I always knew I would be a teacher. When I was 7 years old I kept a notebook with all of my classmates’ names written in it and when nobody was looking I would grade my peers (pretending I was their teacher).
My piano studies started at a tender age of 6. The Russian Piano School was a serious institution that had strict guidelines and rules. Two times a week we studied piano for 45 minutes, two times a week we practiced solfeggio for 45 minutes, one time a week we had either history or literature, and one time a week we sang choir. To mark our progress, we had an audition every two months. Although the environment was stressful, Russian Piano School taught me that with diligence and consistent practice, a pianist has unlimited potential.
At 15, I decided to attend Musical College in my hometown of Astrakhan. Here, I had already started working as an accompanist for instrumentalists or vocalists. I also picked up a few students I taught during my spare time. My main instructor was a large influence both on me. Both personally, and on my teaching style. She was a passionate concert pianist, but she also used the same energy with her students.
While at Conservatory, I got much more experience performing: solo, as an accompanist, and also at various master classes. After graduation, I started teaching at a musical college. Though I was just starting out, my students began gaining recognition quickly.
In 1991, from the worsening economic climate in Russia, my family and I decided to immigrate to the United States.
I did not know how the Russian teaching method would carry over to America. All my books were in Russian and I felt that translating them would be too difficult and a waste of time.
After years of growing my studio, I crafted my own style of teaching piano that combines strong Russian fundamentals with American freedom and fun.
My piano studies started at a tender age of 6. The Russian Piano School was a serious institution that had strict guidelines and rules. Two times a week we studied piano for 45 minutes, two times a week we practiced solfeggio for 45 minutes, one time a week we had either history or literature, and one time a week we sang choir. To mark our progress, we had an audition every two months. Although the environment was stressful, Russian Piano School taught me that with diligence and consistent practice, a pianist has unlimited potential.
At 15, I decided to attend Musical College in my hometown of Astrakhan. Here, I had already started working as an accompanist for instrumentalists or vocalists. I also picked up a few students I taught during my spare time. My main instructor was a large influence both on me. Both personally, and on my teaching style. She was a passionate concert pianist, but she also used the same energy with her students.
While at Conservatory, I got much more experience performing: solo, as an accompanist, and also at various master classes. After graduation, I started teaching at a musical college. Though I was just starting out, my students began gaining recognition quickly.
In 1991, from the worsening economic climate in Russia, my family and I decided to immigrate to the United States.
I did not know how the Russian teaching method would carry over to America. All my books were in Russian and I felt that translating them would be too difficult and a waste of time.
After years of growing my studio, I crafted my own style of teaching piano that combines strong Russian fundamentals with American freedom and fun.