Private Piano Lessons  Piano Teacher

My favorite piano professor in college used to remind me at every lesson: “The beatings will continue until morale improves.”  This motto helped me keep things in perspective and stay focused on each goal and task I was working on, whether it was an upcoming competition or a concerto performance. While working toward my DMA in Collaborative Piano, I always knew that I wanted to teach instrumentalists and coach vocalists, ranging from the pre-college level students all the way up to adult students.  I want all of my students to come into my classroom or studio with a positive attitude and leave energized to work at advancing their knowledge of music theory and performance skills.  I strive to instill in all of my students a deep-seated enjoyment of, and satisfaction in learning, the piano, violin, and voice that will last a lifetime—whether the student has aspirations of playing professionally or is simply looking for a meaningful and fulfilling avocation or hobby. I strive to cultivate in my teaching processes the finest pedagogical techniques and approaches possible, incorporating the best qualities of the teachers and professors who inspired me to elevate my performance skills and be the best musician that I could be, and coupling them with my study of comparative teaching methodologies and practices.

 

I approach each student individually.  First, I need to know what the student desires to accomplish.  Then, I need to understand exactly where the student is in his or her musical journey.  I need to comprehend the student’s strengths and weaknesses and assess how the student is best able to learn.  Every student absorbs information differently.  Students may thrive or flourish on visual, aural, or intellectual stimulation—e.g., demonstrations (observing and listening), verbal communication, reading text, notations, illustrations, diagrams, and trial and error execution.  Most students benefit from some combination of these teaching approaches, but I have found that each student advances more quickly when I understand how they process information.  There is an art to challenging but not overwhelming a student.  Sometimes, when progress is impeded simple repetition will yield desired results.   Sometimes, it is necessary to regress and build more slowly.  And, sometimes it is necessary to change directions and use a different approach.  I firmly believe that all students have the ability to advance their knowledge and skills at a decent pace.  If I understand how a student learns, I can tailor my teaching approach to enable to the student to advance at a faster rate, which builds confidence and makes the learning process more enjoyable and rewarding.

 

I strongly believe that “confidence and positive reinforcement” are essential in every lesson environment.  Through my own experience and observing other musicians, I have discovered that each student must practice every day to maximize progress.  Without dedicated practice, all of the instruction a student has received will slowly be erased.   As virtuoso violinist Itzhak Perlman observed:  “When I don’t practice for a day, I know it.  When I don’t practice for two days, the critics know it.  When I don’t practice for three days, the audience knows it.”  I started taking piano lessons when I was three years old.  I worked extremely hard to acquire the knowledge and skills that I now have and continue to work at, and my own experience has taught me that Mr. Perlman’s observation applies universally.  There are no shortcuts to success.  Consistent and focused practice, under the tutelage  of a skilled instructor,  is essential for all musicians to advance their proficiency and reach their potential.

 

A list of some of the things that I view as fundamental to my teaching philosopy are:

 

1. The ability to sight read music quickly and effectively.

2. The development of correct techniques and practice methods, including the daily use of scales and other exercises.

3. “Discovery learning:" asking students questions to enhance critical thinking skills and instill discipline and confidence in the student’s approach to learning and skills development.

4. Encouraging performance in front of people, in recitals and other settings, whether for a few family members or a small or large audience.

5. Using a diverse repertoire of music genres for a well-rounded musical education (e.g., jazz teaches students approaches to music not commonly found in other kinds of music).

6. Maintaining an unconditionally positive and secure environment for every student.

7. For vocalists, ensuring that that the language of a piece of music is pronounced correctly and sung with the composer’s intended, varied emotion.

 

My principal goal in teaching is to make the study of piano, violin, and singing engaging, fulfilling, and fun for every student—regardless of their level of ability and aspirations.  I have been and continue to be inspired by many amazing teachers and professors. From them, I have learned that teaching is not just about correct notes and rhythms, it is also an opportunity to enhance and expand the life skills of students of all ages.  

 

Because I endeavor to tailor my teaching approach and techniques to each individual student, I solicit active participation by students in charting a course of study that we jointly agree upon. It is essential for me to discover a student's interests, aspirations, and strengths and weaknesses.  My first lesson with a student is often mostly conversational:  to jointly configure an overall lesson plan and approach that will work best for that particular student.   During each lesson, I pay close attention to my student to ensure that what we are doing is clearly understandable. In the end, my objective is to have the fulfilling satisfaction of knowing that I have assisted students in enhancing their understanding and enjoyment of music, in achieving their goals and reaching their musical potential, and, hopefully, in enriching their lives in nonmusical ways that will benefit them in meaningful ways.