Teaching Philosophy
My goal as a piano teacher is to provide a means of personal growth through the study of music and piano playing. I strive to guide my students in developing a lifelong asset: the ability to deeply enjoy and appreciate music, both as listeners and performers.
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Achieving a veritable high level of artistic expression through an instrument relies on a combination of intellectual, emotional and physical capabilities; from basic note reading to analysis of large scale musical structures and their cultural contexts; from emotionally understanding and relating to a simple musical phrase, to being able to grasp and lead through an entire composition’s arc; from acquiring preliminary good hand position and agility to developing solid pianistic technique; and finally, from rudimentary performance skills to a poised and confident delivery of the musical material at hand.
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- About Each Student-
Every student is unique. I carefully curate for each a special, comprehensive curriculum based on students' capabilities, inclinations and interests. I strongly believe in “meeting” the students at their particular developmental stage, assessing their strengths and needs. I can then steer them from their comfort level towards excellence through systematic, step-by-step work.
I also firmly believe in forging a strong personal bond with my students. I aim to inspire in them the very same lifelong passion I have for music and piano playing; a passion that will fuel our mutual commitment and motivation.
All of these capabilities make up the elements of an excellent command of the instrument, but they also transcend music playing and enrich a student’s lexicon for self-expression in other areas of life. This musical and personal journey requires the gradual development of self-discipline and perseverance.
- Key Elements of Study -
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Technique routines such as scale work, etudes and other exercises that I compile and create for the development of dexterity and tone production and control.
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Music theory and ear training, which greatly enhance students’ ability to learn new music, better understand its structure, memorize and retain it more easily.
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Developing sight-reading skills is key to the trajectory students will make over their course of study. The better the sight-reading ability, the more material can be covered. A higher completion rate of pieces will result in exposure to a wider variety of textures, styles, levels of difficulty, and ultimately, faster progress.
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Acquiring effective practicing methods and habits, which ease the process of learning pieces.
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Maintaining at all times a well-balanced repertoire selection, inclusive of all musical periods. Studying pieces from the Baroque, Classical, Romantic and Contemporary Eras develops a sense for the various characteristics, features and nuances of each musical style as well as understanding its cultural context.
- About Age -
Each age group is fascinating in its own way!
The young and curious beginners; the evolving-by-the-minute middle school students; and the high schoolers, emerging as young adults. It is at this stage when 'it all comes together': the development of intrinsic motivation, musical insights, and urge for self-expression, coupled with advanced technical skills, result in reaching new heights of performance.
Having witnessed quite a few such growth cycles, this personal and musical evolution never ceases to amaze me. Many of my bonds with students continue well past graduation from high school, their college years, and beyond into adulthood. Throughout the stages of study from the early Beginner Levels, through Intermediate, and finally, Advanced, all of these elements must be tended to and developed concurrently to form a well-rounded musical education.
“[Practicing] is a refined art that partakes of intuition, of inspiration, patience, elegance, clarity, balance, and above all the search for even greater joy in movement and expression”
- Yehudi Menuhin
- About Studio Routine -
The Studio Routine is based on weekly individual instruction as well as periodic group classes and workshops by age group, designed to hone listening and performance skills. These “Group Meetings” provide the students with a small community of like-minded, same-aged peers to which to relate and belong, thereby helping motivate students and broaden their horizons with exposure to other performers and their repertoire.
​Likewise, I strongly encourage participation in recitals, festivals, and competitions. In addition to serving as a powerful driving force to practice, these events are excellent catalysts for the development of pianistic skills and for further refining and perfecting performance.
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As a link in a succession of teachers—hailing from the past and into the future—I am always seeking to combine the fine principles of the teaching tradition I absorbed, with a depth of expression and artistry. I take pride in imparting and adapting these methods to our younger generation. I strive to teach practicing as a creative and mindful process, taking the students through challenges and landmarks, instilling and harnessing their motivation, and making it into an integral part of their lives.