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Teaching Philosophy
for String Studies


“The best mentor is forever a student of the art and teaches by example." —Dr. Abraham

Students do best when space is for their opinion is open, reserved, and honored.  I have watched each of my own students develop and expand their passion by ensuring my due attentiveness to individual interests.

Musical interests may run parallel, or even "against" standard composers, scales and études, and new music.  Examples include repertoire of non-classical genres (e.g. Irish fiddle, American jazz, and dance performance).


Most will never voice unorthodox curiosities unless encouraged to. Reasons include conservatory conformities, negative stereotypes, elitism, and intimidation by mentors who do not care. So, despite even becoming bored with standard routines, students often remain silent about many interests.


For that reason, my teaching philosophy is rooted in encouraging students to speak up, and being open to their interests.  Try jazz.  Try fiddle.  Write your own cadenzas.  Let it strengthen your work.


Encouraging discussion, space for curiosity, and omnipresent support, I believe to be our three largest responsibilities.


This approach supports students being heard and "at home" in their learning environment. This is the core of my teaching philosophy, and my approach towards its realization.

—Prof. Immanuel T. Abraham, South Dakota State University

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