- Teaches students:
- Ages 10+
- Teaching since:
- June 1998
The only reason I have taught piano is that I LOVE music, especially piano music. I have THE PASSION for piano teaching. I love to share what I know and appreciate of, to see people enjoy music and piano playing, and to bring more people closer with piano music. It always breaks my heart to see a lot of students (mainly beginning and intermediate leveled) are NOT learning music but mainly asked to memorize every musical piece before they even learn the structure of the music or practice it. Their goal is to play a musical piece out quickly, rather than LEARNING or STUDYING the music or piano in the process.
I would like my students to enjoy, understand, and bring the ARTISTRY of music into their life, but not just being able to play out something. I explain why we need to have a good posture and awareness of how our physical parts work together, why we need to have a flexible wrist to play certain passages, why we push our elbows out to play some notes, why we use different weight transfer to the hands, why we don’t attack notes, why we rock our hands back and forth to play certain notes, why we round up the notes rather than pressing the keys down, as early as the students are able to comprehend.
Piano studying is not only about learning the notations but also expressions, interpretations, phrasing, structures, tonal relationships, mood, articulations, analysis, and etc. for intermediate and advanced piano students. I include some music history in association with the pieces the students are learning to play, besides the theory and structure of it. I would ask my students to find any patterns in the pieces and any differences between the same or similar passages. I often ask students to tell me what they can find throughout the pieces based on the knowledge they have and what they have acquired through the lessons. I ask them to listen while playing and train them to listen. When they make mistakes, they likely do notice the weirdness about them by listening the sound. I imitate HOW they play a passage and HOW I play it, and ask them what the differences are in terms of techniques and artistic interpretation. I explain how the students should practice and how they can tackle and isolate a problematic area. Competitive endeavors and striving for excellence are appreciated with pedagogic approaches.
It is important for me, as a piano instructor, to understand what purposes each student would like to achieve. Although striving for excellence is my personal goal and is what I would like my students to have, not every student takes piano lessons for the same purpose. Some students take piano lessons simply because they just enjoying the therapeutic quality of playing the piano. I am totally respecting that. Having said that, my approach of teaching varies, according to the needs of the students. I don't ever use a universal single method or approach to teach all. Some methods work better for some students but not others. That's why I use different method books to different students.
It always makes my day when I hear music pieces my students play with their hearts and enjoyment. It is my joy to see them grow and immerse in music and music studies.
*** Lesson Details ***
Various teaching methods for different individuals for sight-reading, ear-training, techniques, interpretation, performance, artistry.
*** Specialties ***
Since its founding in 1898, the NFMC has grown into one of the world’s largest music organizations with club and individual members of all ages. The NFMC is chartered by the Congress of the United States, and is the only music organization member of the United Nations. NFMC provides opportunities for musical study, performance and appreciation to more than 200,000 senior, student and junior members in 6,500 music-related clubs and organizations nationwide. Members are professional and amateur musicians, vocalists, composers, dancers, performing artists, arts and music educators, music students, generous music patrons and benefactors, and music lovers of all ages.+ Read More
The MTNA was founded in 1876 with the goal of advancing the value of music study and music-making to society while supporting the careers and professionalism of teachers of music. With nearly 22,000 members in 50 states—and more than 500 local affiliates—the MTNA is the preeminent source for music teacher support, where members embody like-minded values and commitment to their students, colleagues and society as a whole, while reaping the rewards of collaboration, continuity and connection throughout the lifetime of their careers.+ Read More
I’ve been a student of Judy Huang for 3+ years and look forward to lesson time every time! She is an excellent teacher! She doesn’t just tell you how..she shows you how to play well, using the best technique and musicality, not playing notes. She has a calm patience about herself and a kind caring demeanor that makes a stumbling student like me feel at ease! I highly recommend her to any piano student, beginner or advanced.+ Read More
Our children have been going to Judy for 6 years, beginning at 6 years old. She is respectful, patient and kind with her way of teaching the children. Judy likes to keep the communication open between her and the parents of the students, so that she is able to
tailor her teaching to each child. She teaches them to evaluate the music by the techniques they have learned through her. Judy has taught the children that it’s not about playing notes but the musicality of each piece of music. Over the last 5 years, Judy has prepared both children to participate in music festivals and both have received awards for superior ratings.
I would highly recommend Judy to anyone that is interested in playing piano or has a child that is interested in piano.