Teaching Philosophy

Performing music is one of the most complex activities for the human brain, demanding musicianship, historical knowledge, theoretical knowledge, technical mastery, acute listening, confidence and, ideally, a deep passion for the work that is being brought to life. It is a daunting task, and as a teacher, I strive to give my students the necessary understanding whilst equipping them with the technical and musical tools that they need to progress. My starting point is to find out where each student is in their own musical journey, how they currently play, what they already know, and what their aspirations and goals are. From there I believe every lesson should provide a structured path to progress and the endless motivation that it provides. My expectations are high, but are empathetically supported by a structured way to achieve them. I like to inspire in every student the belief that anything is possible if you take it one step at a time and try your very hardest. Above all, I try to develop in each student strong musical foundations upon which they can build their own interpretations and technical prowess.

Music is a unique, living art-form that requires a seamless partnership between the composer, performer and the audience: In my own practice, I try do my utmost each day to find new, expressive possibilities to captivate and inspire my next audience in a truly meaningful way, while remaining respectful and faithful to the score. I find this endless task incredibly fascinating and inspiring. For me, practicing, performing and teaching are all intrinsically linked; just as a score needs to be thoroughly decoded and understood in order to captivate an audience, so each student needs empathy, encouragement and motivation to make tangible progress. If I have spent my morning struggling and striving with my own practice, so I feel better able to empathize with the struggles of a student