MY TEACHING PHILOSOPHY

"Inspiring students of all ages to embrace the dynamic and joyful journey of learning to play the piano"

"My holistic approach seeks to transform lessons into a journey of growth, mastery and joy, ensuring every student leaves with both musical ability and a deeper appreciation for the art"

My teaching philosophy rests on five guiding principles:

1.- Lessons are centred around meaningful music-making, making it the heartbeat of every session. 

2.- I build musical knowledge and understanding by integrating theory with practical application, ensuring a well-rounded education.

3.- I emphasize the development of technical and pianistic skills, paired with strategies for effective practice, to help students progress confidently, encouraging them to develop a curious mind at the piano.

4.- I cultivate a positive, professional atmosphere through skilled facilitation, creating a space where learning flourishes.

5.- I aim to spark in my students a lasting passion for music

These principles expand into more detailed commitments. Music-making is at the core of all lessons, driving engagement and purpose. I place learning within a structured, progressive framework that provides direction while supporting steady progress. I distinguish between teaching pianistic skills and musical concepts, allowing focused growth in each area without conflation. Recognizing every student’s uniqueness, I tailor my methods to their individual needs, crafting a personalized path for each learner.

I foster a sense of exploration and discovery, encouraging students to approach music with curiosity and wonder. Lessons are designed to engage their imagination, energy, and creativity—qualities I bring as well, enriching our shared experience. I teach with honesty, commitment, integrity, professionalism, and passion, striving to inspire trust and enthusiasm. This dedication extends to my own journey; I pursue ongoing professional development and personal music-making to stay proficient and engaged with the art.

My goal is to do more than teaching skills—I aim to spark a lasting passion for music. By balancing structure with creativity, technique with expression, and discipline with individuality, I empower students to find their voice at the piano. This holistic approach seeks to transform lessons into a journey of growth, mastery, and joy, ensuring every student leaves with both musical ability and a deeper appreciation for the art.

My teaching approach is concept-based, breaking down elements like technique, rhythm, melody, harmony, expression, and pianistic skills into evolving learning objectives. I use a Piano Framework to provide structure and continuity, ensuring steady progress over time. The goal is to foster independence, with each piece serving as a chance to apply and deepen these concepts. Ultimately, students develop the proficiency to learn with minimal guidance.

Musicianship is at the core. I aim to nurture well-rounded musicians who not only play piano but also sing, audiate, and express music confidently. Like language shapes readers, music exposure moulds musicians. Learning often happens off the piano, with improvisation and composition encouraged to keep music alive and relevant. These activities enhance creativity while exploring sound, structure, and technique.

Rote learning is a key method, using listening and memorization through teacher demonstration. This allows students to tackle pieces beyond their reading ability, boosting memory, concentration, creativity, and technique without notation’s complexity. Meanwhile, staff notation remains vital for accessing music and collaborating. I teach it gradually, deconstructing pitch, rhythm, and harmony through landmark notes, intervals, and patterns, while prioritizing sight-reading for fluency.

Examinations celebrate prior learning, not dictate it. When students master requisite skills and a broad repertoire, an external assessment can affirm their growth. I recommend the ABRSM (Associated Board for the Royal Schools of Music) exam board. It is the gold standard, where music itself is at the centre of their work. It provides a well-rounded musical education and assessment structure.

Students should have a committed practice routine, supported by parents. Practice may include theory, listening, technique, improvisation, composition, expression, performance, or refining past pieces. I plan strategically for weekly and yearly progress, but student engagement with daily home learning is the key to steady progress. This dedication builds not just musical ability but lifelong resilience and discipline in all aspects of life.