Teaching Philosophy

My teaching philosophy is shaped by the wide range of teachers and mentors I studied with, whose influences I carry forward while refining my own perspective as both a performer and educator. In practice, this begins with the development of fundamentals such as posture, bow grip, and left-hand setup, with an emphasis on good intonation and sound production. Students develop facility and coordination through the disciplined study of scales, arpeggios, double stops, and etudes, which form the core of technical study. Mastery of bow control, understanding the relationship among bow speed, weight, and contact point, and command of the full range of bow strokes allows for precise articulation, which is essential for phrasing and musical ideas. Left-hand articulation, shifting, and vibrato are also cultivated so that students can play freely and have full control over musical expression.

Students learn to take ownership of their progress. This is achieved by setting specific goals, designing efficient practice blocks, and using short recordings to assess results honestly. We self-evaluate and diagnose problems through critical listening, choose a practice method, and confirm improvement before moving on. Over time, this process builds self-sufficiency; students learn not only to play better, but to teach themselves and eventually to help others. The problem-solving skills of critical thinking, constructive self-evaluation, and effective practicing are useful in the study of music and transferrable to other areas of life well beyond the practice room.

Through this process, students develop their own artistic voice. They learn to shape sound with intention, connect playing to emotion, and share music confidently with others, whether in performance or in collaboration with peers. The pursuit of musical excellence is demanding, but it is deeply rewarding, and the joy of making music is what makes it worthwhile.