Everyone is a musician

I believe that every student, regardless of age and background, will learn to play the piano in a way that is realistic for and meaningful to them.

Music for Music’s Sake

Research shows that learning music aids in language development, spatial-temporal skills, and can increase test scores. In addition to the academic benefits of music education, I believe that music is worthy of being pursued simply for its inherent beauty.

Relationships and Trust are Key

Students need a safe place to make mistakes, ask questions, take risks, solve problems, and freely explore new concepts. It is the teacher’s responsibility to create this space and craft experiences that lead to learning. I view my role as more of a facilitator than an instructor—my students are my co-pilots, rather than passengers.

Repertoire that motivates

An engaging, pedagogically sound repertoire that speaks to the individual student plays a major role in a student's ongoing interest in music. I use method books as a general guide, but supplement heavily from diverse sources to create a repertoire-rich environment.

The parent’s role is crucial

Students need parental encouragement and support at all stages of learning. Parental involvement in lessons—including participation in the lesson itself—is crucial for the advancement of young beginners because parents become the teacher during home practice.

Effort over talent

I believe that consistent, goal-directed behavior should be emphasized over the concept of innate talent. Everyone has the potential for growth and enjoyment!

Progress over perfection

I emphasize forward motion, consistent growth, honest effort, and authenticity over note-for-note perfection. Progress may present itself in different ways at different times, and it’s natural for the intensity of lessons to ebb and flow. No two musical journeys are identical!

The best competition is with oneself

Being better musicians than we were yesterday is infinitely more important than being better than someone else. I use very few competitive elements in my studio and ensure that students who are genuinely interested in competing have a healthy, realistic mindset before pursuing auditions.

Nurture a culture of—not a demand for—excellence

The way we speak to our students shapes their perceptions of themselves. Correcting mistakes with positivity and belief in the student is imperative. I believe that self-reflection without judgement is how students ultimately develop the grit it takes to achieve at high levels.

Unhurried fundamentals

My students and I take our time with building foundational skills. Because I introduce sound before sight, I typically delay reading music on the staff for at least five months or so—or even longer depending on individual readiness. I view foundational skills not as boxes to be checked off, but as concepts to be visited and revisited (and revisited, and revisited…) to encourage as many ways of knowing as possible. I have found that this approach promotes depth of knowledge and fosters students’ ownership of their learning.

Studio Philosophy, Values, and approach