Pedagogical Learning

My approach to teaching piano follows traditional reading focused approaches such as Faber and Alfred which I have refined in my teaching of private 1 on 1 lessons. At the same time, I draw on a range of resources from other pedagogies and reputable teaching methods to ensure each student not only understands music but can also play a song by the end of their very first lesson. I believe theory and songs should be learned simultaneously, making music both enjoyable and rewarding, with progress visible almost immediately. From there, students work towards exam preparation, achieving their first AMEB or ANZCA piano certificate and celebrating significant milestones in their musical journey.

My approach to teaching singing adapts to the needs of each song and learning environment, drawing on a combination of established pedagogies such as Dalcroze, Kodály, and Feierabend's First Steps in Music methodology. I also incorporate Speech Level Singing to support healthy, balanced vocal production. Through these approaches, students develop a wide range of vocal skills, including control of dynamics, expanded vocal range, clear articulation of lyrics, and tension-free singing.

My drum teaching approach combines Orff-inspired pedagogy with structured Rockschool pathways. Lessons emphasise active music-making through movement, imitation, and rhythm-based activities, helping students develop strong timing, coordination, and internal pulse. Alongside this, students build solid technical foundations, stylistic awareness, and performance skills through carefully selected repertoire and exam-aligned material. Improvisation and the learning of drum fills are also embedded into lessons, encouraging students to play creatively and with freedom. Learning is student-centred and engaging, supporting musical confidence and steady progress across contemporary and traditional styles.

My approach to teaching guitar is grounded in the Musical Futures informal learning model, which I have refined through my experience in schools and teaching placements. Students learn to read chord charts and tablature while working towards their own goals in music. students will begin each lesson with exercises and new ideas before moving on to their favourite songs across different genres, making learning and developing new skills and musical knowledge enjoyable and engaging. Students looking to further progress in their learning of playing guitar beyond the basics then follow a more structured program through completion of method books.

My approach to teaching music theory aligns with the Australian Curriculum and VCAA Music Study Designs, balancing practical music-making with structured, mathematical understanding. Learning moves from sound to symbol, with students experiencing musical concepts through singing and movement using Kodály-based pedagogy, before representing them in notation. Aural learning is then strengthened through mathematical thinking, as students break down and recognise patterns in music. Through music analysis, students unpack the elements of music, building the aural, analytical, and theoretical skills required for confident musicianship and success in VCAA exam pathways.