Weronika Balewski is a flutist and Dalcroze educator who invites people to experience music as connection and expression. She explores the processes of listening, creativity, possibility, learning, and generosity through her work. This work includes performing, teaching, and building communities. 

A modern and Baroque flutist, Weronika is passionate about chamber music, small ensembles in which musicians practice deep listening while balancing individual and collective expression. She performs regularly with pianist Elizabeth Chladil as Marvento Duo, and collaborates with Multiverse Concert Series on multimedia events and workshops which pair music and science. In addition to her love for chamber music, Weronika is also a seasoned orchestral player, having played ten seasons with the Brookline Symphony Orchestra where she was also the 2016 Concerto Soloist. She has performed with Great Bay Philharmonic Orchestra, the new music groups 208 Ensemble and Room to Spare, Norfolk Chamber Music Festival, Boston Early Music Fringe Festival, Harvard Baroque Orchestra, and the Berry Collective. As a member of Emissary Quartet for four seasons, she supported the development of new music through an international Call for Scores, a Young Composers Project, and a commission from Annika Socolofsky funded by the Fromm Foundation and NewMusic USA. 

Weronika’s work as a teacher helps students develop new skills, confidence, and musicality within a rich musical community. She is currently a teaching artist for Integral Steps, on faculty at Concord Conservatory of Music, and a private studio teacher in Waltham, MA. Weronika teaches over 80 students per week in Dalcroze music & movement classes, as well as individual flute and piano instruction. Her students range from 18 months to 80+ years in age. Past teaching includes: the Suzuki School of Newton, Pianoberries Music School, Epstein Hillel School, and Making Music Matters. Weronika conducts clinics at festivals for young musicians and professional development workshops for teachers. She has been a clinician at the Colorado Suzuki Institute, Rivers School Conservatory, Performing Arts Center of Metrowest, the Greater Washington Suzuki Institute, the Music School of Delaware, and the Windham Southeast School District. 

In addition to her expertise in performance and teaching, Weronika is also a leader in community development. She is passionate about supporting other artist educators in teaching with their whole selves while living sustainably and creatively. She is co-founder and co-host of the Virtual Dalcroze Meet-Up, an independent international forum for music educators interested in the Dalcroze work. The VDM reaches hundreds of people on 6 continents through biweekly online events. Weronika writes curriculum for Integral Steps and formerly, for the Suzuki School of Newton. She also leads monthly professional development meetings for Integral Steps teachers and served as the organization’s Director of Development for four years. In that role, she created and expanded funding revenue from individual donors and local & regional foundations; strengthened the scholarship program, fellowship, and partnerships within underserved communities, and contributed to internal organization, communication, hiring, and Covid pandemic responses. 

Weronika’s work is rooted in 25 years of practice as a flutist. She holds degrees in Flute Performance from Carnegie Mellon University (B.F.A. 2012) and the Longy School of Music (M.M. 2014), and studied with Jeanne Baxtresser, Alberto Almarza, Na’ama Lion, Marco Granados, and Emily Hoppe. Weronika draws on Dalcroze Education, Integrative Education, and the Alexander Technique in her teaching, performing, rehearsing, and practicing. She was the inaugural Integrative Education Fellow at Integral Steps (2018–2019), exploring how integrating the body, mind, and emotions brings deeper engagement and balance. She holds the Certificate in Dalcroze Eurhythmics from the Longy School of Music (2019), a teaching practice in which the body is the first instrument; students in a Dalcroze class discover, interact, and joyfully create as they build a multi-modal understanding of music and themselves.