my education PHILOSOPHY
My priority as an educator is to create a safe and inclusive environment for students of all identities and backgrounds, first and foremost. I truly don’t believe that a student can learn, grow, and thrive in a space where they don’t fully feel that they can be who they are wholeheartedly and unapologetically. How can we expect a student to participate in a creative and artistic space when we have made it clear that the way they express themselves is not welcome? All students bring something different to the table based on who they are. I consider that a gift that continually teaches me something new as an educator.
PRIVATE STUDIO lessons
I offer a variety of options in my private practice, from individualized lessons for children (11+) who want to learn piano, voice, or even songwriting. Private lessons typically run 30 - 60 minutes. Group lessons are also available for pre-school through elementary school ages, depending upon availability. My students also participate in a recital at the end of each season.
You can learn more about pricing and policies by downloading my Private Study Policy guide here:
Secondly, it is essential to me that students feel encouraged to question the things that they learn, that they feel comfortable challenging me and learn to think critically. I am a music educator, yes, but I also believe that it’s my job to help students grow and become better people, with a strong sense of identity and values – to help them develop themselves through music. For me to succeed in helping my students succeed, I work to maintain an open mind, to be malleable and ever-changing, constantly learning and optimizing new ideas and implementing them. New ideas can come from anywhere and, because my students can teach me just as much as I can teach them, I will always actively seek new knowledge, reading books, and taking classes to expand my knowledge.
Regarding music itself, I believe that everybody should have the opportunity to learn how music works so they can apply that knowledge to their everyday lives, whether they pursue a musical education or not. When I was in high school, I discovered songwriting and it changed my life. The art of expressing yourself through music, being able to create something out of nothing, to have a sense of ownership can be, literally, life-changing – especially at such a difficult and pivotal age. It can be an invaluable tool of expression that helps make sense, especially in junior and senior high school. For me, as I dug deeper into theory, sight-singing, and keyboard technique, my experience grew richer. Which brings me to music theory, which is debated quite a bit because some feel that it can make music seem too formulaic or scientific. While music theory may not essential to becoming a good musician, I do think it does students a disservice if they don’t have the opportunity to develop these musical tools to express themselves more easily.
Lastly, while I believe in the importance of structure, I also don’t believe in any one-size-fits-all approach to teaching and learning. I want students to learn within their comfort zone, but also learn to push beyond their comfort zone to take some risks and do things that they have never done before. I am a big believer in accommodations and allowing students to find their own path. But I also believe in providing guidance to help students expand their horizons and see beyond perceived limitations. Some educators neglect or ignore struggling students in order to serve those who are thriving. My goal is to create an educational environment that values patience and individuality in helping students be the best they can be. I love, love, love what I do, and I want to be able to inspire new generations with my passion for music and its ability to drive transformative change.