostly Kentucky, mostlyCincinnati?
What's that look like?
Speaker 3 (07:29):
So right now, my studio is very equally
distributed, so I do teach equalamount, basically equal amount.
So when I go to Ohio, though, Ido have to split it to two days
because it becomes too much, andback to back, and then I try to
, and it and this is the thingabout my studio is that I do try
to fit everybody's preferencesabout their lesson times or
(07:52):
lesson schedules.
So for me to be able to do thatand I wanted to open up more
less than days for my Ohiostudents where Kentucky students
I teach out of my house and Icall it a studio, so there's a
area in my house that I teach,and so because I'm out of my
house and I call it a studio, sothere's like an area in my
house that I teach, and sobecause I'm teaching from my
house with Kentucky students, Ihave a little bit more
flexibility in terms of like, ifthey have to make up a lesson,
(08:14):
then I have more dates that Ican offer.
But with Ohio students, it usedto be just one day back to back
lessons, you know, but it justbecame a little bit like, well,
I can't offer flexibility withthem, which I really want to.
So I decided to split that intotwo days, so the parents have
the option of taking this day orthis day and work into their
schedule.
Speaker 2 (08:35):
So OK, how many days a week are you teaching?
Speaker 3 (08:39):
So right now, I guess two days in Kentucky and two
days in Ohio.
Speaker 2 (08:46):
Okay, so would you like to boost that up to seven?
Speaker 1 (08:50):
days a week.
Speaker 3 (08:52):
You gotta have some time off.
That is true, yes, very true,yep, yep, maybe just a little
bit, I don't know.
Speaker 2 (09:00):
So, if you look at your schedule, do you have a
preference in terms of maximumnumber of students that you can
take on, and how far are youfrom that?
Speaker 3 (09:15):
So I do have maximum number, I think, especially
because I have two boys I have a10-year-old and I have an
8-year-old.
And so that I do have to.
Like you said, I do have tobalance out my life too, of
course, and the teaching reallydoes happen after school, but
during the day I play in aschoolhouse symphony.
(09:37):
That's a symphony that goesaround schools in the tri-state
area, so during the day that'smy job.
My full-time job is that to bea flutist and going around
teaching not teaching flute, butteaching them about music and
we play shows depending ondifferent age groups and stuff
like that.
So, yeah, I definitely do havea limited like number of kids,
(10:00):
of students, that I can take but, I'm not stopping in a way,
like they want to take lessonswith me.
I try not to stop that becausethat's really a privilege, you
know.
So I do have a limited numberof openings, but it would be
nice to still expand it as muchas I can, so when you sleep at
night.
If that answered the question,I don't know.
Speaker 2 (10:23):
It did.
I'm just, you know, like, ifthe goal of this podcast is to
build awareness and get students, that's, that's, that's great,
that's one thing.
Um, but um, yeah, you know, Ijust, I, I just think that right
now, um, you know, one of thethe things I like to do is just
to introduce interesting peopleto the community, and you have a
(10:45):
lot of interesting things inyour background to talk about.
Thank you, and one of thethings I'm wondering, as we're
talking, is because music is soingrained in you.
When you sleep at night and youdream, do you dream of music?
Do you have normal dreams, likeI do, or is it all about music?
Speaker 3 (11:10):
um, well, you know it's.
I think it's one of the jobdreams that you might have.
Like for me, the dream that Iwould have is one of those
things like I'm supposed toperform in front of these, like
big audience, big crowd, and Ihave no idea what I'm supposed
to be playing.
Or I haven't had it, I haven'tmemorized the piece, like like
that panic feeling, you know.
So, those are the dreams that Icall it nightmares in a way,
because I don't wanna be in thatposition in real life.
Speaker 2 (11:30):
Right musical nightmare I did dream, yeah,
exactly.
So you mentioned your boys.
I think you said eight and 10years old.
What are their names?
Speaker 3 (11:44):
So my oldest boy is Jonathan and my youngest is Ryan
.
Speaker 2 (11:49):
And then you were married correct With a husband
at home is that correct?
Speaker 3 (11:54):
Yes, I am married to yes that's correct.
Speaker 2 (11:59):
What's his name?
Speaker 3 (11:59):
His name is Matthew Hand.
Matthew Hand.
Speaker 2 (12:03):
All right, Matt Hand.
Speaker 1 (12:06):
Yes, that's right Hand.
Speaker 2 (12:08):
Okay, I may have met him.
I mean, there's not very manyhands around.
I mean other than at the end ofour arms.
Right.
So when you guys are, whenyou're not teaching and when
you're not playing, what do youand your family like to do for
(12:29):
fun around Kentucky?
Speaker 3 (12:33):
So we, you know, because I have boys and I'm the
only girl we try to do, I'm notmuch of a sports person.
You know, I never really likeddoing sport, like gym classes.
I always had a hard time withballs, you know.
But because we have boys.
We love going to the sports, youknow.
So we love going to the Redsgame and we love going to the SC
Cincinnati games and all myboys are in sports teams.
(12:55):
So that became a really bigpart of me, of course too.
So, yeah, we do sports and wetry to travel to closer areas.
But we love to travel and wejust like to kind of hang out
and just kind of talk sometimes,and I like to go shopping and
(13:15):
sometimes my boys sacrificetheir.
they whine and complain about it, but they end up doing it with
me, Just so that I can be happytoo.
Speaker 2 (13:25):
Are they into music?
Do you have them playinginstruments?
Speaker 3 (13:29):
So, yes, from their school we do, they take piano
lessons and that's one of thosethings that I do actually like
say even myself, like Imentioned earlier, like the
piano is going to be aninstrument that you will be
learning, you know.
But then my oldest, he's inband now, so he's doing
percussion.
So my husband, matt Hand, usedto be a percussionist.
(13:51):
Hand, um used to be apercussionist.
Um, so he that's how we met umin music school.
Um, so he used to be apercussionist and I'm a flutist.
And then we, we met in arizona.
That's where we met.
We did our math for my master'sand doctorate, but, um, so he
did his master's in arizona andthat's where we met and he came
here.
He moved here as a doctorate inpercussion at UC, okay, all
(14:14):
right, and then, after gettingmarried, I moved over here too.
So then after a year or two, hedecided not pursue his
doctorate degree in percussionand decided to go into a field
that's a little bit morefinancially stable, let's say,
you know, because a lot of musicthings, it is a lot of
freelancing, and we discussedthat we wanted to make family,
(14:37):
we wanted to grow and and builda family together.
Um, so he, um, he became aninternal auditor, so he's, um,
he used to work for greatamerican and now he's at mass
mutual ascent.
Okay, um, but yeah, so he's.
We are big, we are in a way,musical family, we call you know
, because he's still and he does.
(14:57):
He plays drums, drums now at ourchurch, yeah, so the praise
team.
So he's still a drummer.
So, yeah, my son, my oldest son, watching that he wanted to
learn how to play percussion.
So he's in dance, in percussion, okay.
Speaker 2 (15:11):
Well, at first I'm thinking.
You know Matt's using bothsides of his brain.
He's got the music side, butmusic is kind of too, you know I
mean so good for him All right.
Speaker 3 (15:42):
So Blue Ash, when you have students up there.
I believe you said that yourstudio is in a church.
Is that correct?
Yes, so it's called GloryBaptist Church.
It used to be a Korean church,actually.
That's the church we used to goto.
We attended there for 10 years,but because we moved to
Independence and the distancebecame a little bit too far and
um, so and then we just kind oflike that's just where the our
chapter of being in that churchended, um, and we just we had to
(16:06):
just find a different church umin our area.
Um.
But yeah, they were.
They've been super generousabout letting you use their
space um to be able to teach,because they think it's again,
it's outreach to the communityand you know, and they're doing
amazing things.
They just helped me have aplace there because I couldn't
let go of the students in BlueAsh, so they offered that I
(16:28):
could use their space.
Speaker 2 (16:30):
Okay, and then when you have your Northern Kentucky
students, they're coming to yourhome studio, correct?
Speaker 3 (16:36):
Yes, and a couple of students though, I do teach out
of.
A couple of students are frommy boys school, so I'm also
teaching at their school and Iteach students from there.
Speaker 2 (16:47):
All right, so putting a lot of miles on your car.
I know, I know yes, for surecar, I know, I know, yes, for
sure.
So your South Korean culture,do you ever get back to?
Speaker 3 (17:05):
South Korea.
When's the last time you werethere?
So yeah, I was there aboutthree years ago, three summers
ago.
So we tried to go as often aswe can, you know, for even for
my boys to be exposed to theculture as well.
You know.
So, when I was a student, justby myself, I used to go there
almost like every year, likeespecially in college.
You know, every every year, Iwould be with my parents and
(17:27):
spend time with my parents there.
So, that being said, my parentslive in Korea.
So all the time that I was inAmerica or in Canada, I really
was away from my parents duringthat time and I think I
mentioned it to you.
Like I have two older sisters,so we were three sisters were
all together.
We're living together, we weredoing, you know, going to school
together, you know.
(17:48):
So we so all this time myparents were in Korea and so
they really made sure that wecome and see them every year,
and my mom would just come everythree months to be with us too,
like that.
So now, after having familythough of course it's a lot of I
mean, to be honest, it's a lotof money to be able to go back
(18:08):
to Korea, and now kids are inschool, the school schedules and
all that stuff made it a littlemore complicated.
So my parents come and visit me, visit us, mostly, but then we
try to go there maybe everyother year or something like
that.
Speaker 2 (18:24):
So we try to go there often yeah.
Yeah, and when you can't, thenthere's always FaceTime, exactly
.
Speaker 1 (18:30):
Exactly.
Speaker 2 (18:32):
So if somebody is taking flute lessons from you,
you know what's the timelinelook like in terms of you know,
from lesson number one to whenthey can sort of become
proficient at it.
Speaker 3 (18:55):
I know, everybody's kind of on their own timeline.
But what's to be expectedbefore somebody finally can say,
yeah, I play the flute, got you, yeah.
So that's one of those thingswhere you can play a song, let's
say hot cross buns.
Right, you can play hot crossbuns within a month or two, but
maybe two months, let's just saytwo months, given you know we
have to blow, learn how to blowinto our instrument and learn
how to finger all these notes.
So maybe two, two months, um,but of course it's also the
(19:18):
thing about well, how, how well,how well do you want to play
hot cross buns, you know?
So I think sometimes there isthat misconception.
I feel like, where we're takingflute lessons or less, or any
music lessons, instrumentlessons, is that, oh, by the by
the six month period?
I, I think I should have mystudent, my child, be able to do
this, you know, or.
But then it's to be honest, itdoesn't really work like that.
(19:41):
You know what I mean?
It's I want them to be able tosee that it's a long run thing,
it's a long journey, it's like amarathon, you know, like so you
can reach certain point, butthen you hit a plateau and then
it becomes a little bit likedull.
This is boring, but then youovercome that plateau and then
you, you are again improved somuch after that plateau.
So it kind of is a wave ofthings.
(20:01):
But it's really about how welldo you want to play the hot
button?
So usually I say like aftermaybe two years, one year and a
half or two years, then youreally have the ability to play
harcotspans with vibrato, withmusical lines, and have more
understanding of how every notehas meaning, things like that
(20:22):
more in-depth, and then thatbecomes more skillful sounding.
Let's say so it is a longjourney.
It's not something that oh, oh,let's just do it for six months
or for a year and then andlet's quit.
You know it's, it's reallyabout a lot.
You gotta look at it as a longrun, because I have students who
(20:44):
learn, who study with me for 10years, um, and that students
that started when she was eightand then she graduated high
school, um, so it's like, andthen she ended up becoming a
really good flautist.
You know, she won like allnational and she won like youth
orchestra and she won likecompetitions, like things like
that.
You know what I mean.
Like it's.
You see the actual result of itthroughout the years, after
(21:06):
year two, you know.
Speaker 2 (21:08):
Okay, so I kind of wanted to tell the listeners.
You mentioned Hot Cross Buns.
That's the first song I playedwhen I picked up the saxophone
50 years ago, and my parentswere tired of hearing that
(21:31):
coming out of my bedroom.
I will say that my heart wasn'tin it, so I did give up.
I was more of a percussion guy,but then I just never really
picked up the drums.
But you know, there's music inall of us.
It's just a matter of findingyou know how to express it.
Yeah, there's something foreverybody within the world of
(21:51):
music, even if it's justlistening to it and appreciating
it.
But music is a big part ofeverybody's life.
Speaker 3 (21:58):
Yes, well said, I love that.
Yes, I agree 100%.
Yes.
Speaker 2 (22:02):
That's why I'm here.
So if somebody wants to reachout to you and maybe become a
student of yours, what's thebest way for them to reach out
to you?
Speaker 3 (22:19):
Of course, you can email me, you can reach out,
like you can text me or call me,of course, and I also have an
Instagram page of my studio ofof students and what we're doing
.
Sometimes I post I mean, ofcourse I do get permission to
upload their pictures and stufflike that but, like I do
sometimes again, it's my studio.
(22:40):
It's not just about bigger, bigthings.
You know my studio is about,you know, just maybe one song
that I record with my studentsand we're having fun, you know.
So, like you get to seedifferent students with
different songs or we're doingdifferent things or it's not,
and sometimes it's not aboutflute.
Sometimes what I do also is thispast summer, with my summer
students, I did this sour candychallenge where, like, how sour,
(23:03):
like, are you good at sourcandy?
Challenge.
Where, like, how sour kids like, are you good at sour cane,
eating sour cane?
So there's things like thatwhere we just really have fun.
You know it doesn't have to beflute too.
Yes, we do flute, but again, wedo have.
We know how to have fun.
So definitely check out myInstagram page for things like
that.
I make videos of the progressof my students and all that we
(23:23):
just you get to have more of abetter idea of what I do in my
studio with my students.
Speaker 2 (23:29):
Okay, so they can look you up on Instagram, the
Hand Flute Studio you mentioned.
You know they can call you.
What is the preferred phonenumber?
I want you to say it so that wecan have it noted in the
podcast transcript.
Speaker 3 (23:43):
Let's do it.
My number is 480 3, 1, 3, 5, 6,9, 9.
Speaker 2 (23:51):
Very good, okay, and you live in independence,
correct?
Speaker 3 (23:56):
Yes, correct.
Speaker 2 (23:57):
So before we go, just give me your impressions of
independence.
How do you like independence?
How do you?
How do the kids like theschools there?
Speaker 3 (24:04):
Oh, I love it, I, I love, I love, and it's growing,
and it's growing.
I mean.
I mean, there's, of course,mixed opinions about it, but I
love it.
You know, I think, and we, we,we love the house that we're in,
we love the neighborhood thatwe're in, so I can't say
anything better, you know okay,yeah, you're right.
Speaker 2 (24:21):
I mean, independence is growing like gangbusters, I'd
say.
Um, independence and union areboth kind of on the same track
where there's yeah, you drivedown the street and you see a
new building popping up and anew sign.
And yes, it's a fun, dynamictime to be a part of either
community.
Speaker 3 (24:42):
Oh yeah.
Speaker 2 (24:44):
So, before we go, is there anything we haven't talked
about that you want to makesure to mention?
You know, I know, you play.
You're not just teaching, butyou're playing too.
Do you have any concerts comingup?
Anything that you want topromote?
Speaker 3 (25:02):
Yeah, so I actually I think I talked to you about it,
mike where I do, I'm a like Iplay frequently with Kentucky
Symphony Orchestra, so we have aconcert coming up actually on
Halloween day.
So, yeah, we have, I have thatconcert coming up and usually
with other local orchestras thatI play in, we do have like
Christmas concerts, which I love.
(25:23):
I think that's one of myfavorite concerts and then so
throughout the year I do haveconcerts here and there playing
with different symphonies in thearea.
And then about just to say alittle more about my studio
before I go, okay, before youlet me go Again.
I want the listeners to knowthat my studio, I mean I know
(25:43):
all the music students, I meanmusic teachers, feel the way,
feel the same way.
But of course, for my studio,for sure, I do value what we do
in our lessons.
You know it's not just, oh,let's play the flute for 30
minutes or 40 minutes or an hourand go home.
You know it's for me.
I really view it as buildingrelationship with these students
.
You know I do value what theygo through in life.
(26:05):
You know and I just brieflytalked about my background and
my experiences, but I alwaystell my students, whatever
they're feeling, like theirstruggles, their challenges, let
it be with about the flute ornot about the flute.
I've been there, I've done that,I've done every.
I felt those feelings that theyfeel, you know.
So I always relate to them inthat way.
So it's not just about playingnotes here and there.
(26:28):
I'm teaching them how to notgive up.
I'm teaching them how to pushthrough.
I'm empowering them with thelife struggles you know, like
challenges.
It's not just about let's notgive up.
I'm pushing them, let's saylet's try this competition so
you can be better, you can playbetter, and I'm teaching you to
persevere, you know.
(26:55):
So it's about really lifeskills also aside along with the
skills.
Speaker 2 (26:57):
That's what I wanted to actually share with you today
.
Okay, so it's apparent you havethe heart of a teacher and,
whether that be music or justseeing what a child needs to
thrive, and you're kind ofhelping to elevate them and fill
in the gaps that you canidentify.
That maybe you know everystudent's different and you're
(27:19):
able to connect with themhowever you need to to elevate
them as people.
Speaker 3 (27:28):
Okay, yes, perfect yes.
Speaker 2 (27:30):
Good Well, jen, I'm glad we got to meet today and
I'm glad that I got to introduceyou to the residents of
Northern Kentucky and I reallyenjoyed our time together.
So you, you, you tell Matt thatMike Murphy says hello.
Speaker 3 (27:46):
I will Thank you so much.
I really enjoyed it too.
I really had a lot of funtalking to you.
Speaker 2 (27:50):
I look forward to meeting you in person and seeing
you out in the community andhearing you play one day.
Yes, sounds good.
Well, that being said, this isthe wrap up of the latest
episode of the Good Neighborpodcast.
I will always say to everybodyout there everyone, be good to
(28:10):
your neighbor and until I seeyou again, so long, everyone,
Bye-bye.
Speaker 1 (28:15):
Thanks for listening to the Good Neighbor Podcast
Union.
To nominate your favorite localbusinesses to be featured on
the show, go to gnpnioncom.
That's GNPUnioncom, or call usat 859-651-8330.
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