Philosophy:
Simply speaking, every student has unique personalities, learning styles, strengths and weaknesses, different levels of bodily awareness, and some, special needs. My goal as a dedicated teacher is to help my students to develop their musical abilities intrinsically and organically, through thoughtful guidance and a variety of methodologies. I consider my approach to be adaptive, in the sense that every student is different and has different needs. My studies in Piano Pedagogy and Music and Health have fostered a broad range of methodologies that I employ in my teaching. As Thaut (2014) states, “the brain that engages in music is also changed by music”. I aim to stay involved in continued music practice, performance, and research, to refine appropriate teaching methodologies, as each of these activities are interrelated.
Music cultivates characteristic traits of an insightful, conscientious individual, through independent work, collaboration, creativity, and more. It stimulates heightened awareness in many regards, including: cognitive, physical and emotional functions. As a Royal Conservatory of Music Certified Teacher, my methodologies centre around the kinesthetic or physical act of playing the piano, specifically including methods such as Dalcroze, Orff and adapted techniques of Neurologic Music Therapy (NMT) used as teaching tools.
Ultimately, I strive for my students to become intrinsically intune with their cognitive and physical self, in order to become their own independent teachers, with a healthy appetite for knowledge and growth.
Details:
I teach primarily from my private studio, located in Etobicoke, Ontario and as a private and group class teacher in the University of Toronto Piano Pedagogy Program (UTPPP). I enjoy teaching a broad range of ages, levels and a variety of music. While it is not mandatory, I highly encourage students to register for RCM examinations for goal-setting, and encourage students to participate in workshops, competitions, and festivals. Studio or group classes are scheduled in terms of level, depending on student availability. They are interactive (including musical activities for beginners) and engage critical listening and thinking. The development of ideas and opinions begin to occur more fluidly as students perform and provide feedback for one another. Studio recitals, which are held yearly, provide a wonderful opportunity for showcasing students’ artistic growth, professionalism, conscientiousness; and they are an engaging, enjoyable way to meet studio mates outside of lessons!
