I have been teaching piano and music theory since 2010, working with students of all ages and levels. Over the years, I’ve been fortunate to support many dedicated students in their musical development, with a many achieving strong results in Royal Conservatory of Music examinations and placing first in local and international competitions.

From 2016 to 2020, I worked as a Graduate Teaching Instructor in Secondary Piano at the University of British Columbia’s School of Music, where I taught individual lessons to undergraduate students in MUSC 171, 272, and 372. This experience allowed me to work closely with students from a wide range of musical backgrounds, supporting their progress in technique, musicianship, and functional piano skills.

Earlier in my career, I studied and worked in New York City while completing my Bachelor of Music at the Mannes School of Music (2011–2015). During that time, I served as a Teaching Assistant in both piano (Preparatory Division) and music theory (Undergraduate Division), providing one-on-one and students and working closely with faculty to reinforce core concepts and curriculum goals.

In addition to my teaching, I have taken on a variety of roles that have shaped my broader perspective as a musician and educator, including administrative work at Mannes, and later serving as Social Media Manager for Music Fest Perugia, where I was also invited to perform.

Since returning to Vancouver, I have continued to build my teaching practice. Alongside my husband, Nicholas Rada, I am the co-founder and Artistic Director of the RR Academy of Music, where I teach piano and theory in both private and group settings. My work includes preparing students for RCM examinations, developing curriculum, and guiding individualized learning approaches based on each student’s goals and needs.

Alongside music, I have also spent many years working with children in academic subjects such as math, science, and English, particularly supporting academically motivated students. This has informed my teaching approach, which emphasizes clarity, structure, and adaptability. Since 2010, my teaching has increasingly focused on supporting gifted young musicians and high-achieving students across disciplines. My interest in optimizing performance eventually lead me to conducing doctoral research on flow and practice in piano performance, culminating in my publication, Fostering Flow in Piano Performance through Effective Practice (2025).

I hope to support students in discovering their potential while helping them learn how to practice and prepare for performance sustainably. I remain grateful for the teachers, mentors, and students who have shaped my path, and I continue to approach both teaching and performance as an ongoing process of learning and refinement.