Lesson Feesfrom $20.00 / 30 Minutes
Hello, my name is Daniel. I am a pianist and a music teacher with experience with students of all age groups. I have a master's and a bachelor's in music and almost a decade of experience teaching piano. My lessons are planned according to the needs of each student. Some students learn music as a hobby, while others might want a professional approach to apply to universities or participate in competitions. Feel free to contact me with any questions you might have!
Teaching piano is more than just teaching a new skill, it is the opportunity to follow the student through a process of discovery that happens through music, in my case, through the piano. It is common knowledge that the study of an instrument helps in the development of discipline, focus, motor coordination, and creativity. It is truly a privilege to be able to participate in this process and to accompany the development and personal growth of each student along the way.
In my experience, it is essential to plan and develop the lessons respecting the individuality of each student. Each student is unique, with different desires and goals, and it is part of my job to help them achieve these goals and develop their potential. In general, students of all age groups begin the study of a new instrument quite excited and willing to spend the time necessary to acquire a new skill. Naturally, some of this enthusiasm vanishes after a while. Even though someone who commits to learning a new instrument understands that it is something that takes a lot of time and dedication, in practice, too much time performing the same task, in the same way, can be tedious, and relentless repetition is not always the best way to master a new technique.
When working with children, for example, it is important to provide a good musical and technical foundation, and often the most significant contact with music appreciation and artistry is through the music teacher. One of the best ways to stimulate the student’s musicality in piano lessons is to include singing and solfege from the beginning so the child gradually develops musical perception and sensitivity through a more organic process. Rhythmic understanding is another essential aspect, and one way to teach it is by using games and playful activities such as rhythm exercises that involve the body and even including small percussion instruments.
For adult learners, the same skills need to be developed, but with a different approach. While most adults have more developed thinking, so it is easier for them to understand detailed instructions, however, oftentimes they lose some of the spontaneity and nonchalance of the younger ones. Adult learners tend to be more self-aware and afraid to make mistakes, so they usually appreciate more detail in the instructions, this way they can decrease the margin of error. Relaxation activities are also a great way to break the ice and reduce the pressure of getting it right the first time. Another need of adults is to understand the reason for the activity, that is, the goal to be achieved. I have observed that it is more advantageous when theory, music history, and technique are aligned with the choice of repertoire, so that it is easier for the student to see the importance of each topic, once they are interconnected.
Playing the piano can be quite lonely at times, so I like to encourage students to learn chamber music repertoire to play with different musicians. Playing repertoire for 4-hands is also quite enriching, and it works great, especially for students who have siblings or acquaintances who also play the piano. In addition, it is important to obtain knowledge in music history, music theory, harmony, and analysis, so I usually introduce complementary content during the lessons and, when necessary, I will suggest extending the lesson time or adding an extra lesson during the week to go through theory and history.
Another important topic is listening. Music is the art of sound, and I find it intriguing when students spend so much time practicing their instrument, but little to no time carefully listening to music. I believe that students should expand their references in sound, so I like to suggest listening lists of works that relate to the repertoire being worked on; the suggested works include pieces from the piano repertoire in conjunction with orchestral, chamber, and solo repertoire of different instruments. I also like to encourage visits to symphonies, and concert halls, the investment, even if sporadic, is worth it, and there are always projects and concerts with tickets at popular prices or even with free admission.
In sum, my goal as a teacher is to stimulate the artistic development of my students and for them to achieve autonomy and independence on the instrument. I want them to understand the importance of each piece studied from a historical and technical perspective, to understand the different styles of each composer, and to reach a refined and conscious level of performance.
Master of Music | Georgia State University (USA)
Major: Piano Performance
Bachelors of Music |Universidade do Sagrado Coração (Brazil)
Major: Piano Performance
Professional Degree in Music | Conservatório Musical e Artístico Carlos Gomes (Brazil)
Major: Piano Performance
Lessons are intended for beginner to advanced level students from 6 years old and up – students under 12 can take lessons with the assistance of a grown-up. Under-age students must have a guardian’s consent to schedule and take lessons
Lessons are planned according to the student’s needs. Some might be preparing for competitions or exams, while others take lessons as a hobby
Preparation for ABRSM, AMEB, and RCM Practical and Theory Exams