Student-driven music lessons
Learning an instrument as a child is a unique opportunity. It’s a chance to synthesize pattern recognition, emotional expression, auditory recognition, and connect them to physical coordination and awareness. But it’s also a chance for children to develop a sense of ownership and representation in the work that they do, and to create a new space where their opinions, ideas, and preferences truly matter. My goal as an instructor is to teach all of the skills and techniques required to play an instrument at the highest level, but also to help my students see themselves as powerful and capable learners who can accomplish whatever they set their mind to.
“We tried a couple of piano teachers for our son and didn’t have much luck until we started with Sam. Sam has a real ability to connect with students, our son’s interest in piano picked-up immediately and continues a year later. Highest recommendation!”
Curriculum
Every student is different, which means that every curriculum is different. I aim to incorporate the following elements into my lessons:
Technique
Regardless of instrument, genre, or musical goals, effective and comfortable technique is essential. We will work on body awareness, relaxation, and deliberate motion, all of which are fundamental to good technique regardless of instrument. Music is more fun when it is easy!
Reading
I encourage all of my students to learn standard music notation, and for most of them it is a central part of our lessons. Repertoire may vary from student to student, but I usually include various method books and, depending on the level and age, beginning classical repertoire. In addition to opening up an entire of world of music, learning to read music notation involves complex pattern recognition in real time, which is great exercise for the brain.
Transcription (Learning songs that THEY want to learn)
When I began allowing and encouraging my students to bring in the songs that THEY wanted to learn, (anything from songs they hear on the radio or youtube, to music from movies, television, and even video games) I noticed a big shift in student engagement. And it makes sense. As a professional musician I am usually working with music that I love, and have firsthand experience that personal investment is a very powerful motivator. In addition to giving students agency in their own instruction, there are usually important musical lessons to be learned that are essential to our final area of study.
Composition
Inspiring and fostering curiosity in my students may be the most important work that I do. I want them to wonder how the music that they are playing works, and what it would be like to write their own music. My approach to composition invites students to take the techniques and sounds uncovered through transcription and their personal repertoire, and to then use them as tools to create music in their own unique voice. When a student realizes that they can write the music that they want to hear, a feedback loop of creative self-motivation begins to take shape.
Improvisation
In addition to uncovering new compositional ideas, improvisation is a powerful way to take all the pressure off of doing things the “right” way, which acts as a barrier to children and adults alike. Improvisation allow the student to start tapping into the advanced physical and auditory sensations of performance at any level of proficiency.
“Sam is a fantastic piano teacher. He has been teaching my seven-year for two years and in that time, he has helped her get past some resistance, some insecurity and a lot of difficulty focusing - all while competently educating her. I liked his flexibility and the way that he searches for the right strategy to keep my daughter engaged, having fun, and learning piano.”
“Sam is a gem of an instructor, incorporating an inventive mix of songwriting, musical improvisation and ear training into my 5-year-old’s weekly lesson. His patience is impressive, and thanks to his guidance, so is my daughter’s repertoire!”
“Besides being 100% reliable and consistently professional in every aspect of his conduct, he has a special ability to connect with his students, nurturing them towards their individualized goals. No matter the age or level of the student, his calm and knowledgeable teaching approach keeps his students coming back for more. And he has a unique knack for reaching students that other teachers have a difficult time connecting with by managing expectations, and making the lessons fun.”
“He’s delightfully funny with the kids, and sneaks in all sorts of incredible music theory. Our students are as young as 4, and they absorb it instantly! Sam knows how to challenge our older students and best of all, he makes practicing FUN.”
“The hour Alex spends with Sam twice a week is probably the most important time he spends with any single teacher. Sam has been able to take Alex at his own pace, working alternately with listening skills and with written music. Alex really looks forward to the time he spends with Sam, and they have a great rapport.”
About Me
I moved to Brooklyn 11 years ago after growing up in Chicago, and subsequently going to school at the New England Conservatory of Music in Boston. Over the past fifteen years I have been performing as a multi-instrumentalist in a wide range of genres, and teach piano, guitar, and drums and saxophone. I have released a number of records in a variety of genres, of my own projects as well as collaborations. I lead the jazz quintet Shrove, and co-lead Good Intentions, an instrumental indie rock band. I am also a member of the improvising group Sfyria Trio, the indie pop band Green and Glass, as well as the avant-pop band Secret Sibling. Check out my artist website for more information about my music, shows, discography, and news.
Since moving to Brooklyn I have been teaching for over 11 years in my private studio, and with numerous institutions in the city and beyond. I have been on staff with the Brooklyn songwriting program Free Spirits Music, as well as Tonal Arts Music in Hoboken, and Woodside Music Studio in Park Ridge. I also have also worked with the non-profit organization Arts Connection as a Teaching Artist in NYC middle schools.
My teaching philosophy and practice has developed in tandem with my own diverse musical experiences, and I believe that there are many avenues through which powerful musicianship can be developed. It’s my belief that it is important to meet kids where they are at, and that in doing so it is possible create a space where they are comfortable taking risks, re-imagining themselves in new ways, and exploring music, sound, and art.