Q. What are the traits of a good teacher? A good performer?
Patience. And patience.
Q. What is your teaching philosophy?
That answer could go on forever! What is most important to me right
now is that, as a teacher, I listen to my student's ideas, thoughts and
questions as a human being, regardless of their age or skill.
Q. What has been the most rewarding part of teaching? Of performing?
Seeing my students grow into young adults as they move into high
school or the wonder in the eyes of my five year old students as they
learn a new piece. Watching/hearing my students sight-read, hearing
their questions and learning what wonderful people they are.
For performing it is all the different venues I get to play in:
Symphony Center, weddings in Chicago, performing with R&B artists,
fiddle contests with friends and in recitals with my students.
Q. How did you begin teaching and why have you continued?
I started teaching in college and grad school to help pay the bills.
But for me, teaching is far more rewarding than performing and so I have
shaped my career around that.
Q. Has teaching had an impact on your playing?
Teaching has helped me in every aspect. I've become a better
violinist, a better listener, a better aunt and a better problem solver.
Performing has given me the experience I need to help my students
perform well, and hopefully, better then I do!
Q. How do you balance your performing and teaching schedules?
As many of my students know, I promised myself when I started
teaching that if I wasn't successful at it, I would find something else
to do, otherwise it would not be fair to them or their families. I still
feel that commitment and therefore my teaching takes priority. There
are exceptions! Sometimes I get calls for gigs that only come once in
awhile, or are important to take to continue my performance career. When
those come up, I have to make them my priority on those days. Before
student recitals I do not take gigs, though, because I've made a
commitment to my students to be there for them as they prepare their
pieces. If I expect them to take their preparation seriously, I must do