Teaching & Style
Throughout my higher education, I valued self-analysis and self-actualization as important paths for achieving musical and technical mastery. As a student, I embraced this growth while I was learning how to become a professional harpist and a solid teacher. I also began to experience how development in these areas applied to other areas of my life. I became fascinated with and passionate about problem-solving during these years, and discovered my calling to be a teacher while in graduate school.
My job is to be accessible, open, and well-versed in a variety of instructional methods. I strive to create a supportive, inclusive, and positive atmosphere for my students. I hope to exude passion, to establish trust, and to ensure that my students know I am as invested in their achievements as are they.
I am dedicated to helping students realize their unique potential for personal and professional growth, and I focus on their level and learning style while guiding them in their pursuit of success. I teach that they can succeed through consistent, goal-oriented work and belief in themselves. I focus heavily on teaching the value of self-reflection and analysis throughout the pursuit of learning. The benefits are especially valuable from embracing challenging situations, performances, experiences, or repertoire.
I do not believe in teaching at a student. Rather, I believe teaching with a student in fluid manners of discussion and asking questions about the matter at hand, while guiding them towards searching for ideas and answers to these questions. My goal is that they come to lessons or class excited to learn, are comfortable asking questions, and are able to discover and clearly articulate their learning process. This expands to positive growth in other areas of their lives and it is exciting to hear them share about these moments. Together we build positive and strong platforms for progress.
I highly embrace personal development and welcome opportunities to learn how to teach more thoroughly, effectively, and artistically. I constantly work on how to be more clear and concise. Reflection upon my course evaluations is valuable towards refining this clarity. During the pandemic, while carrying out a large proportion of my instruction online, I especially challenged myself to refine my (online) teaching technique. I compiled some ideas in the summer of 2020 and contributed an article on online teaching to the international harp magazine, the Harp Column.
My highest values are: giving topical and musical presentations; applying for project grants; writing articles and essays; collaborating with colleagues both in concerts and in committees; writing and recording my music; participating in musical society meetings; as well as participation in some volunteer projects each year. Being involved with the musical community and stretching my abilities not only keeps me reaching my potential, but also keeps me relating to my students within the orbits of their work, projects, struggles, and goals.
Approach
I value a dynamic of trust between my students and myself. I value composing a structured plan of action with them to achieve short-term and long-term goals. I believe that a student’s analytical skills are exceptionally important. Within lessons I foster the development of these skills so my students can assess areas of difficulty and identify various solutions on their own. Teaching how to practice and instilling solid work habits is my responsibility. I continually experiment to find effective and efficient ways to practice and use my ear, and I am always excited to share these tips.
Equally important as developing technique is instructing how to really listen and use the ear. The ear can also help correct technical deficiencies, and technical security is of course synonymous with musical freedom within a performance.
I value offering a well-rounded musical education that encompasses the areas of technique, theory, aural skills, historically sound musical interpretation, as well as the freedom to explore individual artistic expression. Students may refer to copious notes I take during lessons, and I sometimes ask them to write their own notes or observations in practice journals.
Lastly, a healthy posture at the harp is paramount to a good, relaxed foundation of playing. I ensure that my students recognize good posture and can articulate it verbally. A skilled musician maintains a healthy approach.
Sometimes harp students or colleagues ask me what school of technique I teach. There are two main historical approaches in the United States which shaped current pedagogy and performance: the Grandjany and the Salzedo schools of harp playing.
Pedagogically, I am less concerned about a specific historical approach and more focused on tone color, articulation, nuance, detail, artistry, the composer’s intents, the performer’s intents, and the capabilities/limitations of the harp. I am convinced that music can be more effectively and accurately discussed within schools of “hearing”, or “listening”. This approach shapes the way one chooses particular technical avenues within their music, like articulations, fingerings, or hand and arm gestures. And, in turn, these avenues shape the musical interpretation of all sorts of musical genres and composer styles. All of this is contingent upon a healthy physical approach to the instrument and a solid technical foundation upon which to expand.
Philosophy
At the harp, I teach an ergonomically healthy and relaxed approach which serves the music, the instrument, and the performer. With each student, I desire to foster within them an appreciation for their limitless potential and talents. It is a privilege to guide my students as they discover their abilities and choose their paths with confidence and creativity.
St. Olaf College
At St. Olaf College, I teach the harp, first-year theory and ear-training (Musicianship 112), and a First-Year Seminar course that I created and tailored to the first-year intended learning outcomes of St. Olaf College. The name of this course is The Creative Learning Workshop.
Ultimately, I desire to foster within my students an appreciation for their limitless potential and talents. It is a true privilege to offer guidance and counsel while helping them develop and discover their abilities as they continue on their path with confidence, creativity, and dedication.
