My Teaching Philosophy

My ultimate goal for teaching is to inspire learning and develop my students into creative, independent thinkers, and to foster a love for classical music within each individual. I believe the skill of creative, independent thinking impacts not only one’s perspective of music, but also every aspect of many other fields. To accomplish this, I adapt my teaching style based on my student’s needs because I understand that everyone thinks and learns differently. While some of my students learn quicker through a verbal and critical thinking approach, I have also encountered students who needed more concrete, textbook-like examples in order to learn effectively. Additionally, I do not only want to simply tell students what I want them to do, but rather, I wish to engage my students’ imagination by asking them questions, allowing them to formulate ideas of their own approach to the music.

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One of my musical mentors often reminded me that every musical piece tells a story. The same piece can represent a different story for each individual performer, but what is important is that the player is able to speak that story through music. Music is so deeply connected with every aspect of our lives, and it has different meanings for everyone. I highly encourage my students to share their feelings toward a piece and combine their personal connections with the music to eventually create an intimate interpretation special to their own.

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I also prioritize that my students are well-rounded musicians, and as someone who not only loves various genres of music but also art, composition, and creative writing, I incorporate activities involving music theory, history, and art into lessons in order to give my students a better understanding of the pieces they play. I guide them to make connections between visual and aural art and how visual elements, like texture and colors, can be reflected in sound. I believe that knowing such contexts is essential to musical growth, and makes learning all the more enjoyable.

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Additionally, I strive to create a learning space where one is free to make mistakes. Though it is important to follow the score accurately, I disagree with the notion of inciting fear in a student to play correctly without recognizing the progress they have made. In fact, making mistakes is critical to improvement. It’s rare to correct something on the first try, but with encouragement, proper guidance, and hard work, progress is inevitable.

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All in all, the learning process is a life-long journey, and I empower my students by providing them with the tools they need to make music more personal to them, creating narratives of their own, so that they can fully enjoy music as an outlet for creativity and emotional expression. Afterall, the skills of independent thinking and creativity go beyond musical borders, sharpening one’s ability to think in any aspect of daily life.