PHILOSOPHY OF TEACHING

In my view, successful viola pedagogy addresses performance both artistically and technically. I strive to nurture and encourage the student's ability to self-teach.

Most important, however, is that I treat each student as an individual. One approach to any given problem for one student may very well not work for the next student with a similar problem. Every person is their own, unique combination of strengths, weaknesses, and experiences, as well as having their own physical geometry. I enjoy getting to know students individually in order to help them find the most effective solutions to the issues at hand.

The art of music is a contextual, communicative language. To be more accurate in performance, consistency and stability of physical technique is a "must." The area that I find most interesting as a teacher is the intersection of these two realms. For example:

• How can a choice of fingering reflect an artistic decision?

• How can a phrase be more effectively conveyed through examining the division of the bow?

• How can the whole body be used to better communicate?

These connections cannot be overemphasized. I strive to help students find the art in the craft, and the craft in the art. Just as important is the student's communication of this interpretation to an audience; playing "with conviction," as an actor would, allows the listener on the outside to understand the essence of the music.

In my mind, music is the most liberal of the liberal arts; the work I do with students requires discipline, knowledge, and awareness, as well as imagination, freedom, and the ability to express oneself. These qualities will serve students well throughout their lives, no matter what their futures hold.