- Teaches students:
- Ages 6+
- Teaching since:
My teaching principles are based on outlining the advantageous mental and physical practice techniques revealed through research in Sports Psychology. These methods help my students strategically overcome the numerous psychological obstacles in order to develop a consistently high level of performance.
I share with students my Sports Psychology research that focuses on common triggers for performance anxiety and stage fright. By assessing the students’ performances, I design an applicable daily practice plan which gears to establish better control over the physical and psychological symptoms known to negatively impact performance. Applying these principles also helps in the development of increased control of muscular and mental functions, accuracy, precision, discipline, mental awareness and overall coordination. By incorporating knowledge of Sports Psychology in my lessons, I hope to educate about the existing relationship between mental process and physical execution and the impact one has on the other.
For professional athletes and musicians, performing under pressure is an inescapable element of their careers. Given the current levels of performance excellence and the consequent fierceness of competition, consistency in performance quality is indispensible in attaining the degree of professionalism. This implied link between musical and athletic disciplines is a logical one. Similarly to athletes, musicians must achieve high levels of technical skill, efficient movement patterns, acute focus, composure and extreme concentration, all while maintaining a consistently high level of performance.
Musicians ‘play’ music as athletes ‘play’ sports. Therefore, like sports, a musical performance is a physical activity with extreme demands on technical facility, training ethics, discipline, deliberate practice, structure, dedication, determination, motivation and inspiration. Like sports, it is a form of self-expression, performed in front of an audience and demanding astounding mastery of the human mind and body. Both performance practices provide the performer with opportunities for excellence, though the journey may bring forth intense pressures, challenges, anxieties, fears and psychological phobias. Adapting the methods and principles developed by research in sports psychology, affords tremendous advantage in a musician’s constant desire to elevate, not only the quality, but also the consistency of quality in their performance.
MTAC aspires to be the recognized leader in (1) Student Programs, which make a positive impact in the quality of music education and in the lives of music students; (2) Member Programs, which inspire quality teaching, the pursuit of ongoing teacher education and member involvement with community outreach; (3) a thriving Foundation, which funds Student Programs and member needs through its investments, donations, and grants.+ Read More
Founded in 1863, the California Teachers Association has become one of the strongest advocates for educators in the country. CTA includes teachers, counselors, school librarians, social workers, psychologists, and nurses. These educators in the K-12 school system are joined by community college faculty, California State University faculty, and education support professionals to make CTA the most inclusive and most powerful voice of educators in the state.+ Read More
The American String Teachers Association, founded more than 60 years ago, is a membership organization for string and orchestra teachers and players, helping them to develop and refine their careers. ASTA's members range from budding student teachers to artist-status performers. The organization provides a vast array of services, including instrument insurance, an award-winning scholarly journal, discounts on publications and resources, annual professional development opportunities, and access to collegial network of colleagues throughout the string profession.+ Read More
Dr. Olevsky is inherently able to discern between problems related to technique, versus those associated with internal barriers. He infuses his knowledge of sports psychology into his teaching, giving him the unique ability to address the mental roadblocks that prevent students from unlocking their maximum potential. Dr. Olevsky takes the time during lessons to advise students on how to overcome such barriers, providing them with guidance on how to consistently achieve peak performance. Dr. Olevsky not only possesses the extensive knowledge in musical theory and practice required for teaching students at the university level, but also the personality and temperament to mentor young musicians. Due to his genuine character, quick-witted humor, and sense of self-discipline, he is both well liked and respected by students. Needless to say, Dr. Olevsky is an exceptional violin instructor whom I hold in the highest regard.+ Read More
Dimitry displays an exceptional talent and contagious enthusiasm for teaching. He consistently brings the same energy to each and every single one of his lessons. Rather than sitting in a chair and throwing suggestions out for an hour, he is always on his feet interacting with his students.I have noticed how Dimitry constantly polishes his own playing. He exhibits the discipline to relentlessly improve even after reaching the most advanced level of his craft. On multiple occasions, I have arrived minutes late to lessons only to see him taking advantage of every possible minute to work on his own technique and repertoire. I view this as one of the keys to his effective teaching. As a result of his persistent self-improvement and reflection, his advice to his students precisely reflects his own work ethic as a violinist. His dedication gives him an unparalleled ability to comprehend his students’ struggles, and ultimately relate them to his own experiences as a performer . As a result of my studies with Dimitry, my playing has reached heights that I never believed to be possible. My proudest and most exciting moments have come as a result of my opportunities in classical music, and I owe them all to Dimitry.+ Read More
"I look forward to lessons every week. In these 10 months, I have gained confidence in my ability to learn the violin. I am a beginner (hobbyist) and I feel I learned more in the first four months as Dr. Olevsky's student than I would have learned in a year with any other teacher. Dimitry's teaching style is very concise and technical. From the very first lesson to present, he strongly focuses on form, technique and efficiency in learning, which is ultimately making all the difference in my progress. In hand with technique, Dimitry is exceptional at using theory, analogies and stories to help work through each step of the learning process. He is also very insightful and willing to share stories, history, and/or any information related to his experiences as a musician...which I enjoy hearing. I find Dimitry to not only be a fantastic teacher, but a patient, kind, and funny person who is passionate about what he does and what I am there to learn. He has high standards and exp ects exceptional effort from me as a student..which is a lot of hard work. In return; however, I have unlimited access to his wealth of knowledge and experience...and sometimes I get to just listen to him play the pieces I am learning which is worth all of the effort in and of itself. So beautiful"+ Read More