Are you a competition organizer in need of a friendly, but musically uncompromising judge for piano or composition-related events?
Please note that beginners need to be at least 10 years old, with very limited exceptions for profound academic giftedness and previous musical experience, to join my online studio. Younger students are generally better served by an in-person educational experience with a local teacher or studio. During extremely busy performing seasons or when I'm carrying a large studio load, I may also limit preteen and young teen student enrollment given the additional administrative and lesson planning needs they require. Please feel free to contact me if you need a referral to a great local teacher--I've been active in some of the largest online piano pedagogy communities since 2013 and, most likely, can at least provide some names to contact.
My teaching philosophy, in short, is to foster independent, fulfilling, and physically healthy music-making for a lifetime. I also believe that every student, no matter whether they're enjoying music-making as a hobby or aiming to audition for the Curtis Institute of Music, should receive the same depth of training, care, and musical insight in every lesson. The choice to become a professional pianist should not be made for the student because the parents/teacher placed them on a "hobbyist track" or enrolled them with an underqualified instructor. Every student should be equipped to achieve the highest possible skill level so they may decide for themselves whether to "go pro" or not. I've had students initially pursue non-music fields and then later come back to the piano to make music their careers, and that was possible because they received the same training that their conservatory-bound studio-mates did.
With this goal in mind, I emphasize engaging with a variety of style periods within the classical-music tradition and aim for breadth along with depth in the repertoire studied, rather than falling into tunnel vision and only working on a few pieces per year. Providing a repertoire-rich musical upbringing promotes independent musicianship and musical fulfillment no matter what the student's eventual goals are.
To accomplish these objectives, I use a variety of methods and materials as each student requires. However, here is a general summary of the goals I aim to accomplish in our piano lessons and materials I most frequently offer:
In addition, I'm an avid and acclaimed composer of pedagogical music, most of which I've written with my early-stage adult piano students' needs in mind. You can enjoy a YouTube playlist featuring some of those compositions here: www.youtube.com/watch?v=kTByzbUQ20o&list=PLLtmV1D8gs_PscwN_esSb-VwTRyBtXf8J
"I want you to know that I feel great about my lessons. I feel an improvement in my physical experience at the piano, and an improvement in how I feel in the lesson (more confident and comfortable by a lot). I really appreciate how hard you work in observing and understanding my particular situation, and how you tailor your advice accordingly. I’m very happy to be working with you."
- J., Piano Student
"I am so grateful to you for being such a great instructor for [student]; she picked up techniques, theory. Moreover, you have been very flexible and understanding."
- M., Piano Parent
"I passed the test- he said that I was very well prepared! Thank you for all you help this year."
- J., Keyboard Proficiency Prep Student
"When you emphasized 'throwing' the fingers, I noticed that my hands started feeling much better [after previous injury issues]. I haven't had any pain since."
-D., Piano Student
"I have [two sons] that were looking forward to piano lessons. They are being taught by [colleague] and Nicole. Both ladies work with my boys uniquely, and are teaching them songs right away as well as proper technique. This keeps them interested but also advancing much quicker than I expected! The boys are having much more fun than they ever imagined!"
- T., Piano Parent
"I have been taking piano lessons with Nicole for about six months. Nicole customized my lesson plan, taking into consideration my skill level when I first approached her (adult beginner), where I wanted to go (recreational classical pianist for personal enjoyment), and what my work/life balance was (too much work, not enough life). Nicole teaches me the fundamentals and technique, but she also exposes me to classical music that I had never experienced before, complete with the history behind the composer and compositions. I have made tremendous progress under her tutelage, and I’m playing pieces I wouldn’t have imagined six months ago. I’m giving five stars and two thumbs up for Nicole!"
- J., Piano Student
"This helps out a lot. I can't believe how much tension and strain I was playing with! Your the best." - C., University Piano Major & Private Student
"Throughout these years, you have not only helped me explore my musical interests and understanding, but you also never gave up on me, even when I did not always put in my best effort. Your encouragement motivated me to keep exploring music even when I felt frustrated, and your enthusiasm in every class inspired me to appreciate not only the music, but also the essence of playing the piano."
- A., Graduating Piano Student
Does Studio DiPaolo seem like a good fit? If so, CLICK HERE to start your music-making journey!
My teaching philosophy, in short, is to foster independent, fulfilling, and physically healthy music-making for a lifetime. I also believe that every student, no matter whether they're enjoying music-making as a hobby or aiming to audition for the Curtis Institute of Music, should receive the same depth of training, care, and musical insight in every lesson. The choice to become a professional pianist should not be made for the student because the parents/teacher placed them on a "hobbyist track" or enrolled them with an underqualified instructor. Every student should be equipped to achieve the highest possible skill level so they may decide for themselves whether to "go pro" or not. I've had students initially pursue non-music fields and then later come back to the piano to make music their careers, and that was possible because they received the same training that their conservatory-bound studio-mates did.
With this goal in mind, I emphasize engaging with a variety of style periods within the classical-music tradition and aim for breadth along with depth in the repertoire studied, rather than falling into tunnel vision and only working on a few pieces per year. Providing a repertoire-rich musical upbringing promotes independent musicianship and musical fulfillment no matter what the student's eventual goals are.
To accomplish these objectives, I use a variety of methods and materials as each student requires. However, here is a general summary of the goals I aim to accomplish in our piano lessons and materials I most frequently offer:
- Ergonomic technique instruction that blends the Hungarian and Russian schools (please note that those on digital keyboards will default to the Hungarian school, since the Russian approach absolutely requires an acoustic instrument)
- Additionally, I specialize in teaching students with congenital hypermobility (EDS), who need technique approaches tailored to their unique physical/sensory needs and whose needs tend to baffle most piano teachers. Note that I recommend, in the strongest terms, that hypermobile students use an acoustic piano and not a digital/electric keyboard. Hypermobile students face additional injury risks when working primarily on digitals. If you are a fellow piano instructor who would like to learn how to teach hypermobile students effectively, click here for more information on my upcoming hypermobility-friendly technique courses for teachers.
- Intervallic and contour-sensitive note-reading (using Piano Safari, Tales of a Musical Journey, Hal Leonard's Adult Piano Method, and/or Frances Clark's Keyboard Musician for the Adult Beginner when supplementation is needed). Rather than using tired mnemonics like "Every Good Boy Does Fine" that encourage unhelpful isolated note recognition, I train students to track the direction and contour of a whole passage, which allows for faster recognition and playing without having to tag every single note with a label (imagine trying to label every note by name in a Rachmaninoff prelude!). Please note I may use additional or different materials with neurodivergent students.
- Genuinely engaging repertoire selections in a variety of styles according to the student's needs and tastes: I've taught students everything from Mozart to Minecraft themes! While I don't have specific expertise in pop/jazz/rock styles, I have a selection of fully notated crossover repertoire in my library for students to play as desired.
- Integration of real-life musical skills, like collaborative piano, spot-reduction and arrangement modification, basic chord playing, ear training, and analysis. As an active collaborative pianist (accompanist) and church pianist, I'm intimately aware of what skills allow me to flourish in those situations, and I emphasize these skills with my students so they may become versatile real-world musicians.
- A flexible and supportive, but still results-oriented approach that equips students with the tools needed to enjoy fulfilling and independent music-making for a lifetime, whether that's as a professional pianist, professional musician in some other capacity, or passionate hobbyist, while keeping each individual student's goals at the center.
- Coaching in stylistically appropriate performance practice within the Baroque, Classical, and Romantic repertoire, informed by my experience as a historical composer/improviser and additional studies as a harpsichordist. Post-tonal repertoire is more likely to have primary sources available (like recordings from the composer) and will be analyzed individually.
- Smart lesson scheduling for ADHD and autistic students who are still in full-day school: scheduling lessons during earlier times of the day or on non-school days can prevent the sensory overload and burnout, as well as medication withdrawal symptoms, that such students are prone to experiencing after school hours. Such students receive priority scheduling for my Sunday afternoon slots if they are not homeschooled and are unavailable during typical school-day hours.
- Completely optional participation and preparation for exam syllabi like RCM and ABRSM, only if the student requests to participate in one. Some students thrive in a "system" like the ones these examining bodies provide, so I'm happy to encourage that, but I also know that most of my students prefer a more customizable curriculum, so it's never a requirement to enroll in exams.
- Fun composer facts and music history concepts that allow students to place their repertoire in a larger context. These ideas also remind us all that composers were just humans like the rest of us.
- I also offer professional development and continuing education-focused lessons for fellow piano teachers who can no longer access university resources (or chose not to pursue music degrees), but wish to work with someone who can impart graduate school-level knowledge and provide a well-rounded course of study in technique, repertoire, sightreading and collaborative skills, and theory. I hold multiple university affiliations that I can use to obtain scholarly materials as needed for our studies.
In addition, I'm an avid and acclaimed composer of pedagogical music, most of which I've written with my early-stage adult piano students' needs in mind. You can enjoy a YouTube playlist featuring some of those compositions here: www.youtube.com/watch?v=kTByzbUQ20o&list=PLLtmV1D8gs_PscwN_esSb-VwTRyBtXf8J
"I want you to know that I feel great about my lessons. I feel an improvement in my physical experience at the piano, and an improvement in how I feel in the lesson (more confident and comfortable by a lot). I really appreciate how hard you work in observing and understanding my particular situation, and how you tailor your advice accordingly. I’m very happy to be working with you."
- J., Piano Student
"I am so grateful to you for being such a great instructor for [student]; she picked up techniques, theory. Moreover, you have been very flexible and understanding."
- M., Piano Parent
"I passed the test- he said that I was very well prepared! Thank you for all you help this year."
- J., Keyboard Proficiency Prep Student
"When you emphasized 'throwing' the fingers, I noticed that my hands started feeling much better [after previous injury issues]. I haven't had any pain since."
-D., Piano Student
"I have [two sons] that were looking forward to piano lessons. They are being taught by [colleague] and Nicole. Both ladies work with my boys uniquely, and are teaching them songs right away as well as proper technique. This keeps them interested but also advancing much quicker than I expected! The boys are having much more fun than they ever imagined!"
- T., Piano Parent
"I have been taking piano lessons with Nicole for about six months. Nicole customized my lesson plan, taking into consideration my skill level when I first approached her (adult beginner), where I wanted to go (recreational classical pianist for personal enjoyment), and what my work/life balance was (too much work, not enough life). Nicole teaches me the fundamentals and technique, but she also exposes me to classical music that I had never experienced before, complete with the history behind the composer and compositions. I have made tremendous progress under her tutelage, and I’m playing pieces I wouldn’t have imagined six months ago. I’m giving five stars and two thumbs up for Nicole!"
- J., Piano Student
"This helps out a lot. I can't believe how much tension and strain I was playing with! Your the best." - C., University Piano Major & Private Student
"Throughout these years, you have not only helped me explore my musical interests and understanding, but you also never gave up on me, even when I did not always put in my best effort. Your encouragement motivated me to keep exploring music even when I felt frustrated, and your enthusiasm in every class inspired me to appreciate not only the music, but also the essence of playing the piano."
- A., Graduating Piano Student
Does Studio DiPaolo seem like a good fit? If so, CLICK HERE to start your music-making journey!
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Home | About | Tuition/Info | FAQ | Piano | Theory | Partimento | Composition | Accompanying | Consulting for Teachers | Media | Shop | Contact/Enroll
