21 Years
Since We Started
41,456+
Happy Customers
10,769
Cities with Students
3,123
Teachers in Network
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Instruments:
...In addition, I ask students what they are interested in playing, to give the student a sense of ownership and signifigance in their progress. With adults I am more open to suggestions and requests, basing their lessons more on their interest as well as their progress. ... Read More
Instruments:
...My teaching style is enthusiastic and caring. I believe that the best way to encourage students to practice is to teach music that they want to play, to have them perform, to challenge them with beautiful music and to use technology to support practicing. "Natasha is really a superb teacher. ... Read More
Instruments:
... I have high standards for my students and expect them to be invested in what they are doing, but am also patient and understanding and comfortable working with students of all ages and levels. ... Read More
Instruments:
...For begining student I typically start with a book called Essential Elements. I supplement some of the things in the book with other literature and hand written exercise to help enhance learning experience.... Read More
Instruments:
...I am a teacher who loves to share the joy of music with others. I graduated from Temple University in 2006 with a Master of Music degree in String Pedagogy and from Shenandoah University in 2004 with a Bachelor of Music degree in Violin Performance.... Read More
Instruments:
...Methods such as Suzuki as well as other traditional methods are used in an approach customized to each student. Intermediate: Once the student has a good foundation, the focus is on further developing a coordinated way of physically relating to the violin, developing critical listening skills, problem-solving, self-monitoring, building repertoire, growing an ability to express oneself on the violin, and learning to play with others in an ensemble.... Read More
21 Years
Since We Started
41,456+
Happy Customers
10,769
Cities with Students
3,123
Teachers in Network
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