Teaching philosophy

My teaching philosophy is founded on the belief that every child, with the right support from the teacher and parents, can achieve their full potential.  I believe there must be an open line of communication between myself and parents about the progress and how the student is doing. This ensures that everyone is on the same page and we can all move forward together - student, parents and teacher. 

Beginners benefit from a methodology which I studied with the renowned piano pedagogue Irina Gorin. Over a period of several months, I studied the fundamental technical skills required for a beginning student to use their weight and their bodies to make a good sound quality at the piano. This, to me, is of high importance - to ensure that pupils play with the right technique from the very beginning. This methodology also feeds into the way I teach intermediate and advanced students as all pianists no matter what level should learn it, and many advanced students have never been taught it. 

Intermediate and advanced students move through a stimulating repertoire specifically tailored to their age and stage of technical development. I am constantly researching to find new teaching repertoire, but works I use a lot at the moment for my teaching and which I find particularly effective include Burgmuller's 25 Progressive Etudes op. 100, the Anna Magdalena Bach Notebook, the Inventions and Sinfonias by Bach, Schumann's Album for the Young, Tchaikovsky's Album for the Young, Sonatinas by Clementi and Kuhlau, and pieces by Mozart and Beethoven, to name but a few. I also, use examination repertoire and prepare students for ABRSM examinations with good results.

 I see graded exams as part of a long term process - they are to be used as a means to an end - that is, to help the student to continue to grow and learn as a musician - and not become the end in themselves to satisfy external requirements such as school entrance portfolios. It is important that parents understand that the students' development must not be compromised by skipping ahead to do examinations, and I will always put the quality of the piano playing and the learning process first.

Every term, pupils of all levels perform in the student recitals. These events instill a sense of seriousness about studying the piano. Having a goal to work towards, such as a performance, helps to motivate the practicing and drive progress forward. It gives a framework within which we work and generates excitement about working on a piece and performing it, which means that the pupils' relationship with the music they play is enhanced and deepened. 

If pupils are ready for it, I like to enter them for festivals, in consultation with their families, so that they can see what is out there, hear other repertoire that students of other teachers are playing, and know that what they do is not restricted to what we do here in my studio. It is part of something that is happening much more widely, involving many different people of all ages across the country - and all over the world. Once they realize what they are part of here, I hope it will create a sense of humility, curiosity and earnestness with which they approach their work - qualities which to my mind are the best that any teacher could hope to pass on to their students.