Student-Centered Learning

As a teacher, I strive to foster intellectual curiosity and meaningful engagement in my students. My work as a performer, researcher, and educator continually deepens the way I understand music, and I bring that spirit of discovery into every lesson. I believe a strong piano education should be dynamic and well-rounded, integrating technical skill, historical awareness, and creative inquiry. I aim to create learning environments that are rigorous, accessible, and reflective. My teaching philosophy is guided by three central principles: curiosity, craft, and community.

Curiosity

I strive to spark curiosity and create a space where students feel comfortable asking questions, exploring their interests, and making connections. Lessons reach beyond notes and technique to explore how music connects with history, art, literature, science, and the world around us. My goal is to nurture capable musicians who are also creative, confident, and curious lifelong learners.

Craft

I believe strong musicianship grows from thoughtful foundations in reading, performance, technique, and theory. I present these skills as tools for musical expression, connecting technical work to the sound, style, and character of each piece. Through effective practice strategies and thoughtful habits, students develop the confidence and independence to grow as musicians.

Community

I believe students grow best when music is shared with others. Through duets, studio classes, peer discussion, and ensemble experiences, students build confidence, learn from one another, and develop a sense of belonging. My goal is to help students see music not simply as an individual pursuit, but as something we learn, create, and enjoy together.

Pedagogical Influences

This philosophy is informed by several historical pedagogical traditions. I am particularly influenced by the breadth expected of Baroque keyboard musicians, who were trained as versatile and literate practitioners rather than narrow specialists. I am also drawn to Franz Liszt’s model of group learning, which emphasized shared critique and communal artistic growth, and to Theodor Leschetizky’s flexible, non-method approach, which balanced high standards with individual responsiveness.

Shaping Growth: Assessment & Evaluation

I also consider how evaluation shapes student motivation and long-term growth. Assessment should extend beyond performance polish and technical accuracy. I incorporate broader measures of development, including listening skills, structural understanding, stylistic awareness, adaptability, and increasing independence. When evaluation reflects these wider outcomes, students begin to see progress as cumulative and meaningful rather than tied to a single performance moment.