| Teaching Philosophy | Studio Policy | Studio Features | Tips for Parents | Schedule an Interview |
I believe that a music instructor is first a foremost a musician who has made a commitment to share the musical life with others. Though I have studied pedagogy and educational philosophy, and observed and learned from other teachers, I believe that the fact that my own practicing, playing, and performing is such a central aspect of my own life makes a crucial difference in my ability to share music with others.
It is important to stress that sharing music with others means sharing music with everyone. I believe that each and every one of us has music within us, that no one is "tone deaf," is "unmusical," or "lacks rhythm." Music is a part of the fabric of human life, and all of us come equipped to enjoy it. Because I believe that we are all musical, I see no reason to think that music is something I need to somehow instill in others. Instead I consider my main responsibility as a music instructor to be the creation of the conditions required for that innate musicality to flourish.
The fact that music is a part of the fabric of human life means much more than that everyone is musical - it also means that everyone has the right to express themselves musically. I have spent my adult life working to achieve fluency in the traditions of European art music, but I reject the notion that it is necessary to look down one's nose in order to be a devoted and serious musician. It is therefore not my role is to enforce the distinction between so-called "high" and "low" art. That way of thinking has turned off too many young students. My goal for my students is that they develop sufficient musical fluency to express themselves musically in whatever manner and whatever tradition speaks to them. The traditions of Bach are the traditions in which I work most consistently, but I am comfortable in more worlds than one, and whether it is jazz, pop, musical theater, traditional american music, or world musics I am eager to make music in any language. Like all good teachers I have a rough plan in a mind; this plan is designed to develop my students' musical potential as systematically and efficiently as possible. But my program is not a rigid one, and I welcome student involvement and input, especially when a student is in a position to define his or her musical goals.In the final analysis the one unacceptable outcome for me, as a teacher, is to have a student turned off by music because the study of music has not met his or her musical needs.
Of course, to achieve proficiency on a musical instrument in any style or tradition requires time and effort, and therefore motivation and discipline. I believe these character traits need to grow naturally in the musician, and that they can't be imposed from outside. Because all motivation and discipline are really self-motivation and self-discipline, I avoid artificial means of motivation in favor of the combined power of a good example, infectious enthusiasm, and music itself. I hope that through studying music my students discover these character traits and learn how to nurture them within themselves. Ultimately my thinking concerning motivation is that the most important thing I can do to motivate my students is take as much pleasure in our time making music together as I hope that they do.
In the end I believe that it is a great privilege to be a musician. I am grateful for being able to spend my days devoted to an art form that continually inspires me, and for having the opportunity to share that art form with others. I consider myself fortunate, and feeling fortunate and grateful is conducive to happiness - which is conducive to good teaching.
That is my philosophy, and it has served both me and my students well, earning recognition for my teaching and, most importantly, providing me with the pleasure of watching music grow in the bodies, minds, and hearts of my students, young and old.