Studio Philosophy, Values, and approach

Everyone is a musician

I believe that with consistent effort and practice, every student can learn to play the piano in a way that is realistic for and meaningful to them. There is no threshold at which one “becomes” a musician or “earns” the title of musician; we are all born musical.

Music for Music’s Sake

Research shows that learning music aids in language development, spatial-temporal skills, and can increase test scores. While I celebrate the extramusical benefits of learning to play the piano, I also believe that music is worthy of being pursued simply for its own sake. Making music is fundamentally human—not a means to an end.

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 is a primary motivator

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 rich, optimally challenging musical environment.

The parent’s role is crucial

Parental encouragement and support at all ages stages of learning is vital. Students need to see their parents being supportive of and excited about their musical growth, even when learning is hard. Parental support may look different over time, but it must be a constant thread throughout the student’s musical experience.

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! Natural talent exists—but there’s simply no substitute for consistent, honest effort and a positive mindset.

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!

Nurture a culture of—not a demand for—excellence

Making mistakes and experiencing challenges is inherent to piano study. Correcting mistakes and facing challenges with positivity and belief in the student is imperative and paves the way for students to self-critique in a constructive way. I believe that self-reflection without judgement is how students ultimately develop the grit it takes to achieve at high levels, and I strive to always be a model of positivity.

Unhurried fundamentals

My students and I take our time with building foundational skills like rhythm, technique, and music-reading. 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. While students will certainly make great musical progress, my emphasis is not on reaching advanced levels as quickly as possible. There is so much beauty (and fun!) to be found in taking our time.

Music Learning Theory

My teaching is informed by Music Learning Theory, which you can read more about here. This means that a cornerstone of my teaching is delaying reading traditional staff notation. Think about when your child was learning to speak. Did they begin reading books as soon as they could talk? Students, by design, will not learn to read music in their first semester of lessons with me. Instead, we’ll explore all kinds of music and allow our ears to learn to hear music before learning to read it—this way, we mimic the language-learning process. While this approach is well-researched and accepted in the music education community, it can seem a little unusual. I’m always happy to answer any questions families have about Music Learning Theory and address any concerns about delayed music-reading.

What I Want Families to Know Before Starting Piano Lessons

Drawing on 17 years of teaching experience, these are the three concepts I focus on most when welcoming new piano families:

The bulk of lesson progress happens at home through regular practice, not in the lesson itself.

Students meet with their piano teacher once a week, where they learn what to practice and how to practice it. The amount of time and repetition spent on lesson material at home during the rest of the week is what truly determines the pace of progress. This brings us to the next point:

The time commitment for piano lessons is more than it may seem.

Many after-school activities meet more frequently but require little time outside of the activity itself. Learning an instrument is, in a sense, the inverse. Students must budget time not only for their weekly lesson, but also for consistent practice between lessons. I recommend that students “schedule” their piano practice as if it were its own activity, which helps make practice a regular and sustainable habit.

The fun factor in piano lessons relies heavily on preparedness.

Students who enjoy lessons the most—and who stick with lessons the longest—are those who arrive each week having made progress on their assigned repertoire and exercises through consistent practice. Progress does not need to be perfect; even a few steps forward from the previous week make a meaningful difference. Forward motion feels rewarding, and that sense of growth is where the fun truly lives.

By contrast, staying stuck on the same material due to lack of practice can negatively affect a student’s perception of their own musical ability, making practice feel even more difficult. Over time, lessons may begin to feel stagnant rather than enjoyable. Students simply won’t have fun if they feel unprepared.