Piano
Education
Andrea received her B.M. in Piano Performance from the University of Rosario, Argentina and M.M. in Piano Pedagogy from the Catholic University of America. She has received extensive training in Organ Studies, Vocal Studies and is a certified Music Mind Games Instructor. She also has extensive training on teaching students with developmental disabilities.
Performance and Teaching Experience
Andrea has given solo, duo and chamber music recitals in the United States, France and Argentina and has appeared on television in Argentina. In the Washington area she performed at George Washington University, George Mason University, The Catholic University, Church of the Epiphany, The Corcoran Gallery of Art, Strathmore Music Center and the University of Maryland among other venues.
An active teacher, Andrea has held faculty positions at the International Conservatory (Washington D.C.), University of Maryland, Harford College (Maryland), Pro-Musica Institute (Rosario), Arte Joven Institute (Rosario), University of Rosario, Gaithersburg Center for the Performing Arts (Maryland) and was the organ instructor at the Yamaha Organ Institute of Rosario. Andrea has attended and participated in conferences on Piano Pedagogy and Baroque Keyboard Music, workshops on Piano Pedagogy and performance and masterclasses on Piano performance with Jorge Bolet, John Perry and Marilyn Neeley.
At Levine
Andrea has been on the Levine faculty since 1988 where she teaches individual piano instruction and group piano classes for 1st and 2nd graders.
“The opportunity to work along a group of exceptionally talented musicians and staff, to exchange ideas and learn from one another, to perform in the Washington area and to teach a varied and exciting student population. I think that Levine has helped me hone my professional skills and my growth as a responsible and dependable teacher.”
Teaching Philosophy and Approach
“I believe in teaching solid musical and technical principles in a structured, nurturing and caring environment. My students interest me greatly as persons; I consider their interests, opinions and input very carefully when I prepare their individual programs of study. I want my students to have clear and attainable goals, to know exactly how to achieve them and to enjoy the learning process as well. At the beginning of each semester, we establish short and long-term goals that we revisit periodically as the months pass. It is important and very motivating that students see their own progress from a semester point of view, besides the weekly lesson perspective. I encourage my students to participate in Levine’s recitals, juries, competitions, workshops, masterclasses, lectures and special programs such as Rising Stars, and President and Dean’s lists. In addition, I provide my students with information about upcoming concerts and recitals in the Washington area and encourage them to attend to help develop their musical knowledge and taste. As for technology, I like to use my tablet during lessons: video tape my playing of specific repertoire and for modeling, video tape the students playing to help them develop their critique skills; use Youtube to listen to repertoire and technical input from the greatest pianists; use Wikipedia for information about composers and terminology; and many more uses. I organize yearly recitals for my piano students so that they get to know one another, see how they play and also have an opportunity for the students’ families to meet and socialize. It is very motivating for the students to feel that they belong to a larger group of people with similar goals and expectations and to share their music and experiences with each other. We also have a reception after the recital so students and families can interact in a social atmosphere and enjoy one another.
Above all, I believe that the formula to assure happy students who love music and enjoy learning resides in the teacher’s enthusiasm and love of music, her preparation of clear, structured and individualized programs of study for each student, her honesty and patience while teaching, and her respect, acceptance and love for the student as a whole person.”
Personal
When not teaching or performing, Andrea enjoys sailing, reading, knitting and cooking.