The Teacher Within (my personal perspective)
After receiving two degrees in Piano Performance, my lifework has focused on becoming the most effective teacher I can. This pursuit includes research and exploration into music-related topics along with fields outside of music such as Education, Psychology, Sociology, Wellness, Recreation, and Culture.
Teaching has been an integral part of my life since completing my Bachelor Degree in Piano Performance. Immediately upon graduation I moved to Cincinnati and began teaching group lessons for the Baldwin Piano Company. As part of an educational teaching team, we developed innovative and creative materials and strategies for classes throughout the region. Although there was great satisfaction in teaching these group classes, my private studio became too large to handle it all. At one point I was teaching over 50 students each week! Throughout this period I also directed a small church music program, enrolled in an advanced choral conducting class at the University of Cincinnati-College Conservatory of Music, served as Assistant Director and Accompanist for the Cincinnati Men’s Chorus, and prepared for graduate school auditions.
While pursuing the Masters of Music in Piano Performance, I was fortunate enough to receive Graduate Teaching Assistantships for private lessons (through their Community Music School) and to teach collegiate Group Piano to students majoring in music. It was in this academic environment that I began to understand the crucial differences between private lessons and group classes for adults.
Upon graduation I was hired at the Music Academy of North Carolina (formerly called the Greensboro Music Academy). Surrounded by many outstanding teachers (several were nationally recognized through the achievements of their students) I was able to hone my teaching skills and develop a true passion for teaching. Weekly piano master classes and interactions with the other piano faculty provided me with immediate and effective tools I could use with my own students. I realized the importance of love and kindness towards students as they trusted me for insight into doing something as extraordinary as learning to play the piano. Surprisingly, nearly half of my students turned out to be adults. I spent time outside of teaching in research, exploration, and planning. I developed tools and materials for more efficient learning. Compared with some of my amazing colleagues, I felt like a novice teacher. Eventually my students began to be recognized in master classes, recitals, festivals, and competitions. My passion for teaching continued to deepen.
During this time I began teaching at the University of North Carolina Greensboro Summer Music Camp (America’s largest!). I have now been an instructor at this camp for about 20 years. Working with seven other fantastic teachers and about 80 pre-college students we provide private lessons and group classes. Students work on and perform solos, duets, and ensembles. They learn about music history, music theory, piano technique, and interpretation.
The next chapter of my teaching life began when I was offered a university position teaching Applied Piano (private lessons), Group Piano (for music and non-music majors), and other music courses. I was also responsible for accompanying all faculty and senior recitals and many of the choirs. The teaching component of this position allowed me to develop my own long-term curricula. After just a couple of years in this position it became clear that I would need to pursue a doctoral degree if I wanted to continue teaching at the university level. I did not really desire another performance degree. Luckily, I was accepted into one of the most highly-reputable Piano Pedagogy Programs in the USA with significant scholarships and assistantships.
Pursuing the Doctoral Degree was challenging, engaging, and even enjoyable! I will always remember these years as a magical time in my life. Not only was it fun, but the atmosphere and environment allowed me to creatively explore ideas, think more deeply and openly, and individually pursue answers to nagging questions about music, playing the piano, and the role of music in society. My peers were fantastic–encouraging, engaging, and kind. The professors (well, most of them) were inspiring and challenging. It was here that I chose to focus my dissertation topic on teaching adults–”Andragogy” is the fancy term for it.
Soon after completing my comprehensive exams, I returned to North Carolina and was honored to begin a new position at a small private college. The position combined college teaching (Keyboard Group Classes, Applied Piano, and Music Theory) with administrative duties (Director of their community music school). The community music school grew and flourished (I’m hoping I had something to do with that)! The college had wanted me to maintain a teaching presence in the community music school and I was overjoyed at how quickly those students were achieving recognition in recitals, festivals, and competitions. The highly-reputable University of North Carolina School of the Arts (UNCSA) invited me to teach as adjunct faculty during those years. It was such an honor to work with such motivated and creative students.
During this time, I became more and more active with the North Carolina Music Teachers Association (NCMTA). I served in many positions and eventually became President, which allowed me to also work with colleagues from across the country as part of the State President’s Advisory Committee for the Music Teachers National Association. In 2006 I completed my dissertation, received the doctorate, published many articles, gave many presentations, adjudicated for a ton of festivals and competitions, and became more recognized in my emerging world of Piano Pedagogy. After 10 years at the small private college, I desired a change.
Fortunately, not only was I able to continue teaching a few courses at UNCSA, but the Music Academy of North Carolina (MANC) created a full-time position for me combining administrative duties with teaching responsibilities. At MANC, I “inherited” and took on a full load of students quickly. I felt my teaching in private lessons, at this point in my life, was some of my best: efficient, inspiring, and fresh. Being able to really focus on being the best teacher I could be, I continued to develop and refine my materials, be more active in teaching organizations, and find opportunities for my students to participate in more events. Soon thereafter, MANC awarded me the title of “Master Piano Teacher,” the highest honor they bestow on faculty.
Since 2015, I have continued to teach private students at MANC and many of the keyboard courses at UNCSA. I continue to teach a wide variety of students–children just getting started, teenagers who simply enjoy music, teenagers who are considering a career in music, college students matriculated into a music degree program, and adults/seniors at all levels. I also “coach” pianists and other piano teachers–working with them as needed.
Although I still sometimes perform, my “work” time is easily filled with teaching, research, writing, reflecting, and exploring pedagogical materials. I am so proud to have worked with so many amazing students in my life. While some have pursued astounding careers in music, some have simply developed a love for music. Whether a student has gone on to be nominated for a Grammy, served as a dance accompanist for the New York City Ballet and Staatsballett Berlin, or become a teacher or a lawyer or an entrepreneur–I am honored to have worked with so many unique individuals. I know there is music inside all of them!
Teaching has been an integral part of my life since completing my Bachelor Degree in Piano Performance. Immediately upon graduation I moved to Cincinnati and began teaching group lessons for the Baldwin Piano Company. As part of an educational teaching team, we developed innovative and creative materials and strategies for classes throughout the region. Although there was great satisfaction in teaching these group classes, my private studio became too large to handle it all. At one point I was teaching over 50 students each week! Throughout this period I also directed a small church music program, enrolled in an advanced choral conducting class at the University of Cincinnati-College Conservatory of Music, served as Assistant Director and Accompanist for the Cincinnati Men’s Chorus, and prepared for graduate school auditions.
While pursuing the Masters of Music in Piano Performance, I was fortunate enough to receive Graduate Teaching Assistantships for private lessons (through their Community Music School) and to teach collegiate Group Piano to students majoring in music. It was in this academic environment that I began to understand the crucial differences between private lessons and group classes for adults.
Upon graduation I was hired at the Music Academy of North Carolina (formerly called the Greensboro Music Academy). Surrounded by many outstanding teachers (several were nationally recognized through the achievements of their students) I was able to hone my teaching skills and develop a true passion for teaching. Weekly piano master classes and interactions with the other piano faculty provided me with immediate and effective tools I could use with my own students. I realized the importance of love and kindness towards students as they trusted me for insight into doing something as extraordinary as learning to play the piano. Surprisingly, nearly half of my students turned out to be adults. I spent time outside of teaching in research, exploration, and planning. I developed tools and materials for more efficient learning. Compared with some of my amazing colleagues, I felt like a novice teacher. Eventually my students began to be recognized in master classes, recitals, festivals, and competitions. My passion for teaching continued to deepen.
During this time I began teaching at the University of North Carolina Greensboro Summer Music Camp (America’s largest!). I have now been an instructor at this camp for about 20 years. Working with seven other fantastic teachers and about 80 pre-college students we provide private lessons and group classes. Students work on and perform solos, duets, and ensembles. They learn about music history, music theory, piano technique, and interpretation.
The next chapter of my teaching life began when I was offered a university position teaching Applied Piano (private lessons), Group Piano (for music and non-music majors), and other music courses. I was also responsible for accompanying all faculty and senior recitals and many of the choirs. The teaching component of this position allowed me to develop my own long-term curricula. After just a couple of years in this position it became clear that I would need to pursue a doctoral degree if I wanted to continue teaching at the university level. I did not really desire another performance degree. Luckily, I was accepted into one of the most highly-reputable Piano Pedagogy Programs in the USA with significant scholarships and assistantships.
Pursuing the Doctoral Degree was challenging, engaging, and even enjoyable! I will always remember these years as a magical time in my life. Not only was it fun, but the atmosphere and environment allowed me to creatively explore ideas, think more deeply and openly, and individually pursue answers to nagging questions about music, playing the piano, and the role of music in society. My peers were fantastic–encouraging, engaging, and kind. The professors (well, most of them) were inspiring and challenging. It was here that I chose to focus my dissertation topic on teaching adults–”Andragogy” is the fancy term for it.
Soon after completing my comprehensive exams, I returned to North Carolina and was honored to begin a new position at a small private college. The position combined college teaching (Keyboard Group Classes, Applied Piano, and Music Theory) with administrative duties (Director of their community music school). The community music school grew and flourished (I’m hoping I had something to do with that)! The college had wanted me to maintain a teaching presence in the community music school and I was overjoyed at how quickly those students were achieving recognition in recitals, festivals, and competitions. The highly-reputable University of North Carolina School of the Arts (UNCSA) invited me to teach as adjunct faculty during those years. It was such an honor to work with such motivated and creative students.
During this time, I became more and more active with the North Carolina Music Teachers Association (NCMTA). I served in many positions and eventually became President, which allowed me to also work with colleagues from across the country as part of the State President’s Advisory Committee for the Music Teachers National Association. In 2006 I completed my dissertation, received the doctorate, published many articles, gave many presentations, adjudicated for a ton of festivals and competitions, and became more recognized in my emerging world of Piano Pedagogy. After 10 years at the small private college, I desired a change.
Fortunately, not only was I able to continue teaching a few courses at UNCSA, but the Music Academy of North Carolina (MANC) created a full-time position for me combining administrative duties with teaching responsibilities. At MANC, I “inherited” and took on a full load of students quickly. I felt my teaching in private lessons, at this point in my life, was some of my best: efficient, inspiring, and fresh. Being able to really focus on being the best teacher I could be, I continued to develop and refine my materials, be more active in teaching organizations, and find opportunities for my students to participate in more events. Soon thereafter, MANC awarded me the title of “Master Piano Teacher,” the highest honor they bestow on faculty.
Since 2015, I have continued to teach private students at MANC and many of the keyboard courses at UNCSA. I continue to teach a wide variety of students–children just getting started, teenagers who simply enjoy music, teenagers who are considering a career in music, college students matriculated into a music degree program, and adults/seniors at all levels. I also “coach” pianists and other piano teachers–working with them as needed.
Although I still sometimes perform, my “work” time is easily filled with teaching, research, writing, reflecting, and exploring pedagogical materials. I am so proud to have worked with so many amazing students in my life. While some have pursued astounding careers in music, some have simply developed a love for music. Whether a student has gone on to be nominated for a Grammy, served as a dance accompanist for the New York City Ballet and Staatsballett Berlin, or become a teacher or a lawyer or an entrepreneur–I am honored to have worked with so many unique individuals. I know there is music inside all of them!
