Dr. Kristoffer Danielsen is a freelance trombonist and educator active throughout New England. In addition to maintaining an extensive private teaching studio, Kris is on the faculty of Westfield State University and Western New England University and has performed with the Albany Symphony, Lowell Chamber Orchestra, Cape Symphony, Portland Symphony, Eastern Connecticut Symphony, Handel Society, Moscow Ballet, Nautilus Brass Quintet, Massachusetts Chamber Players, Pioneer Valley Symphony, Windham Symphony, Keene Chamber Orchestra, and Keene Jazz Orchestra. Kris is currently the bass trombonist of The Valley Winds, an American Prize-winning wind ensemble based in Western Massachusetts. He can be heard on the Grammy-nominated recordings “Fantastique” (MSR) and “Johan De Meij: The Symphonies” (NAXOS), and has been a guest recitalist and masterclass presenter at Umass Amherst. In addition to playing alto, tenor, and bass trombone, Kris also plays the euphonium and bass trumpet professionally and is the founder of The Valley Bones, a low brass chamber ensemble based in the Pioneer Valley.

 A native of western Massachusetts, Kris holds degrees from The Peabody Conservatory of The Johns Hopkins University (B.M. 2010), the University of Massachusetts at Amherst (M.M. 2013), and Boston University (D.M.A. 2018). He has studied with Greg Spiridopoulos, Gabe Langfur Rice, Toby Oft, James Olin, David Fedderly, and Steven Kellner. Kris has also attended the Spectrum Brass Seminar at the Bay View Chamber Music Festival and the Alessi Seminar in Eugene, Oregon, served on the faculties of Shepherd University Trombone Day, Artspace Greenfield, The Prindle School, Northampton Community Music School, and Belchertown Public Schools, and has been published in Massachusetts Music News. 

Teaching Philosophy: My approach as a teacher is to meet each student where they are at the start of every lesson and build strong fundamental instrumental technique that allows the student to explore music in their own way. My goal is to remove barriers to musical curiosity and expression. These barriers might consist of faulty technique, difficulty reading music, or struggles with confidence and self-worth. I try to guide students through breaking down these barriers so they can grow in their enjoyment of music and achieve their own goals.