First and foremost, I believe in a student-initiated study of music. I find that students are the most motivated and successful if they're learning music that they're actually interested in. If you really like jazz, we'll learn jazz! If you really like pop or want to play and sing showtunes, I'll get you there! Classical? No problem! There are many paths you can follow as a musician and my job is not to tell you what to do, but show you how to get there.

Secondly, I believe in strong emphasis on foundations, and take a highly technique-oriented, and theory-informed approach to learning. This means that all of my students, no matter what age, level, or genre(s) they wish to study will learn not only scales, chords, basic analysis, proper form and the like, but also why those things are applicable to the music that they're playing, as well as vital for being able to continue playing without causing injury for years to come.

Third, I expect my students to practice, but recognize there are dozens of factors that go into consistent practice habits, and it’s not simply a matter of discipline. I never shame or berate students for not practicing but instead help students problem solve to figure out how practice can fit best into their lives. Whether that’s brainstorming strategies for how to show up to their practice sessions regularly, or diving into the neuroscience of what practicing is and how to practice once they do fit it into their schedule, I try to make sure every student is equipped with the knowledge they need to make consistent progress as a musician.

Lastly, I believe in lessons as a collaborative process. Growing up, I rarely practiced my lesson material. I was bored. It was the same thing every week: "practice this one song from the book." But my sight reading was so poor that the book was well below my 'actual' level and I could feign great improvement week to week without practice because I could play the material the second time, just not the first time. I wasn’t challenged, I didn’t understand my teacher’s methods, and I didn't receive any guidance to improve my sightreading. With this experience, I tailor lessons to individual students, knowing there isn’t any “one size fits all” method; offering challenges to those who need to be challenged, easing up with students who are more easily overwhelmed, and giving students of all ages agency over the direction their lessons take.

I believe that music exploration should be a "choose your own adventure," and I strive to make that possible for my students.