Teaching and Performance Philosophy
◊ If you had to pick one thing, what would you want all your students to know before they leave their lesson?
I want my students to learn how to teach themselves. As musicians (and human beings) we are always learning, but we don’t always have the privilege of having a lesson everyday. After their time with me in their lesson, I want my students to be equipped with the knowledge and skills to assess, correct, and polish their own work for the upcoming week.
◊ What is your philosophy of teaching and performing?
My teaching philosophy is that I am here to enable and direct the student to becoming a better human being. Music requires efficiency in work, focus, dedication, and passion. These things, coupled with the student’s desire to succeed, will enable the student to do well not just in music, but anything to which they set their mind.
My philosophy on performing reflects my purpose for music. I perform music for the enrichment and beautification of our world. It is my hope that, along with beautification, there will be healing (emotional as well as physical) for my listeners. As a performer, you don’t always have the luxury of playing for someone more than once. I may only have one moment to make a difference in someone’s life. My preparation for it must therefore be extensive in order to solidify the ideas I want to portray and the ability to execute them when demanded.
I want my students to learn how to teach themselves. As musicians (and human beings) we are always learning, but we don’t always have the privilege of having a lesson everyday. After their time with me in their lesson, I want my students to be equipped with the knowledge and skills to assess, correct, and polish their own work for the upcoming week.
◊ What is your philosophy of teaching and performing?
My teaching philosophy is that I am here to enable and direct the student to becoming a better human being. Music requires efficiency in work, focus, dedication, and passion. These things, coupled with the student’s desire to succeed, will enable the student to do well not just in music, but anything to which they set their mind.
My philosophy on performing reflects my purpose for music. I perform music for the enrichment and beautification of our world. It is my hope that, along with beautification, there will be healing (emotional as well as physical) for my listeners. As a performer, you don’t always have the luxury of playing for someone more than once. I may only have one moment to make a difference in someone’s life. My preparation for it must therefore be extensive in order to solidify the ideas I want to portray and the ability to execute them when demanded.
◊ What sort of standards do you set for your students, and how do you foster these standards?
I try to foster the delicate balance of nurturing the love of music itself and the love of personal excellence. Just because you do something well does not mean you love or are passionate about what you do. Conversely, if you love something, it doesn’t automatically imply that you do it well. I combine these different approaches and standards with my approach to my students. It is important to me (and the student) that the student enjoys music. It is difficult to motivate meeting higher standards if this one is not a priority. Some students, depending on their level of commitment, will not meet anything beyond this. One way I endeavor to foster this environment includes finding out what that student enjoys about music and assigning them things that fall within that arena. A standard of excellence and technical proficiency is also important. My job as a teacher is to teach in a way that enables the student to pursue whatever he loves well. That will include having required learning of scales, etudes, and learning standard repertoire to equip students with necessary skills. Within the lesson times, this will surface as detailed work, expectations of preparation during the student’s practice time, and willingness to work.
I try to foster the delicate balance of nurturing the love of music itself and the love of personal excellence. Just because you do something well does not mean you love or are passionate about what you do. Conversely, if you love something, it doesn’t automatically imply that you do it well. I combine these different approaches and standards with my approach to my students. It is important to me (and the student) that the student enjoys music. It is difficult to motivate meeting higher standards if this one is not a priority. Some students, depending on their level of commitment, will not meet anything beyond this. One way I endeavor to foster this environment includes finding out what that student enjoys about music and assigning them things that fall within that arena. A standard of excellence and technical proficiency is also important. My job as a teacher is to teach in a way that enables the student to pursue whatever he loves well. That will include having required learning of scales, etudes, and learning standard repertoire to equip students with necessary skills. Within the lesson times, this will surface as detailed work, expectations of preparation during the student’s practice time, and willingness to work.
