Teaching Philosophy
I believe that not only do I teach music and how to play an instrument, but more importantly I teach an individual. My aim is to instill confidence in my students and help them find joy and satisfaction in learning and in playing.
I have a balanced approach with regards to teaching the instrument. I give equal emphasis on teaching both technique and musicality. I believe students and teachers lose interest in music-making when there is too much focus on scales and etudes. This is why I often use repertoire to teach both artistry and technique, and make sure that students learn how to play scales and etudes with musicality. I also believe that mental practice is as important as physical practice. This means that students should spend practice time away from the instrument through listening, imagining, and studying the printed music. When students do practice with their instrument, they should be mindful of their posture, as everything that comes out of the instrument is the result of what they do with their body. Developing a sense of body awareness and movement is crucial because this helps students play with less tension and greater ease, improving facility, tone production, and expressivity.
Music is meant to be shared, not just to be kept to oneself. I expect students to frequently participate in performances (such as concerts and recitals). Students should also be a part of chamber and orchestral groups and summer music festivals to develop a sense of identity and belonging through these shared experiences.
As I mentioned earlier, I believe I am teaching a person not just a student. This involves understanding where children are coming from and the conditions that affect them. How a lesson goes will depend on several factors that the teacher needs to be able to address (such as school pressures, family issues, and busy schedules). Furthermore, a child’s success is highly dependent on how involved his or her parents are. For example, younger children whose parents are actively participating in the lessons and home practice tend to be better prepared for each lesson than those who are just casual observers. All parents need to be educated on what they can be doing to support and help motivate their child. This is why I believe I am not only teaching kids, but also their parents.
The teacher’s role is that of a coach, having high standards and providing an environment where learning can flourish. I believe it is necessary to push students to overcome their own perceived limitations because they will often be surprised by what they are able to achieve. This will lead to a sense of accomplishment and greater confidence. It is also necessary to provide an environment that is structured, but flexible enough to encourage discovery and personal growth. The teacher is in control of the lesson, while remaining open to student input and ideas. A great teacher also demands excellence in their student’s playing. To achieve this one must critique in a positive way, while still being honest. Finally, being able to effectively communicate with the student is vital. No matter what the child’s age, being able to relate to them on a personal level is as important as knowing how to teach the instrument.
Through the development of musical sensitivity, constant attention to detail, and having an individual connection with each child, I make it possible for students to achieve success. I believe in quality musical instruction because I have seen its positive effects in the personal and musical growth of my students.
I have a balanced approach with regards to teaching the instrument. I give equal emphasis on teaching both technique and musicality. I believe students and teachers lose interest in music-making when there is too much focus on scales and etudes. This is why I often use repertoire to teach both artistry and technique, and make sure that students learn how to play scales and etudes with musicality. I also believe that mental practice is as important as physical practice. This means that students should spend practice time away from the instrument through listening, imagining, and studying the printed music. When students do practice with their instrument, they should be mindful of their posture, as everything that comes out of the instrument is the result of what they do with their body. Developing a sense of body awareness and movement is crucial because this helps students play with less tension and greater ease, improving facility, tone production, and expressivity.
Music is meant to be shared, not just to be kept to oneself. I expect students to frequently participate in performances (such as concerts and recitals). Students should also be a part of chamber and orchestral groups and summer music festivals to develop a sense of identity and belonging through these shared experiences.
As I mentioned earlier, I believe I am teaching a person not just a student. This involves understanding where children are coming from and the conditions that affect them. How a lesson goes will depend on several factors that the teacher needs to be able to address (such as school pressures, family issues, and busy schedules). Furthermore, a child’s success is highly dependent on how involved his or her parents are. For example, younger children whose parents are actively participating in the lessons and home practice tend to be better prepared for each lesson than those who are just casual observers. All parents need to be educated on what they can be doing to support and help motivate their child. This is why I believe I am not only teaching kids, but also their parents.
The teacher’s role is that of a coach, having high standards and providing an environment where learning can flourish. I believe it is necessary to push students to overcome their own perceived limitations because they will often be surprised by what they are able to achieve. This will lead to a sense of accomplishment and greater confidence. It is also necessary to provide an environment that is structured, but flexible enough to encourage discovery and personal growth. The teacher is in control of the lesson, while remaining open to student input and ideas. A great teacher also demands excellence in their student’s playing. To achieve this one must critique in a positive way, while still being honest. Finally, being able to effectively communicate with the student is vital. No matter what the child’s age, being able to relate to them on a personal level is as important as knowing how to teach the instrument.
Through the development of musical sensitivity, constant attention to detail, and having an individual connection with each child, I make it possible for students to achieve success. I believe in quality musical instruction because I have seen its positive effects in the personal and musical growth of my students.