My lessons are structured, supportive, and fully personalised to each student’s needs, level, and goals. I teach piano and flute to children and adults, from complete beginners to advanced learners, focusing on both musical development and enjoyment.
Each lesson combines technical work (such as posture, technique, and sound production), music theory, sight-reading, and repertoire. I carefully ch...
My lessons are structured, supportive, and fully personalised to each student’s needs, level, and goals. I teach piano and flute to children and adults, from complete beginners to advanced learners, focusing on both musical development and enjoyment.
Each lesson combines technical work (such as posture, technique, and sound production), music theory, sight-reading, and repertoire. I carefully choose pieces that match the student’s level and interests, so learning stays motivating and engaging. For students preparing for exams, I follow a clear, structured programme and provide step-by-step guidance to ensure steady progress and confidence.
Lessons are interactive and adapted in real time depending on how the student responds. I encourage creativity, listening skills, and musical expression, not only correct playing. For younger students, I use a more playful and engaging approach to keep them focused and inspired, while for adults I adjust the pace and content according to their goals.
I have over 10 years of teaching experience and hold BA and MA degrees in Music, as well as a Master’s degree in Musical Artistry. My background includes private teaching, exam preparation, and choir conducting, which helps me support students in a well-rounded musical development.
My goal is to build strong musical foundations while making lessons enjoyable, inspiring, and confidence-building for every student.
I also provide regular feedback and clear practice guidance between lessons to support consistent progress. My aim is to help each student grow confidently, enjoy the learning process, and develop a lifelong connection with music.
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