I’ve taught privately since 2012 in a wide variety of settings, including community music schools, public schools, online programs, summer institutes and universities. I offer private instruction in the Suzuki Cello Method as well as traditional approaches. Currently, I am accepting new students ages 10 and up, including adults, in my studios at Farley’s House of Pianos and the Madison Cello Ensemble in Madison, Wisconsin, and online at Virtu.Academy (any American students are eligible).

Teaching Philosophy

My teaching philosophy centers around the idea of being constantly curious about the individual make-up of each student, both in terms of physical approach to the instrument and mindset when practicing and performing. I find that approaching my teaching in this way allows me to understand multiple facets of the person I am working with, and give them both technical and psychological tools for success. When addressing technique points, I take care to spend time on specific concepts through exercises, scales, and etudes, and illustrate their application in the repertoire. I always strive to draw connections between technique and musicality, emphasizing the correlation between a particular technical skill and an expressive gesture. When addressing the process of interpretation, I will explain the appropriate musical principles of a piece and provide examples of how I might apply those principles in performance, but ultimately encourage the student to experiment with their own applications and choose which one best speaks to them personally, giving them tools for developing interpretive ability. I find that providing this degree of autonomy and freedom of choice allows the student to feel that their personal creative voice is heard and respected in the lesson setting. Finally, I pay close attention to the feedback a student provides, both for others and themselves, and encourage constructive framing of comments. I advise students to be as specific as possible when making critiques, and avoid general terms like “good” and “bad”. It is my observation that the more specific we can be in identifying a problem, the more effective we are at determining its cause, leading to productive and rewarding instrumental work.

To learn more about my teaching experience and pedagogical interests, see my bio.