LESSONS

Q: What instruments do you teach and what is your general approach to teaching?

A: In terms of private lessons, I teach cello lessons (beginner through advanced) as well as lessons for other string instruments (violin, viola, bass) (beginner through intermediate). I use a mixture of classical training and performance techniques which provides a thorough knowledge of the instrument as well as provides experiential learning. Students are given instruction through note reading, music theory, and ear training. Students are also encouraged to perform at regular intervals in studio concerts and group performances. Whether you are a seasoned musician or beginner, students of all ages are welcome, with instruction tailored to the levels described above.

Q: What is the minimum period of time, on average, you start to see a student begin producing effective and sustained results on their instrument after beginning lessons with you?

A: While shorter-term lessons can provide an introduction to the instrument, fundamentals, technique, and repertoire, I generally recommend at least six months of consistent study to establish habits and skills that can produce meaningful, sustained progress.

Q: What is your approach when starting out a new student?

A: When a new student starts with me, I will do a baseline of their skill level to determine where I need to start them from a pedagogy level (technique books, solos, exercises, etc.). I first ask the student if they have any general knowledge of music or have played any other instruments previously (or currently play an instrument). Based on these responses, I will then do a quick check of their music theory (staffs, notes, clefs, rhythms, etc.) to see where I need to start them from a theory book level. Then I progress to the instrument itself and see their aptitude for basic positioning (holding the instrument in basic position without the bow and see how much adjustment is needed). Then I move on to the bow grip to see basic finger positioning and overall hand strength and exercises that will be needed there (as well technique books). Finally, I assign a solo book and scale book based on ability level (beginner, intermediate, advanced). I discuss this all with the student as I progress through the evaluation and all this happens usually in the first lesson.

Q: Are you willing to travel to students’ homes to teach, weekly in-person lessons in the Seattle/King County WA area?

A: I generally teach out of a central location in the Northgate, Seattle area to maximize teaching efficiency and effectiveness (e.g., time, focus, energy, resources, etc.), but I am willing to consider alternative arrangements if necessary on an ad hoc basis. This can be discussed with each family based on their individual needs and my availability to travel.

Q: Is piano one of the instruments you teach, and if so, what experience if any, do you have on piano?

A: I took several years of lessons on piano as a child and in college, and I would mainly call myself an intermediate pianist and music reader. I have taught beginner through intermediate piano students throughout the years; I also compose and teach composition using the piano at the intermediate through advanced level. If you would like piano lessons and/or composition lessons, I am willing to teach them and can discuss them with you if you reach out to me on my Contact page.

Q: What is your official teaching experience (including both music and any other teaching experience whether that be in the public school system or otherwise)?

A: I have a lifetime Secondary Music teaching certificate (no expiration date) in the State of Texas as certified by the Texas State Board of Education (certified on 05/11/1996). I taught seven years in the public school system in the State of Texas as a secondary music, orchestra teacher (grades 6-12 along with some elementary teaching). As an orchestra teacher, my students consistently performed well in solo and ensemble contests as well as obtained consistent rankings in orchestra competitions. Beyond teaching in the public school system, I’ve also taught hundreds of students in my own private studio over the years, mainly focusing on cello (beginner through advanced) but also including violin, viola, bass (beginner through intermediate), and piano and composition. I have taught students in Arizona, Texas, and in the greater Seattle area over the span of thirty years.

Q: What is your music educational background?

A: As stated in my education in the About section, I’m a graduate of Northern Arizona University where I played in the university orchestra (as first chair cellist of the University Orchestra for three and a half years under full scholarship), Flagstaff Symphony, and several collegiate ensembles. Previous to attending Northern Arizona University, I attended and graduated from the Idyllwild School of Music and the Arts (ISOMATA) (https://idyllwildarts.org) as a cello performance major during the last two years of high school, also under full scholarship. Previous to attending ISOMATA, I studied under Takayori "Taki" Atsumi during my formative cello years (junior high and early high school years) who was a major influence in forming my technique and style. Takayori "Taki" Atsumi also introduced me to both the Arizona Cello Society and the American Cello Council, both for which he was a founding member as well as allowed me to attend and participate in the American Cello Congress in 1990, for which he hosted. From a family perspective, I come from a long line of musicians as my mother played cello (who was an orchestra director and professional cellist) as well as my grandmother who was a cellist and teacher, and my grandfather was a band director and choir director in the public school system (and his main instruments were violin and piano).

Q: What is your teaching pedagogy?

A: In my teaching, I concentrate on four main areas:

Music theory
Scales
Technique
Solos (or rather, something they can play in front of an audience)

And here are the actual links for above that I use with my students (note that below is for the beginner to intermediate student and I customize my pedagogy to the student once they advance beyond below):

Music theory: Alfred's Essentials of Music Theory, Bk 1, Alfred's Essentials of Music Theory, Bk 2, Alfred's Essentials of Music Theory, Bk 3
Scales: Scales for Strings, Bk 1: Cello (and further scale books as the student progresses)
Technique: Essential Elements for Strings - Cello Book 1, Essential Elements for Strings - Cello Book 2, Essential Elements For Strings - Cello Book 3
Solos: Suzuki Cello School, Vol. 1: Cello Part, Revised Edition, Suzuki Cello School: Cello Part, Vol. 2 (and further Suzuki solo books as the student progresses)

After students have achieved the above pedagogy, I will then branch out into more complex music literature/technique books. For example, on the cello, we may explore Sonatas such as Eccles or Sammartini and/or start doing the Bach Six Suites as well as explore some of the concertos such as Goltermann or Saint-Saens. For technique books, we may start doing Dotzauer, Klengel, Popper, etc. As time goes on, the student will develop their own style and technique and they will eventually find the music course that is right and particular for them and what is best for their course of learning (for which I will be guiding them every step of the way).

Q: What are some visual and practical teaching aids that you use in your lessons that assist the students in their lessons?

A: The following are some visual and practical teaching aids I like to use in my lessons for assisting students in learning their instruments:

Fingerboard tape (for first position fingering, fourth position fingering, tape on the balance point of the bow, etc.) when they start out for visual learning and instruction
Practice records for recording weekly progress on their assignments
Student notebooks for the student to record lesson notes and assignments
An external metronome/tuner for consistent tuning and practicing with a metronome beat (vs. a phone app, which are usually good, but students tend not to use the apps over time for some reason, in my experience, and not sure why this is the case, so I encourage them getting an external metronome/tuner instead for consistency)
Get quality rosin (and showing them how to use it properly) – I say ‘quality’ since so many students tend to get the poor-quality rosin which can create unnecessary friction which can negatively affect bow response and make proper technique more frustrating, especially for the beginner student
Get a secure, non-slip rock stop for their cello/bass (meaning getting a quality rock stop that won’t make the instrument fall!) - I can recommend reliable brands and models

Q: What are the three main things you want students to learn or walk away with from your lessons?

A: Here are the three main elements I want students to learn and walk away with from my lessons:

Students develop their musical skills through my knowledge, experience, and love of music
Students develop a passion and love for music that can be enjoyed throughout their lives
Students eventually pass their musical knowledge and love of music on to others

Whether you are a seasoned musician or beginner, all ages and ability levels are welcome. If you are interested in lessons, choose the Contact link above for more information.