If artistry and expressive freedom are desired goals, students must have the tools to achieve them. I emphasize ease in piano-playing so that expression becomes as natural as speaking. In recent years, I have worked extensively on helping students develop natural phrasing through full-body involvement, integrating breathing, free arm weight, and balanced tension and relaxation. My presentation at the MTNA National Conference, “Towards a More Organic Approach to Phrasing at the Piano,” synthesized many of these ideas. I encourage students to remove roadblocks by cultivating self-awareness, allowing phrasing to feel as effortless as breathing. I have also lectured frequently on Symmetrical Inversion, which helps the non-dominant hand develop dexterity, control, and tonal beauty equal to the dominant hand.

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My teaching of technique is grounded in anatomy and physiology, informed by Alexander Technique, Body-Mapping, the Feldenkrais Method, Flow, and Yoga. Since technique is both mental and physical, I emphasize visualization and encourage students to approach learning with openness and curiosity. Because every pianist is unique, I help students examine and refine their habitual mechanisms through questioning, observation, and internalization. Injury prevention, tension release, and natural freedom are revisited regularly, so that students can focus fully on musical expression.

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Score analysis is another integral part of my teaching. Students are encouraged to apply knowledge from their core studies to their repertoire, using harmonic and formal analysis and historical context to deepen interpretation. I mentor students to think independently, develop their own methods, and strengthen their practicing habits for more productive work between lessons.

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Weekly studio classes alternate between seminars and performance opportunities that simulate auditions and recitals. These classes help students confront performance anxiety, build confidence, and reinforce concepts in a shared environment. Over time, this creates a sense of collegiality, with older students mentoring younger ones and everyone building leadership skills for future communities.

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Beyond the studio, I coordinate a weekly performance class for the entire Piano Program, providing focused criticism that balances specificity with general relevance. I also invite guest pianists each semester to offer masterclasses and lecture-recitals, giving students access to varied artistic perspectives. These classes foster a spirit of collegiality, ensuring students have a supportive network of peers and mentors that can extend into their professional lives.

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As a mentor, I model enthusiasm, passion, and rigorous standards, inspired by the example of my own teachers. My greatest satisfaction comes from seeing former students carry these values into their own communities. I believe in Roosevelt University’s mission and am dedicated to the continued growth of the Piano Program. By teaching with full commitment, I hope to inspire my students not only to excel as musicians but also to empower and uplift those around them.