Currently enrolling for Fall 2020
|Monday||9:00 AM - 7:30 PM|
|Tuesday||9:00 AM - 7:30 PM|
|Wednesday||9:00 AM - 7:30 PM|
|Thursday||9:00 AM - 7:30 PM|
|Friday||9:00 AM - 7:30 PM|
The primary goal of my teaching is to make the study of piano and playing music engaging, fulfilling, and fun so that students become independent, competent, life-long music-makers.
I recognize that every student is unique in abilities, likes, and learning modalities, and I enjoy teaching students of all ages and levels and strive to provide the best possible music education at the piano for every student. This is accomplished by providing interesting work at the piano in the realms of learning pieces, technique, sight reading, and ear training.
My passion is teaching non-neurotypical students, especially with those diagnosed with attention deficit disorder (ADD/ADHD) and its often comorbid partners dyslexia and oppositional defiant disorder (ODD). As someone with ADD, I understand the behavior and learning differences and respond with patience and redirection. The study of piano changed my life and I see it changing the lives of my students with ADHD.
My focus is building a strong foundation: correct posture, building hand strength and independence, learning to read music confidently. Beginning students learn the basics of playing the piano through working in the Piano Pronto Method, a modern and comprehensive approach to piano study. I also choose, combine or invent materials and approaches that work best for each student according to their need.
More advanced students work on a variety of music. Although lessons focus on the classical piano repertoire, technique, sight reading, theory, and history students are also welcome to work on music from other genres they find interesting, such as sacred, jazz, and pop.
Assignments and practice recommendations are recorded in the students’ music notebooks. Assignments also indicated (by post-it notes) in the students’ music books. Students are required to practice and come prepared for their lessons with books and materials in hand. Students should practice five days per week from 15 minutes a day for my very young beginners to 1 hour or more per day for my advanced students.
A typical 30 minute lesson includes the following activities:
|• Technical exercises and scales|
|• Review of last week’s assignment|
|• Introduction of new material|
|• Music theory worksheets and games|
All students have the option of in-studio or online lessons at all times. Online lessons occur over Google Meet. Students need a computer, tablet, or phone. If using a phone or tablet, a tripod is recommended. Presently, students taking online lessons are locals to the Austin metro area (Austin, Pflugerville, Cedar Park, Round Rock, and Georgetown) and benefit from participating in studio activities like recitals and parties. They can also choose to have their lesson in-studio at their discretion which is particularly helpful when learning a difficult skill or song!