Teaching Philosophy

I believe there is little difference between teaching and learning. Though the student-teacher relationship seems one-sided with regard to vulnerability, I see the connection as fluid and equally rewarding. My payback is witnessing success and independence. I see myself as an older guide, eager for students to eventually be free of me, to become their own teachers.

The love of music is always present at the core of all good work. Motivation to achieve comes through the belief that it can be done; therefore I begin somewhat with the student’s agenda. The agenda will naturally shift to mainstream needs in a very short time; what transpires in between is the building of trust between student and teacher. Advanced students, of course, have more specific needs. Their agenda is hugely varied and custom-made to address need.

I believe that technical needs cannot be hidden – even when one tries! When the student understands what is specifically needed to serve the music and to express oneself authentically, the path becomes revealed. What could have been dismantling – by directly attacking a sizeable shopping list of problems – can now be personally empowering, building the musician from within. Far too often students are defeated before they begin.

The spirit of fascination with how things work- rather than messy annoyances fearfully labored – is a more successful attitude. This state of mind hopefully will make my role as teacher less important over time. I want to see students think for themselves eventually. Granted, one does not reach the ideal state immediately. Within a short time it begins to show, however, with others it will take longer, depending upon the level.

I love teaching. I am captivated with it, and grateful for all the knowledge students have given to me.