FAQs

I assess my students' progress using a variety of methods, including observing their mastery of current pieces, their responses to new pieces, pop quizzes on technique, and annual recitals. I also consider their motivation, creativity, and self-confidence. Using various assessment methods, I tailor my instruction to each student's needs.

Here are the main textbooks I use for each category:

• Technique: A Dozen a Day, Hanon, Czerny, and scales

• Pieces: Keith Snell's Essential repertoire, Schirmer's Library Piano Masterworks, James Bastien's Piano Literature, and other core pieces such as Bach Inventions/Preludes and Fugues, Beethoven Sonatas, and Chopin Études

• Theory: Keith Snell’s Fundamentals of Piano Theory or ABRSM Music Theory in Practice

• Sight-reading: Paul Harris Improve Your Sight-Reading

• Aural: Julie Johnson’s Ear Training Basics

I also include additional supplementary materials if needed.

I specialize in teaching classical music, but I am open to teaching any pieces that my students find interesting and that are appropriate for their current level.

During the semester, I balance their repertoire by assigning pieces from the four main periods: Baroque, Classical, Romantic, and Contemporary. In the summer, students are given the opportunity to select a non-classical piece to learn. And in the winter, students will learn Christmas songs.

Recently, I have been exploring pieces by composers from different countries, especially outside of Continental Europe. Cultural diversity is an integral part of a well-rounded piano education, in my opinion.

Besides the core curriculum of pieces, technique, sight-reading, theory, and ear training, I also cover music history and performance practice. I encourage students to attend masterclasses, workshops, and concerts, both to perform on stage and to observe as audience members.

Yes, I send students to festivals and competitions. I am also a member of the Music Teachers' Association of California (MTAC).

Additionally, I hold regular performance classes and mock tests for students preparing for exams, competitions, or who simply need extra opportunities to perform. Students receive immediate feedback from me or other evaluators after their performances.

There is no absolute amount of practice time required each day. The goal is to complete the tasks, not to meet a certain amount of time. However, depending on the assignment load, practice time can range from 30 minutes to an hour or more. To track our progress, I make my students keep a practice log.

I love music and strive to be a well-rounded musician. I hope that my students come to enjoy learning the piano as much as I do.

I expect my students to develop critical thinking skills, including observation, analysis, interpretation, problem-solving, and decision-making. These skills will help them become their own teachers and apply them to other subjects.

I also expect my students to be open-minded and courageous enough to ask questions. I welcome new ideas and discussions during the journey of learning music. Finally, I expect my students to be disciplined and responsible for their own learning. I will do my best to support them throughout this process.