My teaching philosophy places the well-being and sustainable development of the musician at the forefront of the learning process. I believe that cultivating ease, awareness, and joy in practice and performance is fundamental to unlocking lasting artistic growth and expression. This core principle, deeply informed by my formal teacher training in the Alexander Technique, shapes every aspect of my pedagogy.

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Central to this approach is the concept that the musician themselves is the primary instrument, with their instruments serving as the secondary one. Therefore, our work begins with developing conscious awareness of the self. Through guided exploration and practical application of Alexander Technique principles – such as recognizing postural reflexes, cultivating balanced poise and coordination, enhancing focused presence, and constructively navigating performance anxiety – we address the physical, mental, and emotional habits that can hinder musical freedom and enjoyment. This mindful foundation empowers students to approach their instrument with greater ease, preventing strain or injury.

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The goal is to foster effortless technique and authentic expressive freedom at the instrument. By integrating Alexander principles like inhibition (inhibiting habitual reflexes), direction (conscious thought guiding movement), and attention to primary control (the dynamic relationship of head, neck, and back), students develop a fluid and reliable technical foundation. This liberated physical state naturally facilitates deeper musicality, allowing students to connect more profoundly with the emotional and structural content of the repertoire.

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Student agency and the cultivation of a trusting relationship are essential pillars of my teaching. Lessons are collaborative dialogues. I actively listen to each student's individual goals, interests, and challenges, empowering them to make choices and guide the depth of our exploration. Regardless of technical refinement, musical interpretation, Alexander principles, or broader musicianship skills, the process is tailored to the student's unique journey, fostering intrinsic motivation and confidence.

Developing well-rounded musicianship is a key objective. We cultivate active listening, rhythmic vitality, harmonic understanding, and stylistic awareness. This holistic approach ensures students become thoughtful and expressive artists, equipped to engage meaningfully with diverse musical contexts.

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Recognizing that learners thrive with age-appropriate strategies, I adapt the introduction of Alexander principles accordingly. Young students encounter these concepts through imaginative games, movement activities, and storytelling, fostering natural coordination and joyful discovery at the keyboard. Older students and adults engage in more conscious experimentation, discussion, and direct application of principles to their repertoire and technical work, exploring the depth of mind-body awareness as much as they desire.

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The outcome is a transformative and sustainable musical journey. Students experience the processes of practice and performance as increasingly rewarding and enjoyable. They develop not only significant pianistic skills but also invaluable self-knowledge, resilience, and the confidence to express their unique artistic voice freely and healthily for a lifetime of engagement with music.

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Alexander Technique piano lessons are currently offered in person in Hong Kong. Complementing ongoing instruction, I hold monthly workshops featuring guest Alexander Technique teachers, providing individualized hands-on guidance. These specialized sessions provide students with diverse perspectives and deepened somatic awareness, complementing their ongoing lessons and reinforcing the integration of mindful technique within a supportive artistic community.