I think that musical learning processes should include a focus on musically-rhythmic structures and a differentiated awareness of a very wide range of emotions, from gentle to the most violent. Every musician has the rewarding and also sensual-intellectual task of exploring within compositions the ideas, manifold characters, finely nuanced moods or emotional worlds. It is important to use fantasy and knowledge to create one’s own interpretation.

I encourage my pupils to express what they feel when they play. For this, it can be helpful for them to imagine pictures, colours or stories in order to find the liveliest expression, a beautiful sound and varied tones in their playing (for example, from nature, from other instruments or noises from our surroundings).


Knowledge of the contexts and background in music history, as well as knowledge of the biographies of composers ensure a deep understanding of the works and music.

When pupils are trained to listen more actively, to listen before and afterwards more subtly with their inner ear, music becomes an ever greater pleasure.