Teaching Philosophy
There are two oft-competing schools of thought in regards to teaching the study of music. One stresses practice, repetition, memorization, hard work, and striving to reach an external standard. The other stresses freedom, play, self-expression, and self-direction. I believe that leaning too far towards one way in the absence of the other leads to weaker teaching outcomes. It is true that:
- We get better at the things we think about and engage with in our free time.
- We tend to spend that thought and time on things we enjoy.
- We get more invested in things we choose to do, or have some agency in.
- Thus, lessons should be enjoyable, games are effective tools for learning, and students should choose some of what they get to do.
It is also true that:
- A base level of knowledge and skills are needed to meaningfully participate in each level of musical repertoire.
- Repetitive exercises really are an effective way to train knowledge into the skillful speed necessary for engaging in the many facets of music.
- Mastery is more enjoyable than confusion or weakness.
- Many good and worthwhile things may seem unappealing or too difficult at first, and would not be attempted without external prompting.
- Thus, teachers should not fear "dry" assignments so long as they know that the activities required contribute to students' skill and long-term benefit, and should hold their students to high standards, challenging them with new material and concepts.
Skillful teachers administer this double focus in whatever ratio they deem most appropriate for each student. They strive to understand the student's point of view, and can discern when to correct or build it up with their own.
Teachers also must maintain their own performance ability, for at least four reasons:
1. To continue their own learning and refresh old concepts.
2. To care about the music they are teaching and understand it more deeply.
3. To help students with problems unique to their pieces from a specific, involved, and intelligent perspective.
4. To model the worthwhile and fun outcomes of the work they're prescribing.
Teaching Goals
"I consider a student to be fully successful when they can receive a new piece of music, and, without any external guidance, construct an accurate, physically healthy, and musically meaningful performance as a soloist or in an ensemble, and want to do it again afterwards."
This statement from my studio policy is an effective summary of what I aim for and value in teaching.
Without any external guidance - Much of the work done in lessons, especially with older students, involves not just fixing things wrong with a piece, but helping students understand how to practice effectively, diagnose problems, and identify strategies on their own. This enables students to get a foothold on music that they find on their own.
Accurate - Students develop the skills to accurately interpret all musical notation. This enables independence and reduces constant reliance on a teacher to show them how something should sound.
Physically Healthy - Practice and performance are physically taxing, even more so with poor physical technique. Proper technique and full body awareness both reduce injury and enable greater clarity of sound.
Musically Meaningful - Students develop, through discussion, listening to examples, and experimenting, an instinct for making music special, beyond a robotically correct recitation of the notes and rhythms. They make personal connections to the music when applicable, and understand the historical connections to the circumstances of its composition.
Solo or Ensemble - Performing as a soloist requires a self-sustained pulse, long-term focus, a higher pressure tolerance, and overcoming several types of anxiety. Performing in an ensemble requires much greater listening, counting, instant recovery from mistakes, relational skills, and overcoming other types of anxiety. While solo piano performances are the default for the studio, students are encouraged to take opportunities for ensemble playing, since both sets of skills are valuable for musicians to develop!
Want to do it again! - Mastery is fun, music is beautiful, performance is gratifying, and remembering these things is something to be emphasized when stuck in the early days of preparation. Even though there is much work, learning music should not be a joyless process.