How do I get involved with music at MIT?

Piano lessons for advanced students

The Emerson/Harris Program at MIT offers merit-based scholarships for private lessons by competitive audition. Half scholarships and full scholarships are available depending on level of achievement and commitment.

Scholarship recipients may study with me or other piano instructors affiliated with the program. Auditions take place once a year at the start of fall semester. Learn more

Piano lessons for all levels

Students who are able to pay out-of-pocket for lessons may contact me for a referral to an appropriate instructor.

Prospective MIT students

Pianists with exceptional talent are welcome to submit a supplement with their application via SlideRoom. Learn more

Collaborative Pianists / Staff Accompanists

MIT regularly hires collaborative pianists to work with student instrumentalists and vocalists. Rates begin at $35/hr.

Why do I make mistakes when I perform?

Assuming one is adequately prepared, why do mistakes still happen in performance? Some possibilities from my personal experience:

a) Distraction: Thinking about something non-musically related and performing on auto-pilot. Sometimes auto-pilot works just fine, but switching focus back to music is when things go wrong.

b) Evaluation: Thinking, “That could’ve been better,” or “This is going well!” Whether positive or negative, evaluation means I’m thinking about what already happened instead of listening and being in the moment. Not much different from a) in effect.

c) Self-doubt: Thinking, “Do I remember the fingering/notes here?” “Can I play this part?” Obviously the answer is “yes,” but the second I doubt it, I screw it up.

d) Forgetting: Some things require extra concentration or intentional counting to execute, and I don’t remember to do it unless it’s written in my score. (I’m sorry to report this worsens with age.)

e) Accidents: Sometimes mistakes just happen because we’re human.

What’s the fastest way to relearn a piece of music?

As I child I used to hate when my teacher asked me to relearn pieces I had played before. One teacher tried to persuade me, “Relearning a piece is like visiting an old friend,” an analogy that meant little to 13-year-old me.

Nowadays I’m so inundated with new music that I’m usually relieved when I don’t need to learn a piece from scratch. Although in a few cases I’ve thought relearning a piece was more like visiting an old enemy than an old friend, I have a few tips to ease the process for friends and enemies alike.

Relearn it while you sleep. I swear by this trick, but it still amazes me every time. The first day, I’ll play the entire piece once through without stopping, mistakes and all. After a night’s sleep, my brain seems to retrieve the music from long-term storage. The next day my memory of the piece is magically improved, and I continue practicing from there.

You can read more about the phenomenon of learning while sleeping over at Bulletproof Musician.

Fingerings: take them or leave them. Sometimes I kick myself for not writing down the fingering I used previously. Sometimes I try my old fingering and think, “Who came up with this shitty fingering?” In the past I’ve wasted time trying to master a previous fingering, thinking that if it worked for me before, it must work again. Now I just give fingerings a try or two and come up with a new one if they don’t work.

Don’t begin at the beginning. Instead of relearning the piece from beginning to end, I start with the most difficult passages. If nothing stands out as being particularly troublesome, I work from the end to the beginning, since most likely I learned it the other way around the first time.

How do you feel about relearning old pieces? Do you have any tips or tricks?