Teaching Philosophy

I believe that musical growth happens most deeply when students are able to engage with the world using their unique personalities and strengths, in an environment that holds them without judgment.

My teaching is built upon curiosity. I hold space for each student to be their own one-of-a-kind person. I encourage an environment where the student has the confidence to engage their senses, feelings, and thoughts with questions and discovery.

Whether working on a single bow stroke, a phrase at the piano, or a compositional idea, we return again and again to questions of color, balance, meaning, and intention. These elements form the foundation of expressive and reliable technique and musicianship.

Every student’s path is different. Some arrive highly motivated and technically advanced; others are newly beginning or returning to music later in life. My role is not to impose a single method, but to meet each student where they are and help them move forward with clarity and care. Lessons are shaped collaboratively, with space for experimentation and open conversation.

Above all, I believe that music study should remain humane. Discipline and rigor are essential, but they depend on curiosity, warmth, and self-trust. When students feel supported rather than judged, they are more willing to take risks, and it is in those moments of risk that real understanding begins.