What if learning felt like flying? Mastery of a musical skill is the ability to play with joy and even abandon. To attain this, the learning process needs as much continuity as the music itself: flow, structure, and momentum. In every lesson, I strive to reach this higher state of activation, to elevate both the student and myself to the level of inspiration already present in the music. Bypassing the ego and even critique, this mode shares a musical experience with the student directly, transforming the their relationship with music: instead of seeing music as a task to be executed, students dive into the musical river, and with guidance, learn to swim.

By cultivating this feeling of inexorable forward motion in lessons, I instill an unwavering focus on committing to the process rather than obtaining a product. I believe that carefully calibrated habits and attitudes will lead to more lasting and meaningful results. This requires unusual dedication to personal growth habits by both student and teacher. I communicate not only professional and technical skills, expressive nuances, and historical aesthetics, but also nurture a sustainable and diligent attitude towards piano practice. I help students craft a practice schedule that fits harmoniously into their life (for example, being sure to practice for an hour right after school every day) and matches their musical goals and level of attainment. Simple, consistent habits provide a solid base for students’ artistic work, and will also transfer beautifully to long-term projects they undertake in other areas of life.

The journey toward authenticity and refinement is not linear, and I notice that breakthrough learning moments often have two key hallmarks. One is a sudden and holistic shift towards mastery, a new coordination born of patient and nonjudgmental work both in the practice room and in the teaching studio. The other is the bright shine of recognition on a student’s face when they not only grasp an idea mentally, but also feel the inner excitement to pursue this idea as far as it will take them. These moments are milestones on the student’s path toward personal empowerment, signs that they are taking more and more responsibility for their artistic decisions.

I believe that this path towards artistic piano playing should be illuminated by a wide range of related activities. I incorporate ear training exercises, theory-at-the-keyboard, mental exercises (“memorize this very short piece without ever touching a piano”) and infusions of broader culture (“go to this gallery, listen to that singer”). I also ensure students have a social element to their studies, including four-hand pieces with their peers as well as studio classes where I ask them to comment on each others’ playing. As students gain confidence sharing their unique voice, both in music and in words, they learn to trust themselves – a quality sorely needed by good citizens as well as artists.

Sample music history syllabus here.