My own musical life began when I was seven years old. My parents were not musicians, and the idea of taking piano lessons came to me at an age when I was beginning to make my own decisions. From the very beginning, I was fortunate to study with Elena Litvinova, one of the most respected teachers in my hometown of Rostov-on-Don. Now, at 85, she continues to teach full-time at the Central Music School, actively preparing her students for national and international competitions. I will remember her throughout my life for her dedication to music, her students, and the art of teaching.
I was one of her top students, and that required a great deal of commitment to both lessons and practice. I practiced for hours every day, traveled to competitions, participated in masterclasses, and took advantage of every opportunity to perform. The venues ranged from libraries and museums to major concert halls. She believed in me, encouraged me, challenged me, and supported me in every possible way. This is the kind of teaching I experienced, inherited, and benefited from—and it is the kind of dedication and commitment I strive to bring to my own teaching today.
I strongly believe that learning music is fundamentally different from studying in many other fields. At its core, it is based on interpersonal communication between teacher and student. This relationship is what makes music education so unique. In my teaching, I incorporate strategies and principles I acquired through the Russian school of piano playing, as well as elements of European musicianship, knowledge gained through conferences and professional development in the United States, Teachers Association meetings, observations of my colleagues, and my own teaching experience. All of these influences help me understand each student's individual learning process and find effective ways to engage and activate it.
At the same time, I always remember that music is a deeply personal and ultimately subjective art form. Musical talent, as a natural gift, can be expressed and developed in many different ways. However, it is not always easy for students to discover or demonstrate their full potential. Each student has a unique way of expressing themselves, and I see my role as a teacher as helping students recognize, develop, and communicate that individuality.
What I value most in this process is the power of imagination. During our lessons, we explore the historical context of a piece, the composer's personality, and the emotions behind the notes. There is a certain magic in the process of creating musical character. Alongside understanding the composer's original ideas, I encourage students to draw upon their own experiences, feelings, and thoughts. This personal connection is what makes a musical interpretation compelling and authentic.
I often tell my students that, as artists, we need to make the music our own and communicate our personal truths through it. Together, we search for ways to make each performance meaningful, convincing, and genuine. My goal is not simply to teach students how to play the notes, but to help them become thoughtful, imaginative, and independent musicians who have the confidence to express their own artistic voices.