Galina is a professional guitarist and guitar teacher with a Baccalaureate, honors, in classical guitar from the Mussorgsky College of Music in St. Petersburg and is currently trained up to volume 3 in the Suzuki method. She has over 30 years teaching and performing experience.
Galina was born in the cultural capital of Russia, the city of St. Petersburg. Inspired by her family, she started her studies in classical guitar at the age of 12. She began her performance career in St. Petersburg and has since played solo, in chamber music ensembles, and notably, with the Ensemble of Early Music. She has won solo guitar competition in St-Petersburg and got a first prize in Vancouver Unplugged competition in 1996.
Since moving to Canada in 1994, Galina has continued teaching and developing her solo and ensemble repertoire. Additionally, she has been an advocate of classical guitar music in Vancouver and is a founding director of the Vancouver Classical Guitar Society. In addition to running her music studio, she is also the VCGS Program Director.
Galina's teaching caters to her students' needs. Whether you aim to further your skills and knowledge of guitar in a relaxed, intuitive way, learning a program of your choice, or whether you hope to provide your child with guitar lessons that are attuned to their unique learning style, strengths and pace, Galina's teaching method will foster growth as a guitarist.
Along with offering instructions for any levels of guitarist Galina's guitar studio is specializing in
instructions for preschool/elementary school children age 4 and up. Galina is one of only a few guitar teachers in Greater Vancouver who is
Certified Suzuki Teacher. The program is based on Dr. Shinichi Suzuki philosophy and principals, and sets the standards of excellence at all the levels of learning. Parents work with the teacher to create an enjoyable learning environment and help the child to practice right at home. Group class plays a key role in Suzuki programs, and is a distinctive feature of Suzuki pedagogy as compared to traditional music teaching.
"Meeting Galina as my first guitar teacher has overturned my life. I had had no idea what a fascinating, mesmerizing
world classical guitar is. As a friend of Galina's children, I would often visit and hear her play the most beautiful pieces.
For a while, I wondered silently how this exquisite sound was made until I finally started taking lessons and fell hopelessly in love with the guitar. Galina was my guitar mentor for four years, and in those years, my love for the instrument and understanding of music only grew. We have played easy pieces, hard pieces, duets, performed in house concerts and at public events
The joy of music-making is one of the greatest pleasures one can experience, and I am deeply thankful to Galina for sharing her skills with me as well as for her endless kindness and patience." Natasha P. (Guitar student at University of Victoria)
"Galina is a wonderful teacher, very patient and dedicated to her students. Through gentle encouragement and fun exercises built into each class she keeps her students engaged and fosters their interest in music. I am proud to say that I was one of Galina's first students in Canada and now my son is continuing this tradition. I enjoy seeing not only a steady improvement in his technical skills, but development of his interest in music in general." Natalia Z. (Richmond)
"I studied guitar with Galina for 5 years. I don't think anybody expected me to make as much progress as I did.
Galina was a really inspiring teacher, and although I was too pressed on time to continue with formal lessons,
I've kept up a small repertoire of my favourite pieces. Thank you Galina, it's amazing to be able to express myself through music!"
Maria M. (Tswassen)
Every Child Can Learn
More than forty years ago, Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as "home teachers" during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age three or four, but it is never too late to begin.
Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately.
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
As with language, the child's effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other's efforts, fostering an attitude of generosity and cooperation.
Learning with Other Children
In addition to private lessons, children participate in regular group lessons and performance at which they learn from an are motivated by each other.
Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.
Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music.