If artistry and expressive freedom are the goals, students must have the physical and mental 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 developing natural phrasing through full-body involvement, integrating breathing, free arm weight, and balanced tension and release. My presentation at the MTNA National Conference, “Towards a More Organic Approach to Phrasing at the Piano,” synthesized many of these ideas. I also lecture on Symmetrical Inversion, which helps the non-dominant hand develop dexterity, control, and tonal beauty equal to that of the dominant hand.

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My teaching of technique is grounded in anatomy and physiology, and in a deep interest in how efficient movement, balance, and coordination support expressive freedom at the keyboard. Because technique is both mental and physical, I emphasize visualization, kinesthetic awareness, and an exploratory approach to learning. Each pianist is unique, and I help students examine and refine habitual patterns 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 an integral part of my teaching. Students apply knowledge from their core studies to their repertoire through harmonic and formal analysis and historical context, deepening both understanding and interpretation. I encourage independent thinking and help students develop effective practicing strategies for productive work between lessons. I also view teaching as the transmission of a living artistic lineage, connecting students to historical traditions while empowering them to find their own voice within them.

Because today’s musicians must be fluent collaborators, I place equal value on cultivating deep listening, rhythmic flexibility, and artistic generosity. Students are trained to breathe, phrase, and shape time with others, preparing them for chamber music, vocal collaboration, orchestral work, and interdisciplinary projects. I also encourage them to engage actively with the music of our time, developing confidence with contemporary notation, techniques, and aesthetics, and to see themselves not only as interpreters of the past but as creative citizens who help shape the future of the art form.

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An important part of my teaching is helping students develop psychological resilience: learning to perform under pressure, to recover from setbacks, and to build self-trust rather than relying solely on external validation. Performance anxiety is addressed as a natural part of artistic growth, and the studio is a space that is both supportive and demanding.

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I also prepare students for the professional realities of modern musical life, including the art of recording, audition preparation, and digital self-presentation. Drawing on my own extensive experience, I help them learn how to communicate their musical intentions clearly and authentically in recorded and live formats.

Bi-weekly studio classes alternate between seminars and performance opportunities that simulate auditions and recitals. These experiences help students confront performance anxiety, build confidence, and reinforce concepts in a shared environment, fostering collegiality and mentorship across generations of students. Beyond the studio, I coordinate a weekly performance class for the entire Piano Program at Roosevelt University, offering focused criticism that balances specificity with broader relevance. Guest pianists are invited each semester for masterclasses and lecture-recitals, giving students access to diverse artistic perspectives and helping them build a professional network of peers and mentors.

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As a mentor, I strive to model enthusiasm, curiosity, and rigorous standards, inspired by my own teachers. I see pedagogy not only as individual instruction but as the cultivation of artistic communities in which students learn to lead, to support one another, and to contribute meaningfully to larger musical ecosystems. My greatest satisfaction comes from seeing former students carry these values into their own communities. I believe deeply in Roosevelt University’s mission and am committed to the continued growth of the Piano Program. Through my teaching, I hope not only to help students excel as musicians, but also to empower them to inspire, lead, and uplift others.