“ …I felt first of all joyous. I felt that which joy is made of, and I realized that Joy itself must have been the impelling force, that which was before we were there, and that somehow Joy was in every part of our making. When the world was an ooze without any shape or direction, there must have been Joy reaching out and expressing itself everywhere." - Louis I. Kahn
Teaching Philosophy
Music explores everything I value about the human experience, such as our ability to listen, to express emotions, to connect with others, and ultimately, to create. Learning how to play the piano is not an end in itself, but a tool to aim for these higher goals. In turn, these goals provide a guiding star meant to inspire each student to achieve the highest level of musical excellence within themselves.
Listening is the first step towards loving music, yet childhood is characterized by action rather than by passivity. Listening and action can work together through a principle that is central to my teaching of young students, which is active listening. Active listening, a central tenet of Dalcroze music pedagogy, implies that students show their understanding of music through games involving body-movement. These games allow students to refine their listening, using the body as an instrument of perception. Games of active listening are also very enjoyable in a group context, and can be used to teach virtually every aspect of music theory.
The capacity to express ourselves is essential for the growth of emotional intelligence, and for achieving wellness. I incorporate techniques of mindfulness in the piano lesson in order to foster joy and focus. Learning any instrument is a complex, multi-layered process that threatens to become frustrating, and mindfulness can help by bringing the focus back to the joy of making music. Another aspect which is essential for being expressive at the piano is the development of a healthy piano technique. My approach to technique is informed by the writings of Matthay, Sándor, and Taubman, who aimed for maximum enjoyment with minimal exertion at the piano.
To explore the classical repertoire means, to me, to connect with the past and with the meaning that animated the lives of past composers. To perform that music means connecting with others. Therefore, the role of the teacher is not only to provide the student with a logical sequence in exploring the repertoire, but to uncover the riches that music has for each individual, to shine a light on the connectivity of music. The American writer, Ray Bradbury, said that we belong and love only by doing. Through the process of learning a work of music we deepen our sense of love and belonging. Then, when it is time to share it through a performance, we invite others to a beautiful space that belongs to us through our loving hard-work.
Creativity may come in different forms as it relates to music: improvised music, improvised movement, free composition, or in a determined style. For a beginner student this may mean improvising on a determined set of notes, while for an advanced student it may be the challenge of composing. In each of these forms, the process of creation encompasses the capacity to listen (as we listen within), express ourselves, and connect with others through our work.
I continue to study music, as the process of learning is endless. I am currently part of the 2019-2020 cohort of the Global Leaders Program, in which I will deepen my knowledge on how music can connect us and help heal the social fabric. During this year I will be teaching at my private studio, as well as at Haverford/ Bryn Mawr College, in Philadelphia.
Join me and let’s learn how to play piano!
Listening is the first step towards loving music, yet childhood is characterized by action rather than by passivity. Listening and action can work together through a principle that is central to my teaching of young students, which is active listening. Active listening, a central tenet of Dalcroze music pedagogy, implies that students show their understanding of music through games involving body-movement. These games allow students to refine their listening, using the body as an instrument of perception. Games of active listening are also very enjoyable in a group context, and can be used to teach virtually every aspect of music theory.
The capacity to express ourselves is essential for the growth of emotional intelligence, and for achieving wellness. I incorporate techniques of mindfulness in the piano lesson in order to foster joy and focus. Learning any instrument is a complex, multi-layered process that threatens to become frustrating, and mindfulness can help by bringing the focus back to the joy of making music. Another aspect which is essential for being expressive at the piano is the development of a healthy piano technique. My approach to technique is informed by the writings of Matthay, Sándor, and Taubman, who aimed for maximum enjoyment with minimal exertion at the piano.
To explore the classical repertoire means, to me, to connect with the past and with the meaning that animated the lives of past composers. To perform that music means connecting with others. Therefore, the role of the teacher is not only to provide the student with a logical sequence in exploring the repertoire, but to uncover the riches that music has for each individual, to shine a light on the connectivity of music. The American writer, Ray Bradbury, said that we belong and love only by doing. Through the process of learning a work of music we deepen our sense of love and belonging. Then, when it is time to share it through a performance, we invite others to a beautiful space that belongs to us through our loving hard-work.
Creativity may come in different forms as it relates to music: improvised music, improvised movement, free composition, or in a determined style. For a beginner student this may mean improvising on a determined set of notes, while for an advanced student it may be the challenge of composing. In each of these forms, the process of creation encompasses the capacity to listen (as we listen within), express ourselves, and connect with others through our work.
I continue to study music, as the process of learning is endless. I am currently part of the 2019-2020 cohort of the Global Leaders Program, in which I will deepen my knowledge on how music can connect us and help heal the social fabric. During this year I will be teaching at my private studio, as well as at Haverford/ Bryn Mawr College, in Philadelphia.
Join me and let’s learn how to play piano!
"Claudio is very positive and encouraging to all the students. It really meant a lot that he already knew my name by the second class! He has a great sense of humor and makes every class a fun and enjoyable experience."
- Piano 112 student, University of Michigan
- Piano 112 student, University of Michigan