Jordan Walker Teaching Philosophy

This is my love letter to teaching.  It is an optional read, but I include it in the welcome packet just in case you, the parent (or adult student), are interested!  It includes why I teach as well as what I think is important in lessons.

I teach piano because I love music and I truly think it should be accessible to all.  Music is a language, and I believe that everyone should have the opportunity to communicate through it in some way or another. All of my students should walk away from lessons with a passion for music.  To this end, it is very important to me that my students be able to communicate music to others so that they can play and talk with friends about it later in life.  When I was growing up, the teachers in my area were only classical.  There was no one in the network we knew that taught jazz piano, chords, or how to improvise with friends.  This made piano a very isolating experience, and because of this, I actively strive for more rounded instruction in my studio.  

Classical piano is a very enriching and fulfilling experience, but for a child, balance is key.  Through my and my student’s experiences I’ve found that students must be able to share music with friends outside of the piano studio to fully enjoy all its benefits.  I enable them to do this by giving them all the facets of piano playing that I possibly can.  My goal is for them to be confident in themselves and the music they make, as well as be appreciative and accepting of the music others perform, compose, and enjoy. 

The best learners are those that view lessons as a privilege, not as a duty. Motivation is something a student must find on their own- but parents and the teacher can help.  I do the most I can to make lessons and practicing a fun, playful, explorative experience rather than a weekly or daily task in order to foster students' intrinsic motivation.  The student’s situation affects their motivation as well.  Parents that hover or constantly tell the child to practice as a means to keep them busy are not always helpful.  A gentle reminder to practice once a day is beneficial, but parents must take care to remember that a child’s progress may not always sound like progress to a non-musician.  Parent-teacher communication can greatly help in this area. The parent’s role in lessons is to serve as a facilitator.  It is not always required that the parent practice with the student or monitor their progress (especially as the child gets older) but a gentle nudge towards the piano once a day is usually a good idea regardless of age.  It is also the parent’s role to keep up with all communication from the teacher, and provide accurate feedback about the student’s learning and enjoyment when necessary.

In order for students to share their music, they must learn about it in many different ways.  In my studio, we cover broad topics including music theory, music history, technique, improvisation, composition, ear training, classical repertoire, and pop music.  The curriculum is adjusted for each student based on their goals and enjoyment.  This diversity aids in group classes because students are able to share information and teach each other.  This is normally much more effective than lecturing (and a form of sharing music with friends!)  Before a student starts lessons, I have an interview with the student (and parent) to get an idea of who they are and how they learn.  Based on this information I plan their curriculum, but continue to adapt it to their needs as lessons progress. My requirements for students may vary based upon goals, age, and skill level; but one constant for all my students is to participate at the end of the fall and spring semesters in my studio recital.  

There are many non-musical benefits to studying music.  Learning to play an instrument takes patience, diligence, and perseverance.  The process is hard, but the result is more than just the joy of music-making, it’s personal growth.  Music gently teaches life skills that will greatly help students in school or work.  In addition to these new skills, music is a constructive outlet for students to release stress and create.  It can be a way to make new friends like in group classes, or it can be a creative expression through composing or performing.  There are so many ways that music enriches a person beyond what can be seen from another person’s view.

The age range of my studio is vast.  I teach private lessons to children as young as 3 and 4 as well as adults well into retirement. I also teach group classes to community members of various ages.  I maintain a positive and accepting environment in my studio and I encourage students to ask questions and discuss problem solving strategies. I am a facilitator of learning, and I will do whatever I can to help students succeed. My job is to help students think independently and critically so that they eventually outgrow me.  The point of lessons is to create musicians that are confident in themselves and courteous to others.  My goal is for students to overcome their shyness and start to feel comfortable with music, not only because of all the personal growth that the process creates, but because it’s a privilege that I wish everyone had access to.