Teaching

"I believe that genuine learning involves knowing how to efficiently apply knowledge, sharing that knowledge with others, and being able to see the world from multiple perspectives. This is especially true for music since it flourishes due to the culmination of different cultures and ideas under a universal language. To learn music is to acknowledge each of these perspectives and then create something new based on one's own interpretations of the music — there is a never-ending potential for growth. My goal is to help my students master fundamental techniques and the application of era-appropriate styles, as well as foster a curious mindset and environment to form their own special relationships with music and encourage their exploration of this art form. Self-directed learning, good communication, and a sense of community are the keystones in my teaching, and they come together to give my students both freedom and guidance in their musical journeys.

Self-directed learning empowers the student as well as gives them the confidence to critique their own actions. The objective of this keystone is to help guide the student in reflecting on the process of refining their own playing. In this way, students can learn to better critique themselves and grow as a result of that, even outside of the studio. To develop this skill, my studio lessons conform to a clear process: start with the fundamentals, then use those same fundamentals to explore different techniques and musical aspects. This scaffolding method allows for a better understanding of how each musical technique relates to each other, and the student can eventually see the culmination of all these building blocks manifest in their playing. One approach to foster independent learning in my studio is to observe and confirm that my students are conscious of potential improvement in their playing, ensuring they recreate the appropriate practice methods taught before leaving the lesson. As such, I have students make recordings interspaced with practice journals to allow them to reflect on their performances. This idea was very effective and I see growth between the two recordings almost instantly. The journals and videos also allow me to better understand how the student is learning and tailor my teaching accordingly. The students were also able to reflect in their journals on their own growth between recordings, further cementing this style as a useful method to facilitate independence and self-directed learning.

Although my lessons follow a specific process, that does not mean that they cannot be flexible, which leads to the next keystone, communication. I understand that each student is unique, and with each student comes their own set of excellent yet challenging attributes. I emphasize communication to create an environment where students feel comfortable to speak their minds and encourage them to bring up any issues in my teaching or difficulties they are having. I learn from each of my students, whether it be finding different ways to explain certain concepts, or even taking on a new perspective of playing that I had never thought of before as a result of their viewpoints. One particular situation I remember involved explaining the concept of vibrato - some students understood it when I likened it to a ringing bell, whereas others were more inclined towards the idea of knocking on wood. I am constantly challenging myself to view concepts differently since there will always be a certain conveyance that better resonates with the student, and I would also attain a deeper understanding of that particular concept myself. I am always looking to see how I can improve my approach in lessons and studio class, and open communication between teachers and students can facilitate this process.

I advocate for a sense of community, of belonging, through both teacher to student as well as peer to peer interaction and encouragement. Students should feel comfortable helping each other improve. I find the most joy in looking at a studio class coming together in learning and perfecting an art form. Studio classes allow my students to comment and reflect on performances from a spectator point of view as opposed to a performer. This way, students can feel comfortable helping each other improve, without being stressed about being singled out. In addition to studio classes, I am also a big advocate of studio gatherings, which are student-led meetings where the students can discuss without teacher intervention, a sort of self-directed learning group. Here students are able to reach out to their peers for advice as well as inspire each other with insightful ideas, supporting each other both technically as well as emotionally.

Ultimately, it is my hope that I can guide my students to foster a self-directed learning habit and attitude that allows them to see the world, and music, from a different perspective, and broaden their curiosity about the classical music field."

— Katherine Cheng