Olena Sviatenko
RCM Certified Teacher/ The Royal Conservatory of Music
A qualified teacher and a tutor of over twelve years’ experience.
I believe that it is very important to find an individual student’s learning style. I try to create an age-appropriate, comfortable and positive atmosphere in the classroom to accommodate the needs of students with a different temperament. I use appropriate activities to keep lessons effective and exciting at the same time. For example, I constantly change the type and pace of the assignments with extra active students, to prevent the negative effect of monotony and weariness. Such lessons will be much more dynamic in comparison to lessons with children who appreciate a more detailed approach (explanation of the structure, history of the musical piece, and other additional info). This individualized method helps children to achieve better results.
To develop the musical potential of students in a class I balance the following elements:
repertoire
sight-reading exercises
rhythmic exercises
technical exercises
ear-training exercises
creative activities
theoretical and historical components
Encouraging the student to grow their musical imaginations and artistry is one of the main goals of studying music. All the features that are listed above are the key components for the development of future musicians and life-long music lovers.
I have designed the educational program to embrace standard classical piano repertoire that covers the range of music from different eras and composers. After graduation, children should attain a set of skills necessary for a recreational or professional relationship with music (play for fun or continue toward a career as a pianist). I use the Royal Conservatory of Music Examination for an assessment methodology. It is the best way to focus on the main aspects of music studies.
I believe that music is suitable for any age. I use different approaches for younger students and for adults. Specifically, younger students require an appropriate approach in respect of physiology and psychology, such as special activities for keeping students interested in music, and ‘craving’ the next lesson.
For example, I combine piano practice, ‘off-bench’ activities, on-line exercises, as well as, stimulating-for-the-age repertoire. I teach students from elementary, middle and high school. Some of them see music as a future career option, and some see it more as a ‘fun time’.
To improve students’ skills, I regularly define long and short goals for them.
I remember my first steps in learning music, specifically, when I tried to improvise and compose my own melodies. My teacher was very supportive and now I try to encourage my students to be more creative and open new horizons by trying, creating and improvising. That is why we have a lot of activities, where we create new melodies, compose our own music, and improvise with given pieces. I understand the importance of keeping children curious and enthusiastic about music. It makes so much sense to build students’ comprehension of all aspects of music. Thus, my specialization is to help kids to develop musicianship skills. We spend some time during each lesson for singing, listening rhythms and melodies, so students can define intervals and chords, clap back rhythm, and play back a melody. All this helps students to understand how music “works”