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About 360 E72 PIANO
A Passionate Teacher:
I am a professional teacher in piano, meaning I teach children full time practicing my teaching abilities with their minds and personalities rather than practicing merely on playing-abilities on the instrument like most musicians.
This extreme focus earned me the only Accelerated Piano Curriculum in NYC for average students
Playing piano well used to be the musical sport for the few privileged ones because of their immense talent. But today with my program, piano is for everyone who loves music.
I am extremely proud of this fact!
I don't just teach music; I am a true worker of children at the piano. For 26 years, I focus on enhancing the learning behavior of children ages 3 to 18.
In my career, I have sharpened the ability to detect children's mental movement and understand how they come to learning new skills in manners unique to them.
Some of the children's learning behavior is good while some others need improvement. I help students where it is good to reach further, and I intercept at the various stages where it needs improvements.
The AP curriculum's results are more than becoming a good piano player. Usually, children end up understanding themselves better and become better young adults. This is very rewarding for me and the reason I continue to do what I do for decades.
~Video~
Please Click:
Accelerated Piano Education for Every 3 year old. - YouTube
More important than progress, I, as a piano teacher, am most protective of a child's curiosity, enthusiasm for learning music, & heart for exploring the unknown.
This very private accelerated curriculum is truly the only place I don't have to hold back when I teach a child.
I have taught at various schools, including 8 years with the Dalton School, and even created many piano programs for them. Having to accommodate to the schools' staffing talents and business models, I always have to slow down in my teaching in order to respect the pace of other teachers.
In my curriculum I can give to a student all I have got!
I apply innate intuition and plan every lesson based on my 26 years of hands-on experience. The lessons I draw from the 30,000+ one-on-one sessions (not an exaggerated number) I taught have been my main source of teaching inspiration.
My private students can start young and so far, everyone has much faster progress than their previous curriculum. Up to 80% of my students are capable of performing at the level we now call "gifted."
As a substitute piano teacher, I could use a fraction of the lesson time to finish a targeted curriculum for the week. For example, I was able to conduct my former colleagues' 45-minute lesson plan at various schools under 6 minutes (not an exaggerated number on my part). And the students, ages ranges 4 - 13, remembered the material more, with more comprehension, and were happier piano students.
Why is this possible?
There are many dozens of reasons as the art of "children learning" and "adults teaching" is complex, and scientists and social scientists have not exhausted their exploration. I will start with these 3 points:
1- I very rarely waste one second of lesson time. Even down time and sticker breaks are planned as part of a constructive, although fun, lesson. For young children, every 2 minutes is a learning cycle. That means if we have three 20-second sticker breaks and four 30-second down time, most students can still learn about 15 little things on the piano. In a month, that is about 60 little things. And in a semester, that would be 300 little things and in a year, that would be about 600 little things. Do you know any beginning piano students that can learn 600 little things in their first year of piano as a 3, 6, or 12 year old?
2- Most students and parents come to their first lesson not knowing the proper behavior (mental, verbal, and physical) of an one-on-one, inviting, however extremely focused and directed, classroom setting. Most of the time, students will bring their home behavior to my piano studio when the parents are present. And parents often lack experience in what is expected of them for maximum possible learning of their children. Many times, they bring their own past childhood experience to my classroom. To avoid wasting for future lessons, I tackle these basic needs right away, so problems do not occur repeatedly in different forms throughout the year.
3- I spot a student's weakness and strength very quickly. This type of assess will include intangible matters such as the child's self-perception of his own ability, which can be evaluated inaccurately. Correcting a false self-perception will improve learning confidence dramatically. Always, the students will adapt new attitudes towards himself and eventually appreciate himself more.
Let me stop here. Lesson time!
Young children stay with me for the most part about 8 years and more
