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DMA, Claremont Graduate University, Composition, awarded 2001
UCLA, Completion of 60 unit courses on composition, orchestration and Classical Music of Persia, and composition for Motion Pictures
MM, University of New Mexico, Composition, awarded 1987
B. A, University of Tehran, Musicology, awarded 1978
Studying the Violin privately, and at Tehran Conservatory of Music
1990 - Winner of 1st prize of Atwater Kent composition competition at UCLA
1989 - composition reviewed by Albuquerque Tribune
1989 - Guest Composer at the Centennial-Alumni Composers Symposium of the University of New Mexico
1989 - Winner of 2nd prize of Atwater Kent composition competition at UCLA
1987 - Winner of the Composition Competition, University of New Mexico .
I started learning the violin with a private tutor when I was 12 years old and then subsequently continued my instruction at the Tehran Conservatory of Music's nightly program. I ultimately completed my undergraduate studies in music at the University of Tehran with a Bachelor's degree in musicology, while I was simultaneously pursuing advanced studies in the violin with the goal of becoming a virtuoso. During this period I also started to work with media as the producer of classical music programs for radio and television. When I began my Master's degree in composition at the University of New Mexico, I concurrently worked as a private tutor for violin, music theory, and composition. I ultimately proceeded with my doctoral work in composition, first at UCLA, where I won two composition competitions in two consecutive years, and then completed at Claremont Graduate University, where I was awarded a DMA degree in composition. My life during all these years has been devoted to music as a instructor of the violin, composition, and music theory while also composing music for myself.
My earliest experience in teaching goes back to the time when I began my own education in musicology. It was a very fruitful time in my life, since I was a student myself and was further enriched by learning the art of how to teach other human beings the beauty of music. As soon as I received more and more students, I felt a demand to refine my technique of music teaching and become an expert in effective communication for the purpose of transferring and sharing whatever is essential to be taught to students. To learn and trust in what you believe, what you are supposed to cover for all ages and the delicate approach that it demands, is a dynamic process and continuously adapting with the procession of time. Therefore, music teachers such as I have to continuously revise our methods in order to keep pace with the constantly morphing needs and attitudes of students.Teaching students for me is similar to learning a new lesson for myself, and to stepping in a profound world. I have explored and believe that every student is unique in every possible way, each with their own capacities, qualities and specifications, and must be instructed differently. I have accumulated a long experience in this very art, being the art of teaching many students of different ages and various cultural, ethnic, and socio-economic backgrounds.
My teaching method is based on the education I received from four great violin pedagogues who were representing the three prominent Russian, Belgian, and American schools, and also my 27 years of training students. In one hour of my comprehensive teaching, I work extensively on both right and left hand technique, with emphasis on scales, arpeggios, and etudes...which ultimately will result in good tone production, double stops, vibrato, and more importantly, high quality performance. Pieces of music are normally chosen from a huge selections of violin literature or from Suzuki books. Students show very good progress in a short period of time, and they are very soon able to produce beautiful sounds from their instruments, accurate intonation, strong vibrato, correct rhythm, and great musicality. They develop a positive attitude towards the acquisition of the art of violin playing, and look at the learning process as a fun experience, especially when they are exposed to a new piece of music, whether it is a simple song such as Twinkle, Twinkle, Little Star or a major composition such as the violin concerto by Beethoven or Wieniawski. I know how to make the violin fun and enjoyable for students and they whole-heartedly enjoy playing the violin even more when they begin to execute vibrato during their playing and performances.
My teaching style, which has developed by training so many students through the years, is based on thorough communication, clarification of any technical difficulties, and making all kinds of music playable and accessible to students. Analysis of any obstacle in a piece of music, and solving any technical difficulties patiently, communicating and encouraging them to practice on a regular basis, and finally looking at the entire process of learning as a fun experience, devoid of tension or pressure, or coercion have been a large part of my job and teaching style. I prescribe relaxation and slow practicing with my ongoing advice, no matter what age or degree of technical expertise the student I am teaching possesses. Often times, I arrange a concert for students to play with piano accompaniment to get familiar with the harmony of the music, and to get used to playing in front of people, which is an essential part of their growth. They need to face the stage to refine both their technical and expressive abilities, while simultaneously undergoing a large of personal, emotional, and mental growth in their character.
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