Jennifer | Teacher #3292

Teaching Philosophy

“Education is not the filling of a pail, but the lighting of a fire.” – William Butler Yeats Music is an ally for the multitude – it is there to sooth and to challenge, and to give voice to thoughts and emotions in a way that only music can. Embarking on the educational path to performing or playing music gives us a portal through which to understand it at a much more intimate level and provides the tools with which we can consistently expand on our ability to express and move in the language of music. I teach music because I know that for some students, this seed has the potential to grow into a lifelong passion – something that they may come to define themselves by for their lives to come. This is a unique gift that I am grateful to be a part of. As a teacher, I strive to give my students an appreciation of the finer points of music from a technical and theoretical standpoint but also through active and critical listening. And not just classical music! The benefits of a well-rounded musical knowledge and exposure to what makes each genre unique are many and only serve to deepen their musicianship and artistry as they progress on their journey – from classical to blues to pop to Broadway and everything in between. I want my students to leave our lessons excited to practice what we’ve learned and be motivated to apply their knowledge to music everywhere. In my own musical journey, I have studied through the Royal Conservatory, the McGill Conservatory, and currently under Robert Dvorkin using the Taubmann approach to piano mastery. I received a Bachelor of Fine Arts in Music Theory and Composition from Concordia University, and a Master’s Degree in Musicology from McGill University. Through my 25 years of teaching (and even longer as a student), I have come to realize that every student learns differently, and I have made it a mission to become well versed in many different methods and approaches so that I can find an individual path for each student that utilizes their strengths and helps to improve on their weaker points. Discipline in practice habits is also an essential part of learning but developing a plan with the student and parents that involves covering technical and expressive elements in a practical and individual structure can ultimately make it a fun daily task! Giving rewards and praise for adequate practice is essential, both at home and at studio. I encourage students to take part both in exams and in our yearly performances to both exhibit the fruits of their labour, but also to experience playing for an audience and working on developing an ease when doing so. Playing with other musicians can be very rewarding too, and I encourage my students to participate in small ensembles either in the studio or on their own. If they are school age, helping them to take part in their music classes at school is helpful as well. The more engaged that students can be with a variety of activities, the better. The passing of musical knowledge from teacher to student is long-standing historical tradition all over the world. Starting on our road to piano performance makes us become an active player in this cultural and artistic tradition!