Salome Ramras Arkatov's

Teaching Philosophy

The fulfillment in guiding students to wherever their talents lead them is something that I cherish, and I have been blessed by many guiding lights.

The biggest influence in my artistic life was my teacher, Rosina Lhevinne. She was an extraordinary musical force, and focused on the "whole student." Whether it be her sharing the knowledge of the "Russian School" or her individualized teaching methods, Madame Lhévinne's striving for achievement and search for beauty are ageless goals that inspired and shaped me.

I believe my moral values were established by my parents. From my mother I gained a strong sense of satisfaction in striving to do one's best. She instilled in her children a respect for work and for the development of talent to be a moral obligation. From my father, I learned the virtue of giving and the pleasure that comes from helping others. A man with a tremendous sense of concern and empathy, he did not preach humanitarian values — he lived them.

The life and writings of Albert Schweitzer have been core to my approach to teaching and learning. He wrote in his memoirs about the privilege of being a teacher, and his thinking helped me frame my pedagogical responsibilities in two ways... the first being my responsibility to the art itself, to its standards and traditions. It demands the greatest discipline, commitment, and sacrifice. Yet the rewards are great: self-development, self-expression and the sharpened tools to effectively communicate.

My second responsibility is to the individual student. Students should be guided to use their talents not solely for ego aggrandizement, but to illuminate their inner voice and be of service to the community. I've endeavored to guide all students to find their niche in society. Whether the expression is via teaching, chamber music, solo performance, accompanying, or music-making for those with special needs... it has always been the awareness of sharing that has been paramount in my teaching philosophy.