TEACHING

Dr. Changhee Lee offers private tutoring and lessons in music theory, keyboard/aural musicianship, piano, and composition. If you are interested in taking lessons with Changhee, please get in touch.

University-Level Courses​ Taught

  • BNU-HKBU United International College (Zhuhai, China)

    • Music History: Baroque and Classical

    • Primary Piano

  • McGill University (Montreal, Canada)

    • Keyboard for Professional Practice

    • Aural Musicianship

    • Keyboard Musicianship

  • Université de Montréal (Montreal, Canada)

    • Harmony 1-2 (Teaching Assistant)

    • Musical Analysis 1-2 (Teaching Assistant)

    • Secondary Piano

  • Eastman School of Music​ (Rochester, NY, United States)

    • Piano Sight-Reading

Other Relevant Experience

  • AP Music Theory Reader – U. S. College Board

  • Music Theory / Ear Training Coordinator, Piano Sight-Reading Instructor – New York Summer Music Festival

 
Changhee Lee teaching
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TEACHING PHILOSOPHY

Why teach?

I believe that the best teachers are those who not only love their subject, but also love to teach. 


To teach means to ignite the dream in each student and to help him or her turn that dream into reality. To teach means to equip students with an unshakeable foundation of field-specific knowledge, no doubt, but that is just the beginning: We must also teach a way of thinking — critically and creatively — so that our students can thrive wherever they go. We must model character just as we encourage students to apply themselves to real-world problems. We are at once an instructor, a guide, and most of all, a friend. In the end, our goal is not just to create successful professionals, but also to foster even more curious, even more loving, even more thoughtful citizens of the world. 

My passion for bridging the gaps between improvisation and playing from memory, jazz and classical music, as well as theory and performance makes me effective as a music teacher in particular. For example, I often ask my students to re-harmonize a given melody several different ways and in a variety of different styles. This way, my students learn to internalize the language of music, while also gaining insight on why a certain composer might have composed something one way and not another. Such a multi-skill activity effectively exercises a student's creativity, critical thinking, style awareness, as well as reading, listening, and improvisation skills.

We all give 110%

I do not give busy work. Instead, I give assignments that matter: ones that show the big picture, that give space for individual growth, that can give unity to diversity and diversity to unity. The only requirement for this dynamic is that everyone — including me — has to give 110%. One area where I always give my 110% is in tapping into as many learning styles and real-life applications as possible. This way, kinesthetic, aural, spatial, linguistic, social, solitary, and abstract learners can all have the very best chance to excel. 

Teamwork and individuality

Students come to school so that they can be as prepared as possible for life beyond school. In the music world, people skills are inseparable from theoretical knowledge. Therefore, just as I teach students everything from how to sight-read more fluently to how to analyze a piece, I also get them to work in small groups, sight-read in pairs, and partner with non-pianist guests. In this way, my class becomes an ideal microcosm of society – one that magnifies the strengths of our diversity. When my students go out into the community and beyond, they shine as active team players with individuality. 


My office is always open

Finally, I tell my students, “my office is always open." I always make sure that I am available for students to drop in for discussion, extra help, or just to chat. If I see a student struggling, I invite them to come brainstorm solutions with me. Instead of just telling my students what to do, I prefer to equip them with the tools of problem solving, so that they may be able to solve similar, if not greater, problems in the future. 


Conclusion

My students’ success is my greatest pride. I have known the joy of music and the lasting difference that a great teacher can make. It is my duty and honor to pass this joy on, by helping my own students find their own marvelous place in music.