My teaching is shaped by both a strong classical foundation and current research in psychology and pedagogy. I specialize in using storytelling through music, making learning feel natural and intuitive without losing sight of clear goals and continuous progress.

STUDENT CENTERED LASTING LEARNING

Effective learning should last over time and adapt to each student’s needs. By focusing on student-centred approaches, where learning is shaped by how students feel and experience music, I support not only technical progress but also confidence and enjoyment in music. This means guiding students beyond simply following the notation; I help them understand how musical signs relate to their physical interaction with the piano and, ultimately, to what they want to communicate through music.

I plan every lesson thoughtfully, but as soon as a student walks into our lesson—whether it’s at their home, in the studio, or any other space—I am ready to set aside my own agenda and meet them where they are, always ready to adapt so each lesson serves the student in that moment. 

EMBODIED EXPRESSIVE PEDAGOGY

Technique matters, but it’s not the ultimate goal. I believe that, rather than starting with technique or using vague metaphors for musicality, expressivity must come first. My teaching begins with helping students discover their communicative intent—what do they want to say with their music, and how can their body and sound bring that message to life? Technique is then developed as a means of sound control for expressive purposes, through body awareness and mindful practice.

MODERN RESEARCH AND INCLUSION

My doctoral research explores programmatic music and storytelling as tools for making repertoire meaningful and accessible. I work with a diverse range of students, including neurodivergent learners, and adapt lessons to each person’s strengths, needs, and interests. My background in performance, dance, and composition shapes a flexible, creative, and evidence-based teaching style. I continuously research and apply innovative methods, always driven by curiosity and a commitment to equity in music education.

COMPOSITION, LANGUAGE AND VOICE

I compose and arrange original music to match students’ interests and goals, and I teach in Italian, English, and French. My aim is to connect all aspects of my artistic background—performance, dance, composition, and research—to help each student find and refine their own musical voice.

Ultimately, my role as a teacher is to guide, provoke curiosity, and nurture independence. I want students to leave each lesson feeling empowered, inspired, and equipped with tools that work for them both in music and in life. 

Every time a student connects with music in a new way, I’m reminded why I teach, and these moments inspire me to keep learning, evolving, and sharing the journey.