Emily Peplin has taught piano lessons in private and music schools, from Waunakee to Waukesha, since 2003, and while studying piano performance at UW-Parkside with Dr. James and Susan McKeever. She has also studied with Rachel Bittner Diedrich and Natalya Berdnikova while participating in UW-Madison's Student Teaching Program.
Emily is an accompanist with the First Congregational Church in Fort Atkinson, and also operates Rhapsody Music School, where she teaches group lessons. She also performs solo piano weekly at Hi-Way Harry's in Johnson Creek, and is currently pursuing the Licentiate Diploma (LRCM) in Piano with The Royal Conservatory of Music.
Sharing her passion for continuing education and music allows Emily’s students to experience piano lessons as an entry into the arts that teaches students how to apply stylistic context. As students are learning rhythm, reading, and theory, they are given the aptitude to perform these skills through accumulated technical expression - essentially allowing each student to hear his/her own progress.
Along with the Royal Conservatory Certificate Program offered to WCCM students, Emily also utilizes a curriculum incorporating an interactive app to help students achieve note reading and rhythmic accuracy, by playing along with recorded audio tracks as they unlock new levels of mastery. This helps students to internalize rhythm (and later, deeper emotions) as their vision follows music notation in an accompanying book - one of the most challenging skills developed in piano study.
With these designed approaches to teaching, students are supported in personal repertoire choices: whether students wish to learn through hearing the music they know (pop and radio hits, film and gaming themes), or follow a traditional classical method, reading is supplemented with technical exercises chosen to deepen the expression of the music aurally perceived by the student, emphasizing stylistic relationships between contemporary and historic/period music.
An interdependent progression between classical and contemporary music teaches students how to discover a love for the piano that opens the door for them to express their dreams, and to appreciate the value of others’ work to achieve them, too. Modeling this for students remains central to helping students find a love for their instrument, and continue to seek its limitless capacity for connection, by participating in events designed to showcase student performances and projects. Students may participate in recitals offered at Christmas, in spring, and in summer, and they may optionally participate in the Federation Festival offered by the Wisconsin Federation of Music Clubs.
Apart from pedagogy selections, Emily’s overall philosophy of teaching is centered in building listening, technical, and rhythm skills as an expressive component to reading and playing music, by teaching students how to develop their own internal sense of feedback, using their own creation of sound. Emily regards this connection between mental, aural, and visual coordination as having its “gravity” in human emotions, and as what develops aesthetic taste and conveys individual and artistic style. Helping students to find their own, and to connect it to the broader industry of music and all aspects of performance, is Emily’s primary goal within her instruction. In playing an instrument, Emily believes that everyone can better appreciate the quality of experiences and memories they have in their own lives, in drawing ideas and intuition together in ways that connect people with time and place.
Emily is an accompanist with the First Congregational Church in Fort Atkinson, and also operates Rhapsody Music School, where she teaches group lessons. She also performs solo piano weekly at Hi-Way Harry's in Johnson Creek, and is currently pursuing the Licentiate Diploma (LRCM) in Piano with The Royal Conservatory of Music.
Sharing her passion for continuing education and music allows Emily’s students to experience piano lessons as an entry into the arts that teaches students how to apply stylistic context. As students are learning rhythm, reading, and theory, they are given the aptitude to perform these skills through accumulated technical expression - essentially allowing each student to hear his/her own progress.
Along with the Royal Conservatory Certificate Program offered to WCCM students, Emily also utilizes a curriculum incorporating an interactive app to help students achieve note reading and rhythmic accuracy, by playing along with recorded audio tracks as they unlock new levels of mastery. This helps students to internalize rhythm (and later, deeper emotions) as their vision follows music notation in an accompanying book - one of the most challenging skills developed in piano study.
With these designed approaches to teaching, students are supported in personal repertoire choices: whether students wish to learn through hearing the music they know (pop and radio hits, film and gaming themes), or follow a traditional classical method, reading is supplemented with technical exercises chosen to deepen the expression of the music aurally perceived by the student, emphasizing stylistic relationships between contemporary and historic/period music.
An interdependent progression between classical and contemporary music teaches students how to discover a love for the piano that opens the door for them to express their dreams, and to appreciate the value of others’ work to achieve them, too. Modeling this for students remains central to helping students find a love for their instrument, and continue to seek its limitless capacity for connection, by participating in events designed to showcase student performances and projects. Students may participate in recitals offered at Christmas, in spring, and in summer, and they may optionally participate in the Federation Festival offered by the Wisconsin Federation of Music Clubs.
Apart from pedagogy selections, Emily’s overall philosophy of teaching is centered in building listening, technical, and rhythm skills as an expressive component to reading and playing music, by teaching students how to develop their own internal sense of feedback, using their own creation of sound. Emily regards this connection between mental, aural, and visual coordination as having its “gravity” in human emotions, and as what develops aesthetic taste and conveys individual and artistic style. Helping students to find their own, and to connect it to the broader industry of music and all aspects of performance, is Emily’s primary goal within her instruction. In playing an instrument, Emily believes that everyone can better appreciate the quality of experiences and memories they have in their own lives, in drawing ideas and intuition together in ways that connect people with time and place.