“I want to share my passion for music with my students, therefore my teaching philosophy is one of fostering creativity, enthusiasm, curiosity, and also empowering students to pursue their own diverse musical interests.”
BOOK AN INTERVIEW WITH MASSIMO NOW
First and foremost, I want to share my passion for music with my students, therefore my teaching philosophy is one of fostering creativity, enthusiasm, curiosity, and also empowering students to pursue their own diverse musical interests. I only came to music as a teenager, and soon discovered a new undiscovered passion for this wonderful subject, which led me to pursue advanced studies in music at university, and I hope that my students will develop a similar passion for this subject. Teaching music or any other creative discipline is demanding work. Beyond imparting our knowledge, instructing students on theoretical rules, technique, and exposing them to standard repertoire, it is our duty to help them bring out their own voice and fuel their creative passion, while ensuring we do not stifle their creativity. Seeing as I am classically trained, but started out playing electric guitar in rock group and big bands, before pursuing studies in composition, I believe that it is of utmost importance to encourage students to appreciate various styles of music, regardless of the area of specialisation they pursue in their studies. I want to ensure that I don’t impose my own stylistic preferences upon them, so that I don’t encourage a culture of artistic hierarchy which favours certain musical styles or methodologies. I ultimately want my students to be able to obtain the necessary skills and knowledge needed to excel in their are of study, but I also want them to be open-minded and accepting of all genres. I am adamant their musical education should be a positive and enriching experience, and that it is my role to assist them in their musical journey. Therefore, my primary goals as an instructor are to incite passion, and provide students with the necessary implements to complete their studies or pursue their goals. Through my teaching, I strive to ensure that my students have a firm grasp of the technical aspects of music, such as scales, chords, and arpeggi, and I inform them that warming up is also a fundamental part of instrumental lessons and practice sessions, as having good technique will help their development and also ensure that they avoid injury. I believe that it is also important for me to be aware of their and their families goals in lessons, and to tailor my lessons to their needs and interests, whether they want to pursue RCM examinations, or learn how to improvise, or learn songs, among other things. I also believe that it is imperative to incorporate aspects of ear-training and music theory into lessons, to ensure that they develop into well-rounded musicians, as this will also assist them in their playing and composing. I will also reaffirm the importance of time and stress-management in order to ensure they are looking out for their own well-being. I also firmly believe that as both an artist and educator it is my duty to be open-minded and empathetic, and to uphold values of inclusiveness. I am also dedicated to creating a safe and welcoming space for all students in my lessons, as I want them to feel empowered and heard, and to foster an atmosphere of respect through my teaching.
Name: Massimo (Full name will be provided upon registration)
I completed my Bachelor of Music degree with honours in 2012, majoring in composition and minoring in Spanish, at the University of Toronto, during which I studied classical guitar under Canadian virtuoso Eli Kassner, who in turn studied under Spanish classical guitarist Andrés Segovia. I also studied composition under Professors Norbert Palej, Alexander Rapoport, Chan Ka Nin, and Gary Kulesha. During my undergraduate degree, I was a member of the University of Toronto guitar orchestra, and also performed in the pit band of the Hart House production of the musical "Chicago," which fuelled my passion for a wide range of different musical styles. I later completed my Master of Music (2014) and my Doctor of Musical Arts Degrees (2019) at the University of Toronto, during which I studied under professors Gary Kulesha, Norbert Palej, and Christos Hatzis, while my analytical research on Italian twentieth century music was supervised by professors Alexander Rapoport and Steven Vande Moortele. During my graduate studies, I participated at the 2013 "Form Forum," which ignited my interest in music theory, and later presented my doctoral research on Giacomo Puccini's final opera "Turandot" (1926) at the Graduate Music Conference in 2020. Outside of music, my interest in romance languages and my research on music and AI also led me to complete a coding certificate (2020) and two French language certificates (2019 and 2021) through the University of Toronto's School of Continuing Studies. I am originally from Italy, and prior to moving to Canada, I also completed high-school in the U.K., where I began my musical studies, also performing as a guitarist in rock bands, and in my high-school's big band, in Germany, Italy, and Spain. During this time, I also enjoyed singing and was exposed to the beauty of sacred vocal music as a member of the Brentwood Cathedral choir and the Essex Young Singers as a baritone. With the former choir, I have been fortunate enough to have performed in St. Peter's Basilica and the Pantheon during our tour of Rome, which was an emotional experience for me as an Italian.
• Recipient of the Ontario Graduate Scholarship, 2016–17, 2017–18 • Winner of the Mississauga Festival Choir Competition, 2015 • Winner of the Violet Archer Composition Award, 2015 • Recipient of the University of Toronto Fellowship (Awarded to an outstanding doctoral student), 2014–15 • Recipient of the Joseph-Armand Bombardier CGS Program: SSHRC Master’s Scholarship, 2013–14 • Recipient of the Lothar Klein Fellowship, University of Toronto (Awarded to an outstanding Master’s student), 2012 • Recipient of the Music Alumni Graduating Award, University of Toronto, 2012 • Recipient of the Smart Abacus Summer School and Camp Teaching Award, 2011 & 2012 • Screen Composer’s Guild of Canada Mentorship Bursary Program Finalist, 2011 • Recipient of the Ben McPeek Scholarship and Arthur Plettner Scholarship, University of Toronto, 2011 • Recipient of the Faculty Artist’s Scholarship and Gwendolyn Grant Scholarship, University of Toronto, 2010
Rates and Studio Policies
Registration Fee: $25.00 (One-time lifetime registration fee may be used by all family members)
Rates for instruction:
30 minute private lesson: $39.00
45 minute private lesson: $49.00
60 minute private lesson: $59.00
Travel charge: additional $15.00 per visit (for lessons in a client's home as opposed to my studio)
1. Cancellation Policy
Lessons not cancelled or rescheduled with at least 24 hours notice are billable to the client and payable to the teacher. This does not of course apply to travel fees unless the notice is effectively given at the door and the teacher has travelled to the location.
2. Cessation (quitting) Policy
A client must provide a 2 lesson notice period to stop lessons. So a weekly student needs to give 2 weeks of notice, a biweekly student works out to 3 weeks notice and a twice weekly student works out to a week of notice.
3. Illness Policy
Lessons cancelled due to illness or extraordinary circumstances with less than 24 hours notice remain billable to the client and payable to the teacher.
BAH teachers are encouraged to offer a make-up lesson at a future date in the interest of client relations and general goodwill. This only makes sense as teaching a student with the flu for example, will ruin the rest of your week's employment.
No more than 2 lessons may be made up due to illness within a 60 day period.
4. Rescheduling Policy
Any lesson can be cancelled or rescheduled with at least 24 hours notice.
Summer Vacation and Extended Absence Policy
Clients may schedule longer absences for trips etc. 24 hours notice is required.
It is normal and typical for students and about 20% of our teachers to schedule a break in the summer. We do not enforce a notice period (see cessation of lessons) at the end of a long summer break.
5. Evaluation Period
There are no free trial lessons with Beethoven at Home but we do offer a 2 lesson evaluation period where it is easy to try out a teacher. There are no free lessons during the evaluation period and clients may choose to discontinue the lessons at any time by providing the required 24 hours notice. After the student's 3rd lesson the required 2 lesson notice period will apply (see cessation of lessons above).
Massimo can provide online instruction. While other platforms are possible BAH strongly recommends the use of the Zoom video conferencing platform as it is optimized for music lessons and audio quality.
Massimo's Studio Location
Massimo offers lessons from his studio. Please note that map locations are based on the postal code of the teachers studio. address will be released to you if needed.