Jordan P. — Piano Teacher — Verdun, Montreal

Pianist, bassist, producer and educator - Jordan Pistilli has been an active part of Montreal's music scene since his arrival in 2019. Before completing his degree in Jazz studies at McGill's prestigious Schulich School of Music, Jordan had already performed at the Montreal Jazz Festival, Ottawa Blues Festival, Nuits D'afrique, and La Noce de Bois in various groups across a world of music genres. Today he tours actively with Montreal RnB artist Fernie, recently signed with Secret City Records, and performs live with Montreal's finest Jazz/hip-hop fusion groups Urban Science and Growve. For advanced students interested in the art of improvisation and group playing technique, or beginners looking to lay a foundation of musical passion and technical proficiency, you will find an individually tailored, fun and engaging learning experience!

When done effectively, music learning can develop extraordinary levels of creativity and critical thinking skills, the benefits of which can extend into all aspects of the student’s life. When done ineffectively, what could have been a lifelong tool for self-expression and personal development becomes another chore on the checklist. The difference lies in the following crucial aspects of my teaching philosophy; to instill passion for creativity before technical perfection, to foster self-reliance, and to adapt my methods to the diverse needs of each student. Creativity is the driving human quality behind all music, and therefore it is my first priority that students create something during each lesson. As a seasoned jazz pianist whose projects have been included in the Montreal Jazz Festival, I know first hand the power of improvisation at all levels of musicianship. I refuse to confine developing minds to the works of long-deceased composers who, improvisers themselves, would surely disapprove of the current cookie-cutter state of classical music education. This is not to discount the need for rigorous technical training, which occupies a large portion of my time with students, rather an acknowledgement of the need for a healthy balance between structure and freedom. A balance crucial for students to develop a sense of ownership over, and passion for, their personal musical sound. Additionally, Students who feel connected to the music they are learning progress exponentially faster than those who feel forced into the act of practice. It is for this reason that my lessons are split into two distinct sections. The first is the content which I know my student needs to master in order to gain practical skills, and the second begins with the question “What do you like to listen to?”, to which students of all ages have an answer. In this way I am able to foster the musical independence required for the development of critical self-evaluative skills in my students. Music has no objective; it is inherently playful. Music practice should feel the same, done for fun and not out of fear of punishment or sense of obligation. That said, students have a vast diversity of needs in terms of structure and teaching methods. For that reason, I take the student-centered teaching approach seriously in my instruction. For some students, the full guidance of their instructor on what content to learn is welcome, and for others it is constricting. For students with special needs and attention deficiency, music instruction can be therapeutic but specialized teaching methods are required. To make sure each student is properly cared for, I allow a short time at the end of each lesson for crucial reflection on our progress. My bi-annual “check-ins'' with students and their parents also create a formal place for the reception of constructive feedback and student reflection. In these meetings, I find out whether or not the student feels they have made meaningful progress and we review the teaching methods I’ve used over the semester to determine what works for each individual. Music lessons can be life changing, even for those who do not pursue it professionally at the end of their training. With awareness of students' individual needs, I will foster skills of creativity, critical thinking, discipline, and self-reliance in my students that last a lifetime.