Jason YangPiano teaching · Dublin

Piano teaching · Dublin

Hi, I’m Jason.

I teach piano from a small studio in Dublin — just me, no franchise, no syllabus on autopilot. I plan every lesson around the person sitting at the keys, and most people I teach end up further ahead than they expected to be.

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Jason Yang

The short version

  • 175+student awards in national and international competitions
  • 25+distinctions in ABRSM and RIAM grade exams, Grades 1–8
  • 170+competitors across four editions of the B♯ Piano Competition
  • 10 yearsteaching pianists in Dublin

Every figure here is on record — none of it is rounded up. The full list is on the achievements page.

My students

A few faces from recitals and exam days

These are from the last few years — recitals, prize-givings, the odd competition photo. I’d rather show you this than tell you about it.

A group of students on stage holding certificates at prize-giving
A student holding a trophy on stage at Feis Maitiú
Students on stage with their arms up, celebrating at the end of a recital
The studio gathered for the Christmas recital
Two students with the adjudicator after their class, one holding a trophy
Two students in matching dresses before a duet on stage
Students in winter jumpers at a recital
A student taking a bow on stage, trophy on the piano behind
Students gathered before a recital
Competitors at the B♯ Piano Competition

How I got here

Here’s my story

I started piano at ten — years behind most of the people I ended up competing against. My teacher, Shirin, gave me extra lessons and didn’t let anything slide; mostly I just listened to her and did the work. There’s one afternoon I still think about: an hour of focused practice on a single study, the Solfeggietto, and something clicked. That’s basically still how I teach now — small, exact, repeated attention, rather than just telling someone to “practise more.”

I started teaching myself at sixteen. For a while the studio grew quite a bit — three of us teaching, sixty-odd students a week. I scaled it back on purpose. I’d rather teach fewer people and actually know them properly than run something bigger and impersonal.

Jason at a grand piano on stage

How I teach

What I actually do, in my own words

Four things I try to get right with every student.

  1. I start with an honest look at where you are

    Not where I'd like you to be — where you actually are. Technique, reading, listening, habits. Once I know the real weak points, I can tell you honestly what's realistic. I've had a student expecting a 90s exam mark who was scoring in the 70s in mock exams — I said so, we worked on scales and sight-reading, and the mocks caught up before the real thing did.

  2. The work fits the student, not the other way round

    Beginners work on reading and getting the two hands talking to each other; further along it's technique, dynamics, phrasing; further again it's about the feeling behind the notes. I pick repertoire around who you are, not a standard syllabus — I spend my own time listening for pieces that suit each student's personality.

  3. I talk to parents like adults

    Once or twice a year we sit down properly — what's working, what isn't, what we're aiming for next. I'm more direct than most teachers about this. If something's stalled, I'll say so rather than let it drift. It's a small thing, but it's the reason there are no surprises later.

  4. It has to mean something to you

    Anyone can learn to play the right notes. The bit I care about is the imagination underneath it — so I tie pieces to stories and characters my students already know. We once worked through a Bach fugue by mapping each voice to a Moana character. Sounds silly, works brilliantly.

One family, in their own words

From two quiet years to a trophy in one

One of the nicest messages I’ve had was from a family who came to me after two years elsewhere, feeling like nothing was moving. Within a year their daughter had gone from preparatory level to Grade 3, entered her first competition because I nudged her to, and won it. On the morning of her exam, when the nerves hit, I sat in and played alongside her. Here’s what her mum said afterwards:

“My daughter used to be in a different school and she was in preparatory for two years and her progress was very slow. With Jason, she was able to accelerate hastily with very remarkable outcome. From preparatory she was able to accelerate to third grade in just over a year, and she even joined and won in a competition with Jason’s persuasion. He is also a very supportive teacher — he even accompanied our daughter on the day of her exam when she was nervous.”

— Parent of Ailish (12)

I can’t promise that pace for everyone — it depends on the student, the parent and the plan all pulling the same way. But it’s what’s possible.

Right now

It’s just me, and I’m full

It's just me, so I can only take on a handful of students at a time — the studio is full right now. If you get in touch I'll read it myself, and add you to the list for when a place opens up.

Thinking about lessons?

Tell me a bit about the student — I read every message myself.

Get in touch