I believe in working with each student to help them reach their highest performance level. My goal is to support their musical growth, no matter their degree path, and to foster their interest and independence as musicians.

My teaching is student-centered and tailored to individual learning styles. I adapt my approach by learning how each student processes information. For aural learners, I demonstrate concepts by playing. For visual learners, I provide written feedback and clear checklists outlining strengths and areas for improvement.

Repertoire selection is a shared process. Students suggest pieces, and we evaluate whether the material is appropriate and challenging. I encourage a range of repertoire—etudes, scales, extended techniques—and emphasize diversity by introducing music from both standard and underrepresented composers.

I expect students to come prepared and practice regularly, but I also support balance between music, home, and other interests. Strong practice habits are essential, but so is maintaining a healthy relationship with the instrument.

My goal is to guide students toward musical independence. I provide clear resources—embouchure guides, long tone exercises, scale routines—so they build a solid foundation. Once those are in place, students are encouraged to make their own musical decisions. I want them to leave lessons equipped to ask questions, seek answers, and continue learning on their own.