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Teaching Philosophy


It is my deepest belief that proficiency on a musical instrument can be accessed by anyone with a willingness to learn. As a cellist, I began playing at age 10 but did not receive any formal training until age 16. In every sense of the word, I was a late bloomer, but this delayed access to cello lessons has been the biggest blessing to me as a teacher. Since I was taught by patient and skilled teachers at a later age, I remember vividly what it feels like to learn. This is the basis for my effective, calculative, and thoughtul teaching. My philosophy rests on the foundation that students must be given tools for successful learning.. The playing of an instrument cannot survive merely on thoughtless execution, but rather mindful and conscious action. From the earliest lessons, I teach my students to listen, to appreciate beautiful sound production, to find natural ease of motion and posture, and to practice carefully and purposefully. Lessons are crafted with these practices in mind and expectations of weekly preparation are clearly defined at the end of the lesson. While effective teaching is my goal, success can only be achieved when dedicated, purposeful, and motivated practice take place. I believe that my approach to teaching fosters a deep love for cello playing. My conscious effort is to diagnose the learning styles, personalities, strengths, and weaknesses of every student. No path to cello learning is identical. Therefore, every student is treated individually and with careful guidance. I believe that no student should be bound to the conventions of learning literature, so I listen openly to the students' musical interests and adapt accordingly, but with care to adhere to pedagoical principles and skill level. 


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