Beyond the Keys: How Regina Lott Is Redefining Music Education

When most people think of piano lessons, they imagine scales and sonatas. But for Regina Lott, music education is a multidimensional experience that goes far beyond the keyboard. As the director of Melodies Unlimited Music Academy, she has dedicated her life to cultivating a well-rounded understanding of music—blending piano performance with theory, ear training, and music literature in every lesson. Her students don’t just play—they understand, interpret, and grow into confident, expressive musicians.

With professional roots in Tashkent, Uzbekistan, and decades of teaching experience in California, Regina has built a reputation for excellence on two continents. Recognized by cultural institutions in both Uzbekistan and the United States—and guided by a deep love for education—she offers a rare blend of technical mastery and artistic mentorship.

In this exclusive interview, we explore her musical journey, educational philosophy, and inspiring vision for shaping the next generation of artists.

Regina, you have been teaching for over 30 years. What inspired your original path into the world of music education?

From the moment I can remember myself, I was always in love with classical music and ballet. My mom often reminisced about how, at just two or three years old, I would be utterly captivated whenever I heard the beautiful melodies of an orchestra or piano. As soon as I heard that music, I would dash to the piano in our home, eager to recreate those melodies by ear.

Our neighbor, a teenage girl who lived upstairs, would often play piano. I’d race up to her whenever I saw her outside, asking if she could play for me. When she did, I would watch her intensely, trying to remember every note she played. As soon as she left, I would rush back to the piano and repeat the same melodies, trying to capture them just as she had.

It was clear from the start that I had a deep love for the piano. My mom, seeing this, used it as motivation for me to be disciplined and do my chores—giving me a chance to play whenever I did my part. Parents didn’t realize at the time that this passion would lead me to pursue formal music lessons, but I was determined. At six years old, my parents moved me in with my grandparents so I could live with them and attend school. My grandma was especially supportive, taking me on regular trips to the opera and ballet, and ensuring I had every opportunity to nurture my love for the arts. I was so passionate about music and ballet, I would do anything—be the best student in class, do all my chores—just to be able to attend performances and concerts.

It wasn’t long before my grandmother, recognizing my dedication, enrolled me in a music school where I began formal music studies. I quickly developed both my piano skills and compositional abilities. By the time I was six or seven, my dreams were crystal clear: I was going to become a great musician, composer, and music teacher.

Tell us about your professional training in music. Where did you study, and how did your early education shape your approach to teaching today?

I began my piano studies at the closest music school to my home. It didn’t take long for me to be recognized as the top student, not only because I practiced tirelessly every day but also because I followed my teacher’s guidance with absolute dedication. Soon after, I started composing my own music. My compositions, though technically demanding, were filled with emotion and had an exciting, unique sound. It wasn’t long before my talent as a young composer was noticed. My school, proud of my achievements, selected me to represent them on the radio and television. This was a major turning point in my life and musical journey, as it led me to be recognized by a distinguished teacher from the Uspensky Republican Specialized Music School in Tashkent, Uzbekistan. After excelling in interviews and exams, I was invited to study at this prestigious institution, where I received the highest quality of musical education.

At the age of sixteen, I also began teaching a few students, which gave me invaluable experience as a music teacher. Upon graduating, I was accepted to the Tashkent State Conservatory without needing to take entrance exams. There, I studied under a respected professor and continued refining my teaching skills, learning pedagogical methods, and working with a diverse range of students. I graduated with honors, having also taught and mentored younger musicians along the way.

In 2004, I moved to the United States, where I continued to teach piano at my local church. It was here I faced a significant challenge: many of the children I taught were disinterested, unmotivated, and lacked the discipline needed to succeed. This difficult experience led me to reconsider my path. I decided to change careers and pursue a medical degree at Community College, all while still playing and composing music for church.

However, God had other plans. A gifted young girl entered my life and changed everything. Her mother, recognizing my passion and dedication, asked me to teach her daughter, offering to supervise practices at home and ensure the best possible discipline. This family’s commitment inspired me more than I could have imagined, and it reignited my desire to teach. That family became a wonderful
source of inspiration and connection, bringing even more dedicated and talented students into my life. I left my medical studies behind, transferring to Sacramento State University, where I pursued a Bachelor’s and later a Master’s degree in Piano Performance, as well as advanced training in orchestra and choral conducting. I graduated with the highest honors, and today, I continue to pass on my knowledge and passion for music to my students, ensuring they are equipped to succeed, just as I was. I make it a point to be clear and open with parents about my expectations when their children join my music school. I emphasize the importance of their active involvement in their child’s musical journey, as this level of engagement is crucial for achieving great success.

You received special recognition for your contributions to music education in Tashkent, Uzbekistan. What did that recognition mean to you personally and professionally?

In Uzbekistan, earning formal recognition as a music teacher is a lifelong journey. In Tashkent, accolades and awards are typically reserved for those whose students achieve top honors in multiple international competitions. As a result, my own milestones were often celebrated in quieter ways—heartfelt congratulations, a small gift, or a bouquet of flowers—after my students excelled in their exams or triumphed at regional contests. Though modest, these gestures carried deep meaning, reflecting the shared pride and joy of our hard-earned accomplishments.

You’ve also been honored in the State of California. How does it feel to be recognized for your work in both your native country and your new home?

One of my first major achievements after arriving in the United States was winning First Prize at the “Arts League” Music Competition. The award came with a special monetary prize and a two-year scholarship to study under the competition’s director, concert pianist and composer Duane Hampton. It was an incredibly encouraging moment in my early career here. Studying with Mr. Hampton—who had been a student of the legendary Artur Schnabel—was an invaluable opportunity. His mentorship expanded my musical knowledge and inspired new artistic ideas that continue to influence my teaching and performance today.

During my academic journey, I was honored to be named the “Senior Honoree” at Sacramento State University, graduating with a perfect 4.0 GPA and recognized as the top student in my entire 2013 class. I was also nominated and inducted into Phi Kappa Phi, a national honor society celebrating academic excellence across all disciplines, and Pi Kappa Lambda, the prestigious international music honor society recognizing exceptional achievement in the field of music.

It took years of dedication and persistence to be recognized as a music teacher and attract truly talented, hardworking, and ambitious students—those capable of competing at the state and international levels. To open more opportunities for them, I became a member of both the National and California Music Teachers Associations. Through these organizations, I entered my students in state exams and competitions, eventually earning the “Teacher in Good Standing” Certificate.

Each year, I was thrilled to see nearly all of my students receive top marks in the California State Music Evaluations. More than forty of my students were selected to perform at the prestigious California State Convention, an honor reserved for students who achieved perfect scores across all tested areas. Year after year, mystudents continued to win State and Northern California regional competitions, and I was deeply honored to receive the “Teaching Excellence” awards and trophies from the director of the Northern California Competition. That moment truly felt like a milestone.

I also guided my students into the international arena. In 2019, they earned the First Special Prize at an international music competition, followed by First and Second Prizes in 2021, and a Second Prize again in 2024. In recognition of these achievements, the Competition Committee awarded me a “Teaching Recognition” Special Diplomas and plaques. I received these awards at the most prestigious Carnegie Hall in New York, right after my students winners recital.

This year, two of my students are preparing for their own solo piano concerts and an upcoming international competition in Japan. I feel incredibly proud and deeply fulfilled by everything we’ve achieved together. Watching their growth and success continues to be one of the most rewarding parts of my career.

Melodies Unlimited Music Academy offers much more than piano lessons. Can you describe the full range of your educational program?

My program is designed to provide a well-rounded musical education, with a strong focus on developing each student’s sight-reading skills to help them learn new repertoire with confidence and efficiency and become great accompanists. In addition, I help my students to build strong, healthy technique, that allows them to play with ease and joy, and sets the foundation for very advanced playing. My students also explore music theory, music literature, and ear training. All my students sing in their church choirs.

Why do you emphasize teaching music theory, ear training, and music literature alongside piano performance in every lesson?

My goal is to raise a generation of well-rounded musicians—students who don’t just play notes, but truly understand the language of music. I believe every student should grasp how music works: from understanding chord progressions and musical form, to recognizing the works of great composers. Just as important is developing a sharp musical ear, which empowers them to improvise, memorize pieces more easily, and play familiar melodies by ear. This kind of deep, well-rounded training not only strengthens their musicianship but also inspires creativity and confidence.

Your students undergo annual testing and receive diplomas for their achievements. Can you walk us through how the process works and what standards are used?

I require all of my students to participate in the annual California State Music Testing Program. This structured assessment keeps students motivated, focused, and goal-oriented throughout the year. It also fosters strong parent involvement and provides a clear, measurable way for everyone—students, parents, and teachers—to track progress over time.

To be eligible, students must be at least five years old and study with a professional teacher who is a registered member of the California Association of Professional Music Teachers. Teachers enroll students through the association’s online teacher portal during the September registration period, indicating each student’s music level and school grade. There are eleven progressive levels in total.

The association provides a detailed syllabus outlining the specific requirements for each level. All students are expected to follow these guidelines without exception.

Once enrolled, I input the performance program for each student into the system and begin preparing students in the five required areas: repertoire, technique, sight reading, music theory, and ear training.

Testing typically takes place from late February to early March. Students must successfully complete and pass all five sections by the deadline. Those who demonstrate exceptional preparation across all categories may be selected by the judges to perform at the California State Convention, held in either Los Angeles or Santa Clara. Next year’s convention will take place in Los Angeles—a wonderful opportunity for our most accomplished students to shine on a statewide stage. They are also awarded the highest distinction—State and Branch Honors—and receive a special diploma in recognition of their outstanding achievement.

What kind of growth or transformation do you typically see in students who complete multiple years of your program?

Students who dedicate themselves fully to their piano studies and consistently complete their assignments often make remarkable progress in a short time. Even within their first year of study, many are able to perform with grace, musical maturity, and expressive depth—leaving a lasting impression on every audience.

This year, my four-year-old student Esther Palamarchuk amazed both the judges and the audience with her graceful, heartfelt, and polished performance—earning the Grand Prize at the Northern California Young Talents Competition. Her musical sensitivity at such a young age was truly inspiring.Within just a few years of studying with me, my students are confidently tackling advanced repertoire by composers such as Chopin, Liszt, and Rachmaninov—pieces known for their technical and emotional complexity.

Every student who completes the advanced level in my studio performs at a level equal to, or often exceeding, that of university music major graduate. My intermediate and advanced students are also capable collaborators, regularly accompanying choirs, orchestras, and instrumental soloists. Many of them go on to share their passion and knowledge by becoming music teachers themselves or pursuing music degrees at top universities. Nurturing this level of excellence, independence, and artistry is at the heart of my teaching philosophy.

You recently visited Tashkent reconnecting with your roots. What was that homecoming experience like, and how did it effect you as an educator and artist?

After twenty years away, I finally had the chance to return to my hometown—a journey that filled me with joy, nostalgia, and deep reflection. Reuniting with my family—my parents now living in Moscow, my sister and her family—was truly heartwarming. Walking the familiar streets of my childhood felt surreal. Though the trees I once loved to climb had disappeared, much of the town remained just as I remembered it, as if frozen in time.

I visited my first school, as well as the Special Music School for gifted children where my musical journey truly began. The building hadn’t changed a bit—no renovations, no updates—it looked exactly as it did decades ago. Stepping into the room where I received some of the most formative musical instruction of my life was a powerful moment. It was in that room I first learned the foundations of flawless technique, expressive phrasing, rich tone production, and disciplined practice—lessons that shaped not only my musicianship, but also the teacher and person I am today.

I attended the school’s opening concert and couldn’t help but notice that the level of performance had declined compared to when I was a student. Shortly after my graduation I found out that many of the school’s finest teachers had moved abroad.

My beloved piano teacher went on to teach at the Moscow Central Music School for gifted children. My theory and music literature teacher moved to Israel, and my accompaniment teacher settled in Spain. Many of my closest friends now live across various European countries.

This realization brought a wave of gratitude—for the extraordinary education I received, the brilliant teachers who invested in me, and the priceless musical knowledge I was fortunate to gain in my early years. I felt even more aware of how those experiences continue to shape my path.

I also visited the Conservatory, which had since relocated to a new part of the city. The new building was modern and impressive, but it lacked the emotional connection I had with the original. With its strict security system, I wasn’t allowed to walk the halls, so I simply took a few photos and quietly left.

One of the most emotional moments of the trip was visiting my grandmother’s old house—the place where I spent so many years growing up. The piano I used to play for hours was still there, though the house itself stood empty, aged, and in disrepair. Being there stirred so many memories. My grandmother’s love, discipline, and guidance shaped the core of who I am. For over fifteen years, she gave me strength, structure, and unwavering support. I wouldn’t be the person I am today without her influence, and standing in that quiet, familiar space reminded me of everything she gave me.

How do you balance the technical rigor of classical training with nurturing the emotional and creative sides of your students?

One of the most powerful ways I strike a balance between technical mastery and emotional development in my students is through thoughtful repertoire selection. I believe that students thrive when they feel inspired by the music they’re playing—so instead of assigning every piece from a method book, I play several options for them and let them choose the one that resonates most. Their personalities, interests, learning styles, and individual goals all play a key role in what we select together.

Beyond simply learning notes, I teach my students to experience music as storytelling through sound. Every measure holds meaning, emotion, or imagery.

When we study more complex works, I share the historical and personal background of the piece—what the composer was experiencing, what might have inspired the music—so the students can form a deeper emotional connection to it.

Even my youngest students are encouraged to play with sincerity, imagination, and emotional honesty. I challenge them to go beyond just playing correctly—I ask them to feel, to interpret, and to express. This approach not only leads to more compelling performances but also nurtures creativity, curiosity, and a lifelong lovefor music. The result is piano playing that’s thoughtful, deeply involved, and never, ever boring.

Are there any students or success stories over the years that stand out to you as especially meaningful?

I feel truly blessed that over the past ten years, God has brought so many gifted, passionate, and hardworking young musicians into my life. I’m incredibly proud of each and every one of them. Many of my students now serve as accompanists for choirs and orchestras at their churches, while others have continued their music education at universities across the United States. Several have even gone on to win international competitions and perform at some of the most prestigious concert halls in the U.S. and abroad.

It brings me great joy to see some of my former students—including my own daughter, Julianna—building their own private studios and continuing the musical legacy we’ve begun together. Others have taken the stage as soloists, sharing their talents and love for music through public recitals.

I’m especially excited to announce two upcoming solo piano recitals this October. On October 4, my incredibly talented and hardworking 11-year-old student, Gina Le, will present a beautiful program featuring works by Frédéric Chopin, Melody Bober, and Carolyn Miller. Then, on October 25, my 15-year-old student Nathaniel Zaychenko will take the stage with a stunning recital program that includes pieces by Bach, Scarlatti, Schubert, Rachmaninov, and Beethoven’s complete Sonata No. 17.

It’s such a joy to watch these young musicians grow, achieve, and share their gifts with the world. Moments like these remind me why I love teaching so much.

What role do parents play in a child’s musical development, and how do you encourage family engagement in your academy?

Parents play a vital role in their child’s musical development. In the early stages of piano study—especially for children ages 4 to 8—parental support and consistent practice supervision are absolutely essential for success.

When parents reach out to me to inquire about piano lessons, I make it a priority to be honest and transparent about what piano learning truly involves. I take the time to explain not only how my teaching approach works, but also the critical importance of their involvement at home. Many parents are surprised to learn justhow much daily commitment and encouragement is needed to nurture a young musician.

I offer guidance on how they can support and motivate their child—how to structure practice time, how to stay engaged, and how to create a positive environment for progress. I emphasize that while I bring my full experience, dedication, and knowledge to every lesson, lasting success requires consistency, discipline, and active support at home.

I’m also very clear about my expectations. I am fully invested in my students’ growth, and I care deeply about seeing strong, measurable progress. If that commitment isn’t reflected in a student’s efforts and results, I respectfully make it known that I may not be the right teacher for the family.

In our first conversations, I also explain the significance of evaluations, festivals, competitions, and recitals—not only as benchmarks of achievement but as powerful motivators that keep students engaged and excited. These opportunities offer structure and purpose, helping children stay on track and inspired in their musical journey.

In your opinion, what makes Melodies Unlimited Music Academy unique compared to other music schools in the region or even abroad?

What makes my school truly unique is the depth and quality of the musical education I offer—rooted in exceptional training and a deeply personal approach to teaching.

I’ve had the privilege of studying under some of the most renowned and knowledgeable professors—first in my home country, and later in the United States, where I continued my training with outstanding educators who earned their degrees from prestigious European institutions and the world-famous Juilliard School. This diverse background allows me to pass on a rare and comprehensive musical foundation to my students.

Another aspect that sets my school apart is the holistic way I approach music education. I don’t simply teach students how to play the piano—I raise well-rounded musicians. Alongside piano technique, I integrate music theory, ear training, music history, and interpretation into every student’s learning journey, so they grow into confident, expressive, and knowledgeable performers.

But perhaps the most important reason my school is unique is the level of care and commitment I give to each student. They are never just names on a schedule ortuition payments—I take each one to heart. I genuinely want them to thrive not just in music, but in life. I talk to my students about the value of hard work, the importance of using their time wisely, and how to stay focused in a world full of distractions. I encourage them to create schedules, set alarms for practice, and stay goal-oriented, disciplined, and responsible.

My ultimate goal is not only to develop exceptional musicians, but also to help shape determined, thoughtful, and motivated young individuals who carry these life lessons far beyond the music studio.

What are your dreams or future plans for the academy as you look to inspire the next generation of musicians?

One of my biggest dreams is to grow beyond the walls of my large living room and open a dedicated music school—a vibrant, professional space where passionate teachers can come together to offer instruction in a variety of instruments. I envision a creative and nurturing environment where young musicians not only learn but thrive.

I also dream of attracting even more dedicated, talented, and hardworking piano students—those who see music not just as a hobby, but as a lifelong calling. It would be an honor to help guide them toward fulfilling careers in music, just as my mentors once guided me.

And personally, I hope to continue performing and sharing my love for music on an even greater scale—especially in the most prestigious recital halls across Europe. To bring my music to international stages, and to represent the artistry and passion behind everything I teach, would be a dream come true.

Which accomplishments are you especially proud of?

I’m incredibly proud of the many victories my students have achieved at international competitions—but above all, I’m especially proud of my daughter, Julianna. A gifted musician, she studied both piano and violin, winning numerous awards at the state, regional, and international levels. I had the joy and honor of teaching her piano myself, while she studied violin with the exceptional Irina Samarina, a truly inspiring musician and educator.

One room in our home is filled wall to wall with Julianna’s diplomas, trophies, medals, and certificates—a testament to her talent, dedication, and hard work.

What makes me even prouder is that she has chosen to continue her music education at both the college and university levels, and is now carrying on my legacy by teaching piano—and possibly violin—in the future.

I’m also incredibly proud of my other daughter, Anastasia. She is a remarkable and accomplished woman in her own right, and a loving mother to my two beautiful grandchildren, Amaliyah and Levi. Watching both of my daughters succeed in their unique paths fills me with immeasurable joy and gratitude.

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Publisher’s Note

In a In a world increasingly dominated by instant gratification and surface-level accomplishments, Regina Lott’s lifelong dedication to excellence in music education is both rare and inspiring. Her journey from Uzbekistan to the United States—marked by resilience, deep conviction, and countless student success stories—exemplifies what true teaching looks like.

At Melodies Unlimited Music Academy, music isn’t just taught—it’s experienced, cultivated, and lived. Regina’s commitment to developing not only exceptional musicians but also disciplined, thoughtful, and expressive individuals is a shining example for educators everywhere.

If you are a parent, educator, or aspiring musician seeking a program where discipline meets passion and results speak for themselves, I wholeheartedly recommend reaching out to Regina Lott. Your child’s musical future may be just one lesson away from a lifetime of inspiration.