Teaching

My teaching philosophy is based on the belief that my students must gain not only superior musical skills but also knowledge across a variety of musical subjects to become well-rounded artists, good teachers, and confident performers. I believe in empowering students by giving them the methodology to arrive at an answer rather than providing the answer itself. I encourage critical thinking and support my students when they take calculated risks, even at the expense of making mistakes, because a mistake can also represent a learning opportunity.

My ultimate goal is to help my students transition from simply being pupils to becoming confident performers and artists who can make aesthetic choices grounded in their knowledge, experience, and training. I view piano lessons as collaborative efforts between the student and the teacher, structured to promote active engagement and growth. I typically divide the lesson into three segments: the opening period focuses on technique, including etudes, exercises, and scales when appropriate; the main part of the lesson concentrates on repertoire, which I treat as a performance opportunity where the student plays what they've prepared without interruption, simulating a real concert experience. After the performance, we discuss the student's impressions—what they liked and areas for improvement—encouraging self-awareness and critical thinking. I believe this reflective process is vital for development and is enhanced when approached with tact and respect.

Throughout the lesson, I focus on interactive learning. I motivate students to reflect on their performance, voice their ideas, and seek ways to improve. I see teaching and learning as collaborative processes best fostered in an environment that encourages students to challenge themselves and critically engage with the material. I urge my students to step outside their comfort zones and strive for their highest artistic ambitions, as this fosters growth both as musicians and individuals.