My Teaching Methodology

My teaching philosophy

I firmly believe that every child can benefit from learning music and should have the opportunity to do so. I strive to apply the principles of Universal Design for Learning (UDL) in my teaching as extensively as possible, having observed its significant benefits for students with diverse learning styles and abilities.

UDL is a curriculum design framework that seeks to optimize teaching and learning for all individuals. It is founded on three key guidelines: providing multiple means of representation (how instruction and content are conveyed), multiple means of engagement (how students' interest and sustained effort are fostered), and multiple means of action and expression (how students demonstrate their learning outcomes). Further information on UDL can be accessed on the CAST website.

My teaching style

I employ a student-centered teaching approach, adapting my methods according to each student’s learning style and progress. I teach a diverse range of learners, including those with learning challenges and gifted students. Through my experience with my own children, who have markedly different learning needs, I have learned that even when teaching the same material, different instructional methods may be required.

This insight aligns with the "multiple means of representation" principle of Universal Design for Learning (UDL). Students may be visual, aural, or kinesthetic learners, or a combination of these. For some, spoken words are effective; for others, written instructions or drawings are necessary; and for others still, live demonstrations and active participation are crucial. I continually adjust my teaching strategies based on the responses and needs of each student.

Lesson structure

Theory and technique

Lesson structure is tailored to the age, level, and goals of each student. For those preparing for the annual Certificate of Merit (CM) examination, I address all five areas of testing: technique, performance, sight-reading, theory, and ear-training. I maintain a detailed lesson log for each session, which includes the content covered, my comments, and practice assignments. This allows students to review materials and focus on their at-home practice.

For younger students, the emphasis is on developing finger strength, control, and flexibility through a variety of exercise pieces and short repertoire. Additionally, I introduce relevant music notation and fundamental concepts.

For all students, whether they are pursuing the CM examination or not, I focus on helping them learn to play the piano music they love and offering recital opportunities to showcase their achievements!

Motivating students

It is widely recognized among educators that motivating students presents one of the greatest challenges in teaching, primarily due to the individual differences among students. The principle of "multiple means of engagement" within Universal Design for Learning (UDL) is instrumental in addressing this issue. I employ various strategies to effectively engage students in my lessons, including:

Recruiting Interest: I offer students a selection of repertoire choices, play these options for them, and ask them to select their preferred piece. This approach increases their motivation to practice and perform. The repertoire is chosen from a range of time periods, composers, styles, and themes to maintain variety and interest.

Providing Relevance, Value, and Authenticity: I recognize that some students find practicing techniques and studying theory less engaging. To address this, I integrate theoretical concepts with practical applications by highlighting these elements in the music they study. For instance, classical composers frequently utilize these concepts, and recognizing them helps students understand their importance. For older students, I share this quote: "I have found that pianists who do not practice technique do not have any." – Moriz Rosenthal, which often elicits a positive response.

Offering Options to Sustain Efforts: I set clear short-term and long-term goals in collaboration with students to foster commitment. For example, a short-term goal might be to play the G major scale fluently by the next lesson, while a long-term goal might involve selecting a piece for the upcoming recital.

Encouraging Self-Assessment and Reflection: I ask students to evaluate their own performance and identify areas for improvement. This self-reflection often leads to significant progress by the following lesson.

Providing Praise and Constructive Feedback: When students perform, I begin with specific positive feedback before addressing areas for improvement. This approach motivates students more effectively than criticism alone.

Utilizing Motivational Tools: For younger students, I use stickers as a motivational tool. Students can choose from various designs, such as awards or music symbols, and place them on their lesson logs or repertoire as a reward for their achievements.

Leveraging Recitals and Exams: For students beyond elementary school, recitals and the Certificate of Merit (CM) exams serve as strong motivators. I hold two recitals annually, in November/December and May/June, with students receiving certificates and gifts such as trophies or medals. Participation in these events encourages students to practice diligently. Additionally, many of my students participate in the CM exam administered by the Music Teachers' Association of California (MTAC), and some inquire about exams from the Royal Conservatory of Music (RCM) in Canada. Repertoire is selected from both the MTAC and RCM syllabi, and students have the opportunity to participate in competitions and performances at the annual MTAC Convention starting from Level 5.