Over 20 years – Faculty positions include Conservatoire Européen de Musique de Paris, France – University of the West Indies, Barbados – Private studio/Advanced Piano Seminar, New York and Florence, Italy.
Master of Arts from Teachers College-Columbia University, New York, NY – Manhattan School of Music, piano with Sonia Vargas – Juilliard orchestral conducting under Vincent LaSelva – Conservatoire Européeen de Musique de Paris, piano with Aline Fidler and Yvonne Lefébure – École Normale de Musique de Paris.
Westchester, NY, Rockland County, NY
Serge B. has established a distinguished career as a chamber musician, soloist, recitalist, and educator, and has garnered an enviable reputation as a performer whose impassioned music-making and thrilling style are bringing new life to the concert stage. Born in Martinique, he began his piano studies at the early age of five. His first recital took place in 1970. Two years later, he gave an orchestral concert in Paris featuring Bach’s D minor concerto BWV 1052. Press called him “astonishing”, “a sublime musician”. Later, he pursued his formal studies at the Conservatoire Européen de Musique de Paris with Aline Fidler, and at the Ècole Normale de Musique de Paris. In 1987, he was the unanimous recipient of the prestigious First Grand Prize and Gold Medal in both the U.F.A.M. and the Johann Sebastian Bach International Piano Competitions held in Paris. Serge also studied at the Manhattan School of Music under Sonia Vargas and at the Juilliard School under Vincent LaSelva. He holds a Master of Arts from Teachers College-Columbia University. He launched his American career in May 1993 in New York’s fabled Carnegie Hall with a much noted performance of Chopin’s, Liszt’s, and Debussy’s piano music. He has since appeared with various orchestras both in Europe and in the United States.
As a teacher and scholar, Serge has embarked on a new and innovative educational path that takes into account the connections between the development of cognitive abilities and early musical instruction. In that regard, he has stressed the importance of capitalizing upon sensitive phases and critical learning windows related to the mental processes through which young children learn particular musical tasks. One approach that effectively takes into consideration these capabilities in placing students at the center of their learning by allowing them to gain ownership over the intellectual processes is that of “metacognition”. Based on the premises developed by Bandura (1986) in his social cognitive theory —specifically drawing from the theory’s feature of humans’ self-reflective aptitude, which is also found in Flavell’s (1979)— metacognition “enables people to analyze their experiences and to think about their own thought processes” (Bandura, 1986, p. 21). From this perspective, Serge is able to afford the student a new path in exploring his/her investigative and experiential aptitudes within the complex phases of musical learning.