Thanks to the great teachers with whom I have studied, I can claim my alma mater to be the great European school – from Rocco Filippini’s French-influenced school to the noble Russian school of David Geringas; from the encounters with William Pleeth in London to my longer studies under the aegis of Mario Brunello, to the impact of Mihai Dancila and the Romanian school.
Such a diversity has enabled me to approach teaching almost twenty years ago with confidence and eagerness. As a paradox, teaching is where I keep learning the most.
Tackling each of my students’ difficulties, researching the repertoire, solving physical and psychological problems – all this has made teaching a cornerstone in my personal and professional development.
As a teacher, I am particularly focused on removing those physical barriers that hinder musical performance. My own problems as a child have translated into a special sensitivity
for obstacles which often derive from slight, but underestimated, flaws.
I have led several dozens of pupils all the way to successful exams. An enormously rewarding experience that has taught me to have the same patience that I demand of students.