Studio Philosophy, Values, and Approach

I have changed my mind about how I teach more times than I can count. The longer I teach, the less interested I am in pretending there is one right way to learn piano. With that said, at the heart of my studio are ten beliefs about learning music that I have found to be evergreen. They guide the way I teach, the choices I make, and the community I hope to build—one where students feel genuinely excited to make music!

Everyone is a musician

I believe that with consistent effort and practice, every student can learn to play the piano in a way that is realistic for and meaningful to them. There is no threshold at which one “becomes” a musician or “earns” the title of musician; we are all born musical.

Music for Music’s Sake

Research shows that learning music aids in language development, spatial-temporal skills, and can increase test scores. While I celebrate the extramusical benefits of learning to play the piano, I also believe that music is worthy of being pursued simply for its own sake. Making music is fundamentally human—not a means to an end.

Relationships and Trust are Key

Students need a safe place to make mistakes, ask questions, take risks, solve problems, and freely explore new concepts. It is the teacher’s responsibility to create this space and craft experiences that lead to learning. I view my role as more of a facilitator than an instructor; my students are my co-pilots rather than passengers.

Repertoire is a primary motivator

An engaging, meaningful repertoire that speaks to the individual student plays a major role in a student's ongoing interest in music. I use method books as a general guide, but supplement heavily from diverse sources to create a rich musical environment that balances fun and challenge.

The parent’s role is equally important

Lessons need a partnership between student, parent, and teacher. Parental encouragement matters at every age and stage of learning. Students benefit from seeing that their parents are interested in their musical growth and proud of the effort they’re putting in, even when learning feels hard.

What that support looks like will naturally change as students grow. Younger students may need more hands-on help and encouragement, while older students may need more space to take ownership of their practice. But throughout a student’s musical journey, knowing that their parents are in their corner makes a difference.

Effort over talent

I believe that consistent, goal-directed behavior should be emphasized over the concept of innate talent. Everyone has the potential for growth and enjoyment! Natural talent exists—but there’s simply no substitute for consistent, honest effort and a positive mindset.

Progress over perfection

I emphasize forward motion, consistent growth, honest effort, and authenticity over note-for-note perfection. Progress may present itself in different ways at different times, and it’s natural for the intensity of lessons to ebb and flow. No two musical journeys are identical!

Nurture a culture of—not a demand for—excellence

Making mistakes and experiencing challenges is inherent to piano study (and to being a beginner at virtually anything). Correcting mistakes and facing challenges with positivity and belief in the student is imperative and paves the way for students to self-critique in a constructive way. I want students to leave lessons feeling like mistakes are something we can work with, not something they need to be embarrassed about. This kind of self-reflection without judgement is how students ultimately develop the grit it takes to achieve at high levels—not just in piano, but in life.

Unhurried fundamentals

My students and I take our time with building foundational skills like rhythm, technique, and music-reading. I view foundational skills not as boxes to be checked off, but as concepts to be visited and revisited (and revisited, and revisited…) to encourage as many ways of knowing as possible. I have found that this approach promotes depth of knowledge and fosters students’ ownership of their learning. While students will certainly make great musical progress, my emphasis is not on reaching advanced levels as quickly as possible. There is so much beauty (and fun!) to be found in taking our time.

Music Learning Theory

My teaching is informed by Music Learning Theory (MLT), which you can read more about here. A cornerstone of MLT is delaying traditional staff reading at the very beginning of study. Children learn to speak long before they learn to read, and I use a similar sequence in music. During the very early stages of study, students focus on listening, singing, moving, creating, and playing by ear so they can begin to understand musical patterns before attaching them to traditional notation. This approach is designed to build a stronger aural foundation for later reading. Because it may look different from more traditional beginning instruction, I’m always happy to answer questions about how and why it works.

What I Want Families to Know Before Starting Piano Lessons

My foremost goal is always to partner with families to make piano lessons positive, sustainable, and highly rewarding for each student. Drawing on 17 years of teaching experience, these are the three concepts I focus on most when welcoming new piano families:

The bulk of lesson progress happens at home through regular practice, not in the lesson itself.

Students meet with their piano teacher once a week, where they learn what to practice and how to practice it. The amount of time and repetition spent on lesson material at home during the rest of the week is what helps determine the pace of progress. This brings us to the next point:

The time commitment for piano lessons is more than it may seem.

Many after-school activities meet more frequently but require little time outside of the activity itself. Learning an instrument is, in a sense, the inverse. Students must budget time not only for their weekly lesson, but also for consistent practice between lessons. I recommend that students “schedule” their piano practice as if it were its own activity, which helps make practice a habit.

Students have the most fun when they feel like they are making progress.

Lessons are fun regardless—but consistent practice helps students feel more capable, connected to the music, and excited about what they can do next. Progress looks different from student to student, and that’s okay. It doesn’t have to be perfect or dramatic; sometimes it’s simply realizing that something that once felt hard now feels a little easier thanks to the student’s own effort. One of my favorite things to hear from a student is, “I remember when this used to feel hard! Now it feels easy!” That feeling—I can do something now that I couldn’t do before—is where a lot of the fun lives.