Children can begin learning piano at many different ages, but ages 4–7 can be a particularly wonderful time to begin. At this stage, children are developing the attention, coordination, and curiosity that make formal musical instruction especially rewarding. I also welcome older beginners and consider each child individually, meeting them where they are and helping them grow from there.

Children are generally ready when they can focus on an activity for 5–10 minutes, follow simple two-step directions, and show curiosity or interest in music. Every child develops differently, so a trial lesson can also be a helpful way to determine readiness.

Lesson length varies depending on the child’s age, attention span, and stage of musical development. Younger beginners may start with shorter lessons, while older or more experienced students may benefit from additional time. My goal is to provide enough time for meaningful musical growth while keeping lessons engaging and appropriately challenging for each student.

Yes. Students should have access to a tuned piano or an 88-key weighted digital piano or at least a lever harp for practice at home. I’m happy to provide recommendations for families who are looking to purchase or rent an instrument.

Consistent practice is an important part of musical growth, but for young children, short and purposeful practice is best. I generally recommend beginning with 5–10 minutes a day, 4–5 days a week, gradually increasing as a student’s skills and attention span develop. My goal is to help children build a positive practice habit and learn to approach their instrument with focus, patience, and joy.

I strongly prefer to keep lessons one-on-one so that students have the opportunity to develop focus, confidence, and independence in their own musical learning. For young children especially, having a parent in the room can sometimes make it more difficult to maintain attention or can unintentionally shift the child’s focus away from the lesson. One-on-one instruction also gives students the freedom to ask questions, make mistakes, and work through challenges without feeling observed.

Parents are welcome to join for the final five minutes of the lesson, when I’ll review what we’ve learned and share the week’s practice goals so you can confidently support their child at home.

Regular attendance is important for consistent musical growth. If a student needs to miss a lesson, please notify me as soon as possible by email, text, or phone.

When a student is unable to attend in person, I offer several options to help maintain continuity:

• Online lesson: If the student is well enough to participate, a Zoom lesson may be held at the regularly scheduled time.

• Video lesson: Students may send a video of their playing for feedback and a practice assignment in place of the lesson.

• Make-up lesson: One make-up lesson is offered per student per academic year. Additional make-ups may be offered for cultural or religious observances or other extenuating circumstances. Make-up lessons are scheduled during designated make-up periods and are subject to availability.

• Student swap: Families may inquire about arranging a lesson swap with another student, although this cannot be guaranteed.

If a student is experiencing a contagious illness, please do not attend an in-person lesson. If they are well enough to participate, an online lesson may be arranged instead.

Missed lessons without sufficient notice, as well as last-minute cancellations, may not be eligible for a make-up.

This is a question I sometimes get! I am trained in both Salzedo and Grossi/French harp technique, and I believe both approaches offer valuable tools for a developing harpist. Rather than limiting students to one method, I draw from both traditions to give students a well-rounded technical foundation. My teaching is also influenced by the pedagogical principles of Mrs. Curwen, particularly the importance of developing the ear alongside technique and helping students hear and understand music before simply reproducing it. My goal is to help each student develop healthy technique, beautiful tone, musical expression, and the ability to listen thoughtfully and approach different repertoire with confidence.

I enjoy using a variety of well-established piano methods, including Piano Adventures, Piano Safari, and Royal Academy of Music materials, among others. I believe each method has different strengths, so I select materials based on the individual student’s age, experience, learning style, and goals.

My teaching is also influenced by the pedagogical tradition of Mrs. Curwen, which emphasizes helping students hear and understand music before simply reproducing it. I seek to develop the ear alongside reading and technique, so that students learn not only what to play, but why it sounds the way it does and how to listen thoughtfully.

I place a strong emphasis not only on learning repertoire, but also on ear training, sight-reading, rhythm, theory, technique, and musicality. My goal is to give students a well-rounded musical foundation and practical skills they can carry with them throughout their lives. Whether a student studies for many years or eventually chooses a different path, I want them to leave lessons with the ability to read, listen, understand, and enjoy music independently.