My Teaching Philosophy

My teaching is guided by two central priorities: to introduce and guide students to cello technique and music-making, and to cultivate a love and distinct appreciation for music that students will carry with them through the rest of their life. Lessons encompass many facets of learning, and with parents and mentors fanning the flames of curiosity that all students have, students will develop techniques that will benefit them through all walks of life, including practice strategies, how to listen to themselves and others, goal-setting, and an overall strong work ethic. I hope that with my guidance, students will become well-rounded individuals. I will hold students to a high standard of playing, while being supportive and strengthening their own self-discipline to succeed. Lessons will be a positive and constructive environment in which I will establish trust with a student and encourage all types of learning.

Under my instruction, students will learn fundamental cello technique through the use of scales, exercises, études, and detailed instruction and demonstration. This knowledge will be applied to standard repertoire appropriate to a student’s playing ability, musical maturity, and genuine personal interest in a work. In learning this repertoire, students will learn how to truly “make music,” regarding phrasing, ensemble, dynamics, and more. I believe that each person holds within them an affinity for music—any student can learn musicality, and over time, my goal is that students will eventually independently phrase and make decisions on their own. I will sometimes demonstrate my own ideas, but also will inquire about the music; beginner students may be asked rudimentary questions regarding emotions, while advanced students may be asked more detailed and interpretive questions. In other words, my job as a cello teacher is not to create a carbon copy of myself in each student, but instead to lead a young person through the joys of creating their own musical voice. Students will also quickly learn how to analyze their own playing—this builds listening skills that are necessary in the practice room.

Learning how to play with others in ensemble settings is a key skill in becoming an adept musician. When ready, I will encourage students to audition for local youth orchestras. These orchestras ask a higher standard of playing and teach students skills of blending within a section, for example. I will also encourage chamber music with peers and playing repertoire with the requisite piano part. For young beginners, I will prepare simple duets for them to play with me to learn particular techniques.

Learning about music is one of the most important parts of lessons. Students’ knowledge of music theory will inform their instrumental technique, and I will introduce ideas such as the circle of fifths, the harmonic series, and the basics of form when a student is ready. As part of each standard repertoire piece, I will have students research the history of the piece and composer, as well as listen to several recordings from professionals—history informs how one should perform a piece.

All in all, it remains extremely important to me that cello lessons are a positive force in a student’s life. They should look forward to practicing after each lesson in preparation for the next one. Productive practicing is a vital skill for every musician, and a skill that most of us learn later than what would be preferable. I will teach strategies of practice, as well as create practice plans unique to each student to facilitate their growth. This growth will be demonstrated in studio recitals, so that students can illustrate their improvement on the instrument and learn the skill of performance. Performing on stage will be nerve-wracking to most students, and it is for me as well, but performance skills and stage presence are necessary for any musician. I will never make a student perform when they are not ready, and I will support them all the way through a performance. I never expect perfection or complete mastery—everyone, including myself, is continually improving and learning. 

As a teacher, I bring with me the expertise of my own teachers and their teachers before that. Most of the techniques that a student will learn were taught to me in some form or fashion, and reflect the learning that I have accomplished over the years. It is my job to communicate those techniques to a student, and to apply them to their playing to improve their performance as a cellist. I will be a student’s biggest fan and ardent supporter, while at the same time upholding high standards, and spurring them to get better with each lesson and practice session. Under my teaching, students will foster a love for music, and learn how to push themselves to be great, whether that is on the cello, or any other avenue they pursue.