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Melody has studied piano since she was eight. In 2017 she graduated Magna Cum Laude from Ithaca College with a B.M. in piano performance. She had the opportunity to study with three private piano professors during her time there: Dr. Jennifer Hayghe, Dr. Gregory DeTurck, and Dr. Vadim Serebryany.


Melody ran her own private studio before going to college. During college she had the chance to teach through the TIPS program at Ithaca College and receive feedback from experienced professors: Dr. Deborah Martin and Dr. Laura Amoriello. She also worked as the keyboard tutor for two years. Melody also has some experience teaching in group settings.


Melody loves people, kids, teaching, and music! She enjoys the beauty of the gift of music and wants to help others appreciate it too. She strives for excellence and invests much energy into her teaching.


Melody Zimmerman is an outstanding piano teacher. She began teaching my daughter, Sarah, when she was 8 years old, and after 4 years of lessons, I am extremely pleased with how well Sarah both plays the piano and loves making music. Melody makes learning piano fun and interesting for children, gives gentle correction and encouragement, and develops a sense of accomplishment. Her teaching style is the perfect balance of friendly and fun, yet very professional. She sets high expectations and inspires her students through her own love of music. I would highly recommend Melody to any student fortunate enough to work with her.
Julie J, mother of 1 student
Melody was a great teacher. She was willing to help me when I was struggling with a piece, and she always made lessons fun. Melody expected me to practice persistently and have my pieces memorized and up to tempo before performances. It was a bitter sweet moment when I left Melody to go to her teacher, Andrea Merrill.
Jason Z, student
Melody has been a wonderful piano teacher for our son over the last two years. She’s talented, dedicated and enthusiastic. We feel that our son is receiving a strong musical foundation thanks to Melody.
Andrea L, mother of 1 student

Recent Blog Posts

  • Technique with a Purpose

Technique with a Purpose

August 15, 2017|0 Comments

I’m pretty passionate about this fourth key point of my teaching philosophy.

4. I firmly believe in technique with a purpose: more convincing musical communication (and injury prevention).

Technique is an important part of a piano education. However, it is the means to an end. It’s always problematic when the means become the end. When it becomes all about playing something as fast as possible and perfectly cleanly, something is seriously wrong. Again, piano playing is about making music, not being perfect!

Technique needs to be about making music too. Each technical adjustment should have a musical purpose. Each technical exercise should have […]

  • Learning Requires Taking Risks

Learning Requires Taking Risks

August 9, 2017|0 Comments

Below is the third key element of my teaching philosophy.

3. I aim to combine high expectations with a friendly, encouraging atmosphere in order to motivate students to ask questions and take risks.

Did you ever notice that some of the most effective learning happens when we fail? This is why it is so incredibly important for a teacher to create an atmosphere where this can happen.

Teachers need to expect high quality work. Tolerating sloppiness invalidates any attempts to motivate students to pursue excellence.

However, if students always perform virtually perfectly, they likely aren’t learning much. Part of high expectations is stretching students […]

  • Effort Outweighs Talent

Effort Outweighs Natural Ability

August 1, 2017|0 Comments

The second key element of my teaching philosophy is simple.

2. Commitment, effort, and diligent practice, in combination with quality guidance, far outweigh intrinsic “talent.”

Many parents feel it isn’t worth investing in their children’s music education unless they show signs of special talent. However, I like to think of it this way: Imagine each child as an empty glass. Natural ability might allow a child to begin with a tiny bit of water already in the glass. Each hour of effective practice and each pearl of on-target feedback pours more water into the glass. Ultimately, the natural ability makes little difference. […]