I'm a violinist with proficiency in teaching aural and theory. While studying academic music at Oxford University, I received my violin tuition on a scholarship at the Royal Academy of Music, and before that at the Royal College of Music on the ABRSM scholarship. My academic interests include the psychology of music education and practice, which informs my approach to teaching and how to advise students to do their own work at home. Whenever I teach, but especially with younger students, my philosophy is that good work is easy and enjoyable. We work in small sections so students can stay focused and correct mistakes so they don't get discouraged.
I've worked with a lot of music students in the past. At University, I was co-principal of the Oxford University Orchestra, helping to direct sectional rehearsals and advise the string players on how they can learn to play even the most difficult passages in a way that is musical and chosen rather than simply what comes out of the instrument. I was Leader of the Oxford University String Ensemble where I did much of the same work, and I founded string orchestras at the Oxford colleges Lady Margaret Hall and Wadham, where I conducted and taught the ensemble to the standard of some of the best university orchestras despite it being non-auditioning and casual.
In terms of individual teaching, the way I instruct students stems from my own education. I teach using analogy and metaphor so that the focus of lessons doesn't become too obsessed with complex technical details about the violin. I try and teach students to use their hands in simple and effective ways using these metaphors, so they can express musically what is already in their hearts and minds. I try to stay out of the way as much as possible and not get too prescriptive.
It is my genuine belief that the best work in music is enjoyable and simple, working in small sections to ensure technique is solid, and that technique is used to express one's best musical ideas. When students are focused on such sections, it is very easy and entertaining to apply principles of technique and phrasing without too much strain, and to connect all of these sections together to form performances that can get the most out of a student's potential. In line with this philosophy of enjoyment, I have learned from my own musical journey that antagonising or belittling students is never the way forward, if a student loves to learn then they learn to love the music. I believe loving the music a good way one can commit to practice without feeling like they are always struggling to improve, and to keep motivation levels high.
I teach technique through the use of analogy. In my view, it is extremely useful for a student to understand why and how something works than simply to be able to get it to work when their teacher is helping. Learning becomes much faster, and students become much more independent in their work and their ideas. While at Oxford most of my research was on the way students learn to play musically alone and with ensembles: what works and doesn't, and how enjoyment of the process leads to more natural results from a genuine desire to practice. I value students opinions and I try to teach them in a style that works for them rather than a one-size-fits-all approach.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Oxford University||2017||Bachelors||2:1 BA in Music|