As my teaching practice expanded, I began receiving regular requests from teachers across Italy for advice and support on pursuing teaching diploma examinations. This made me aware of a structural and widespread gap in formal education literacy within the private music educational sector – particularly among practitioners in popular music, where many teachers operate outside of formal academic pathways. 

Traditionally, this community of practice has remained largely insulated from formal educational research, relying on intuitive and experience-based instruction, with limited engagement with pedagogical theory or research epistemology. The gap becomes especially evident when teachers encounter the more academically rigorous ABRSM syllabi within this examination framework. 

In response, I began sketching a teacher training program designed to address this problem. Sharing my project  with well-enstablish music teachers generated great interest, which encouraged me to develop a full structured curriculum: the Music Master Teacher Program (MMTP). 
 
This educational initiative represents my contribution to the private music education sector, complementing my engagement with academic research and community-based teaching as part of my broader professional arc.