My lessons promote a mindful and considered approach to piano playing from the very start, ensuring that students are adopting a posture and style that is comfortable and allows them to perform at their best. I tend to prepare a set of exercises (both at the piano and separate from the instrument) that have proven to work for both improving technique and settling performance nerves, therefore covering various needs for different students.
Wherever possible, I like to give students flexibility in their choices of pieces to perform, as it is paramount that they are playing music that they take interest in and enjoy listening to. When exploring repertoire, I like to ensure that our discussions are not just about the keys on the keyboard or the markings on the page, but look at the wider context with discussions on the structure and character of the music. I like to explore these matters in an exciting and interactive way; in previous lessons, I have asked students to invent storylines to go with certain pieces, or to move around the room while I play a waltz, helping them to appreciate the wider ‘role’ of the music. For those hoping to learn music theory, I find value in making the theory relevant to the practice, using real-life examples from piano pieces to demonstrate theoretical concepts. Having studied various teaching techniques and practices on the Royal Academy of Music’s teacher training course, I have taken on students at various ages and ability levels, using various strategies to motivate and encourage people, whatever their background or musical taste may be.