Hiyori Williams

Hello, I’m Hiyori! I have experience tutoring violinists and violists of all ages and skill levels, ranging from 5 years old to over 70. In my private lessons, I prioritize building a strong foundation in music theory alongside technical development, as I believe understanding the “why” behind the music is essential for long-term growth. I tailor each lesson to the individual student’s needs, learning style, and goals, recognizing that every musician progresses differently.

I am currently pursuing my Bachelor’s degree in Music Performance at the Schwob School of Music. My formal training includes six years of music theory coursework, and I earned a score of 5 (the highest possible score) on the AP Music Theory exam in high school. I am also proficient in sight singing and aural skills. My orchestral experience includes serving as co-concertmaster of the Schwob Philharmonic, performing as a member of the Schwob Opera Orchestra, and playing with the LaGrange Symphony Orchestra and the Albany Symphony Orchestra. In addition, I have extensive chamber music and solo recital experience, with performances on stages throughout the East Coast, as well as freelance gig work across Georgia.

Beyond instrumental performance, I have several years of choral experience and actively sing as a soprano in my church choir. While I enjoy performing, my true passion lies in teaching students who want to develop their musical skills, confidence, and love for music—whether for personal fulfillment, academic study, or performance. I am currently offering violin lessons and beginning music theory instruction.

As a teacher, I want to do all I can to create a wonderfully fun, richly engaging experience for my students so that they develop both as musicians and critically thinking people. A private studio is a safe haven for students to try, to succeed, to fail (and to do so quickly!); I love seeing growth at all levels through the work we do, making beautiful sounds in repertoire that is amazing.

I do not agree with a one-size-fits-all approach to teaching; rather, I always try to meet students at their point of need. In my own journey, there were many instances where I felt dismissed because teachers did not take the time to ensure every student understood the material. In response, I create concrete, understandable, and achievable lesson plans that set goals so students feel successful and do not feel pressured to compare their progress to anyone else. They are individuals and move successfully at their own pace.

I work thoughtfully to create a compassionate and positive environment. I want my studio to be a place of exploration, growth, and positive reinforcement, in particular for those who do not have ideal circumstances outside of school. When students feel trust in our relationship, outgrowths include a healthy relationship with learning and a sense of self-value. When I see this happen, it provides me with tremendous joy.

I believe that we as teachers must constantly be improving our pedagogy and all aspects of delivery. We must have a large toolbox to draw from when helping students find creative solutions to challenging problems. I do this by attending conferences and using a variety of pedagogies such as the Suzuki method, O’Connor method, Zeichner method, and many others. I also attend masterclasses with other teachers constantly, looking for ways to expand my knowledge and teaching style.

My aim is to ensure that each student has a sense of enjoyment and satisfaction after each lesson, and over time, experiences a transformation that impacts their musical life, academic experiences, and personal growth. For me, teaching is truly a labor of love for which I have tremendous passion.