Severin Finch. Revised June 2025

Performance

The Skill of Performing Music 

Psalm 57 says, "My heart, O God, is steadfast; my heart is steadfast. I will sing and make music." There is truly no greater outlet for human expression than music. Not only the Psalmist recognized this; Plato, Clement, Luther, and numerous others have shared insight on the powers of music and the roles it plays in faith, culture, politics, health, and entertainment. Harnessing this power is another thing altogether!

Performing music for an audience requires a certain mastery of the instrument, which takes time, self discipline, and perseverance. For some, performance comes fairly naturally. For most others, it takes years of patience and a tremendous amount of practice to feel comfortable sharing their musical abilities with the world -- not to mention their communities, families, and friends. In my studio I believe in concrete, incremental improvement, not abstract, eventual perfection. As a member of MTNA, my students have many opportunities to practice sharing their foundling skills in supportive, uplifting, and forgiving environments; such as Casper Area Achievement Day, Christmas at the Nic, and SF Piano Studio Recitals. Perfection not required! However, the students who particularly excel in juried performance have the opportunity to advance to the MTNA State Conference. There, students experience music performance in a higher-educational setting, network with other young musicians, and learn about the numerous avenues in which performing music can take place.

Quality Curriculum is Essential to Proficient Performance

A chief indication of a good performer is a musician who truly understands the mechanics of their craft. My studio is proud to utilize the Royal Conservatory of Music (RCM) graded piano curriculum, in tandem with David's Harp liturgical curriculum for the preparation of parish musicianship. 

RCM Theory & Repertoire Curriculum is considered by many to be the highest standard among piano educators, and is the one I trust to guide my students through each stage of piano education; from their first kindergarten recital to their first collegiate audition. From note recognition to melody connection, to rhythm comprehension and execution, to ear-training, transposition, harmonic analysis and composition, RCM theory is a comprehensive curriculum presented in simple format that doesn't overwhelm the student. I tailor each lesson to include one or two concepts from the theory module, which is then reinforced by the corresponding RCM repertoire studies. By the end of each academic semester, the successful piano student may advance through as much as one curriculum level and/or one level of repertoire.

For students interested in parish music and the rich liturgical heritage of the LCMS church, I encourage the addition of David's Harp Liturgical Curriculum to their studies. David's Harp "Hymns of the Seasons" and "Lutheran Liturgies" series are a practical introduction to Lutheran hymns and liturgy for the youngest pianists. Through each volume, the beginner keyboardist is introduced to easy arrangements of a hymn or liturgical selection from the Lutheran Service Book, which progress in degrees of difficulty until the student is able to easily play the original LSB setting. David's Harp guides the youngest musicians through hymnbook performance they wouldn't otherwise experience, effectively preparing them for parish music accompaniment far sooner than other, traditional approaches to hymnody can produce.

Collaboration

Collaborative Musicianship at the Heart of Piano Education

Traditional approaches to piano education can be a lonely affair. In many of these settings, piano is generally considered to be the instrument you play by yourself, for yourself. This is because piano is a solo instrument -- or at least, that's what we're taught to believe. SF Piano Studio boldly rejects this belief. In reality, the piano is a flexible, multifaceted instrument, varied enough to be captivating completely on its own, but also equipped to lead choirs, add tone color and dynamic richness to small instrumental ensembles, and support a solo musician in lieu of an entire orchestra. Piano isn't just a solo instrument, and I help change that perception by introducing my students to collaborative experiences early on. From simple student-teacher piano duets, to intermediate vocal accompaniment, to advanced accompaniment in choir or instrumental settings, I search for, organize, support, and encourage collaborative assignments for every student, and enjoy showcasing our collaborative efforts in my studio recitals. 

Collaborative Piano fosters Good Communication 

Outside of musical context, existing verbal communication skills are improved upon, and new skills are taught. From "When shall we meet for rehearsal? Let's do 1PM on the 5th" to "I think that passage sounded too loud. Can we try it again softer?" and "That was too fast for my fingers. Let's go slower with this try", students are exposed to communicative situations between teacher, peers, and collaborative partners that help build basic interpersonal skills. Students learn how to be assertive and direct with their musical intentions, while also practicing kindness and respect in collaborative settings -- valuable, life-long skills that are applicable to countless situations, in or outside of music.

Appreciation

Finding Joy in Music Education

Although appreciation for music isn’t something that can be practiced in the sense that a Mozart sonata is, I lead my students to discover the joys of music with their own pace, learning style, and personal goals at the forefront of their studies. I am energetic, expressive, and humorous with all my students, and similarly encourage them to fully express themselves in lessons. Combined with my incremental approach to solid technique and personal artistry when building their 'tool box' of piano skills, I aspire to see every student leave their lesson feeling enlightened, encouraged, and even relieved by their new knowledge of the day, rather than burdened, discouraged, or disheartened.

Clearly understanding the parent's wants, needs, and expectations for their child's piano education is an important facet in guaranteeing the child's success, and so is listening to the student when they express a desire to learn a certain piece, style, or genre of music. Although these may seem like a clash waiting to happen, I seek the intersection of parental expectation with student desires and find positive outcomes for all involved. This helps to nurture, support, and fortify a positive relationship with music for years to come.

A Supportive Learning Environment

My Studio is a welcoming space designed to inspire creativity and focus. I prioritizes creating a supportive environment where students enjoy exploring their musical interests and reach their full potential. With tailored lesson plans, ongoing feedback, and opportunities for recitals and masterclasses, my approach to well-rounded lessons stands out as a favorite choice for piano education in the Casper LCMS community.