Click on the categories to see what I have to say about specific topics and how I incorporate them into my teaching approach.

General Philosophy and Approach

I believe that everybody is inherently musical. If you love music, then you have what it takes to be a musician. Reinforcing and feeding whatever it is that you are most excited and curious about is my priority as a teacher. Topics tend to bounce around quite a bit between lessons, or even during lessons, as we follow whatever is the most inspiring and relevant at any given time. For example, a student’s burning question will always take precedence over the curriculum at hand.

I find this “bounce around” approach to be tremendously effective and nourishing. It allows music to feel more like the language it is, rather than a set path of information to be learned in an arbitrarily organized order. Curiosity is the best educator.* With this strategy, topics naturally get reinforced as they come up again and again, keeping them fresh and exciting. At the same time, I keep track of all topics covered, I follow up on them purposefully, and I take note of where they fit in to the bigger picture learning goals that a student has.

My teaching style is extremely patient, attentive, and encouraging. I’m confident in being able to foster a high level of musicianship for those who are serious, and to nurture exciting musical growth for those who are more laid back. I put a lot of effort into making sure that students are enjoying each lesson and appreciating the long process it takes to become a proficient musician.


From the age of six to fourteen I took violin lessons but had no luck with my teachers, for whom music did not transcend mechanical practicing. I really began to learn only after I had fallen in love with Mozart’s sonatas. The attempt to reproduce their singular grace compelled me to improve my technique. I believe, on the whole, that love is a better teacher than sense of duty.
— Albert Einstein