Svetlana S
Instruments: Piano
Styles: Classical
Svetlana S
Instruments: Piano
Styles:
Classical
Where I Teach:
Ages Taught: 6-18
Michigan Music Teacher Association Certification Oakland University, Michigan
Certificate in Piano Pedagogy Vinnitsa Pedagogical Institute, Ukraine: Major--Music Pedagogy
Vinnitsa College of Music, Ukraine: Honors Diploma, Major--Music Theory
I began my music education at the age of six in Ukraine. My love for music has led me to pursue a career in the field. I am very grateful to my teachers for having passed on their knowledge and love for music to me and I wish to equally pass on my love for music to my students. I am a member of Music Teacher National Association, Michigan Music Teacher Association (MMTA), and Metropolitan Detroit Musician League. I teach from my home in Troy, MI.
I have been teaching in the States for about 9 years. It is a pleasure for me to hear my students progress from their first steps as timid, first-time players to confident and more musically mature young musicians. My students participate in a monthly MDML recital and an annual music test organized by the MMTA. I believe performing for others is a good way for students to grow into their roles as musicians and to acquire a sense of accomplishment.
I start beginners off with Frances Clark, The Music Tree Series. I also use the Faber-Faber Piano Adventures and Helen Marlais' Succeeding at the Piano. As students progress, I focus on repertoire pieces issuing from the baroque, classical, romantic, and modern eras as to introduce students to the history of music. Important components of home-practice include sight-reading and technique-building exercises. I also encourage sight-singing as a way of developing the student's ear.
I believe patience and consistency are key to successful learning. I try to model these qualities for my students. My goal is to create an environment in which effective student practice becomes a part of the daily routine, so that once students come to lessons we can work together to solve the musical problems the piece presents. Students bring their enthusiasm and I bring my support—together, we learn to interpret and create the music.
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