Teaching Philosophy
I believe that the process of learning music should go beyond just creating players. It should encompass improving a student's life and the skills learned during the process should be multifaceted. I don't just focus on improving my student's playing, I encourage them to become lifelong learners and show them how to actually approach learning by creating skills that can be transferred to all disciplines. Not believing in a cookie-cutter approach, I try to find out that spark that kindles desire in each student. This may involve studying many types of music as well as inquiring from a student what he or she hopes to achieve through their music. The secret is to devise attainable goals, and celebrate their attainment. I help students devise a study plan that encourages them to analyze, plan, fulfill short-term and long-term goals.
The importance of starting with a strong foundation cannot be underestimated. I give students a solid basis of scale work, arpeggios, etudes, listening exercises, and theoretical homework to help students with their musical growth. Memory, interpretation, and understanding of what they are playing, thus, improves. But it doesn't stop there, a large part of music is sharing it with others, performing in elementary schools, retirement communities, and around the community. In addition, developing a students' capacity for chamber music and orchestral playing is quite important.
Being individualized with my approach, I have been successful teaching in both affluent areas and inner city settings, reaching students through private and group teaching. Respecting cultural difference and having students share their culture with others of divergent cultures enlightens learning. Utilizing guest clinicians to come in and energize students is enlightening too. My favorite part of teaching is when a student suddenly comes to a realization of an important point that I have been trying to get across. I also love seeing my former students in the audience when I am playing, and its wonderful when I get to play alongside a former student. Whether students are in the audience, or actually on the stage, I know they have appreciated the aspect of life-long learning and that my teaching has made a difference.
The importance of starting with a strong foundation cannot be underestimated. I give students a solid basis of scale work, arpeggios, etudes, listening exercises, and theoretical homework to help students with their musical growth. Memory, interpretation, and understanding of what they are playing, thus, improves. But it doesn't stop there, a large part of music is sharing it with others, performing in elementary schools, retirement communities, and around the community. In addition, developing a students' capacity for chamber music and orchestral playing is quite important.
Being individualized with my approach, I have been successful teaching in both affluent areas and inner city settings, reaching students through private and group teaching. Respecting cultural difference and having students share their culture with others of divergent cultures enlightens learning. Utilizing guest clinicians to come in and energize students is enlightening too. My favorite part of teaching is when a student suddenly comes to a realization of an important point that I have been trying to get across. I also love seeing my former students in the audience when I am playing, and its wonderful when I get to play alongside a former student. Whether students are in the audience, or actually on the stage, I know they have appreciated the aspect of life-long learning and that my teaching has made a difference.