In my lessons, I ensure that the student has a proper grasp of understanding of the subject in question, avoiding a methodology in which I simply tell them facts and they have to then regurgitate them later on. I encourage my students to ask questions, to not be afraid of not knowing the answer to every question, and to develop a love for the subject I'm teaching through ensuring that my teaching method is fun and engaging, and extends into the individual's particular areas of interest. Through this methodology, student engagement is ensured and the wellbeing and happiness of my students is key, not as a separate phenomenon to their learning but in parallel with it.
I have just completed my Music degree (1st) at Brasenose College, Oxford, with organ and academic scholarships. In September 2020, I will be starting an Artist Performance Masters in Piano Accompaniment at the Guildhall School of Music & Drama with a scholarship. Throughout school and university, I have directed a number of musical groups and events, for many of which I have composed or arranged music. As well as teaching piano, cello, clarinet, saxophone, and theory lessons, I’ve volunteered with a variety of groups and charities, helping to bring music to those who are disabled or disadvantaged in the community. My volunteering has been especially focused on bringing music into prisons and facilitating workshops for those with autism and dementia. Aside from music, I enjoy playing sports and art.
I have just graduated from the University of Oxford with a first in my music degree. Whilst at Oxford, I was both an organ scholar and academic scholar, and in first year was the only music student in my year to achieve a first class degree in all modules. I am starting a Masters in Piano Accompaniment at the Guildhall School of Music & Drama in September 2020.
At school, I was a music and academic scholar, and achieved 2 A*s and an A in my A Levels (D1 in Pre U Mandarin Chinese) - Music, Mandarin, and Maths, as well as an A in DT AS. In my GCSEs I achieved 9 A*s (Maths, English lang, English lit, Biology, Chemistry, Physics, RS, Mandarin, Music), 1 A (DT RM), and an A in Additional Maths FSMQ. Whilst at school I helped to tutor students in younger years who were struggling in particular subjects, and also did one week's work experience in a primary school in year 11. Additionally, I led a number of music groups, gaining invaluable teaching and leadership skills in doing so. At Oxford, I also led various music groups, as well as directing choir rehearsals for Brasenose College choir, and captaining the Brasenose College tennis team (in addition to playing for the university's Women's Third team).
In 2012, I won the Royal Opera House fanfare competition, which led to my composition being played at the BAFTA awards in 2012. In 2016 I won the Wandsworth Young Musician of the Year awards, and I have played at a number of notable events such as for Hilary Clinton at the Vice Chancellor's Lodgings at Oxford University.
I have taught instrumental music lessons (piano, cello, clarinet, saxophone, accordion, & music theory) lessons from the age of 12, and had 12 students during sixth form whilst doing my A Levels. As such, I have a lot of one-to-one experience of teaching children of all ages (I have taught students aged 3-18). My mum and sister are also both music teachers so I have been exposed to music teaching all my life - it has become second nature to me!
I also have experience teaching people with autism and other SEN. I direct a weekly choir for a charity called KEEN, of which many of the participants have autism, down's syndrome, or other disabilities. I have also helped to run music workshops for children with autism as part of Turtle Key Arts, and with this charity I have also helped to facilitate song-writing workshops for adults with early onset dementia. My volunteering has also extended into the prison sector, working with a charity called Sing Inside to take singing workshops into prisons. I am really passionate about bringing music to those who might usually find it hard to access, and in using music to help people to express themselves and develop confidence and other social, personal, and emotional skills that they might otherwise struggle with.
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