Currently offering piano lessons on-line. Join my virtual studio and be part of a vibrant group of students! Few places left.
In person lessons are possible, following all Covid-19 safety protocol measures. All students are required to sign-in (for contact tracing); both student and teacher are required to wear masks at all times and keep more than 6-feet apart; a sanitizing station is available; both keyboard and piano bench are sanitized before and after the lesson. Availability for in-person lessons is very limited. Please contact me for more details ().
In my understanding, teaching is more of an art than a science. There are no predetermined sets of rules or steps to follow. Every classroom, piano lesson or chamber music coaching presents the teacher with a new situation, to which she or he will need to adapt. I always aim to have an open mind, a positive attitude, flexibility, and high expectations for every teaching situation I take part in. It is my duty to create a safe environment where students participate in the learning process and feel comfortable to take risks. I am also constantly evaluating and reflecting on my own teaching in search of ways to improve.
I believe that all students are unique individuals and that everyone learns in their own personal way. Therefore, my teaching philosophy is centered on the students, their needs and interests. This is especially true in the context of a piano lesson or a coaching. In the classroom, I try to use a variety of teaching methods and styles, so that everyone has an opportunity to grow. I am also always vigilant for students dealing with mental health issues, learning difficulties or any special need, so I can provide them with fair treatment. I make myself available outside the classroom, during office hours or through appointment, to all students desiring or in need of more personalized attention.
I have five main goals as a music teacher: to help students meet their full potential; to create lifelong learners; to help them become independent and confident professional musicians that are able to think critically about not only their own playing but also others’; to develop their listening skills and intellectual understanding of music; to develop proper and injury-free technique.
In the classroom, I try to find a good balance among three different teaching styles: directing, discussing and delegating. The first one, directing, is characterized by lectures, use of audio/visual presentations and assigned reading. My preference is to always introduce a subject from the big picture and then go into details. I try to be very organized in the sequencing of the information, and establish clear goals for every class. In the second teaching style, discussing, I encourage critical thinking by asking pertinent questions and making sure all students participate in class discussions. In the last style, delegating, I aim for the students to develop autonomy by assigning research projects, where they work independently, either individually or in groups. Towards the end of the semester, they assume the role of the teacher and present the fruits of their research to the rest of the class.
In any music lesson or coaching, I believe that above all, listening skills are the most important to develop, as they will guide the rest of the work. I help the students to evolve not only their external ear, which I consider to be the ability to listen to the different layers and nuances of sound as they happen, but also their internal ear, which deals with creativity, imagination and both the intellectual and emotional aspects of sound. This latter also requires the development of a strong musical culture.
I strongly believe in the importance of demonstration during a lesson, as I want my students to listen and watch to a professional playing. When I teach technique, it is always to serve musical goals, whether they are imagined by the internal ear or to fix issues detected by the external ear. My approach to technique is based on the naturalness and efficiency of the movements with a good balance between power and ease. When it comes to assigning repertoire, I take into consideration what the student needs but especially his or her preferences, as I believe they grow much faster when they are passionate about the music they are playing.
To conclude, I believe that to be a good teacher, I should never stop learning and have to continuously evaluate my performance among students and colleagues throughout the academic career. In addition to teaching, it is fundamental for me to keep an active career as a concert pianist as I believe teaching and performing are indissociable. I always strive to inspire students, to share my passion about music and to lead by example inside and outside the classroom.