Teaching Bio
Maral Annaovezova began her musical studies at the age of five with pianist Alexander Anatolyevich Starikov at the Turkmen National Conservatory prior to continuing through her elementary school with the same teacher at the Specialized Music School in Ashgabat, Turkmenistan. In 2014 Maral graduated from the Turkmen National Conservatory with qualifications in Piano Pedagogy, Chamber Music Performance and Collaborative Piano. Maral studied classical piano with a Merited Artist of Turkmenistan, Vladimir Mrktumov, and piano duo with an eminent pianist Meredova Tatyana Kochiyevna. Maral’s mentors in chamber music and collaborative piano were Stella Faramazova and Anna Ishanova. Maral moved to the United States in summer 2014 to pursue a Master’s Degree in Piano Performance at Longy School of Music in Cambridge, MA, where she studied with Ludmilla Lifson and Donald Berman, and graduated in 2016.
Currently Maral is a Piano Teaching Artist at the South Shore Conservatory where she also codirects Summer Piano Institute, teaches weekly Performance Workshops and hosts monthly student recitals.
In her years of teaching, Maral demonstrated outstanding pedagogical talent with her students, as they have scored highest in Massachusetts, at their levels, on the Royal Conservatory of Music (RCM) Certification Examinations in 2017 and 2018. Her students also performed in the RCM Excellence Recitals at Carnegie Hall in NYC in February of 2018 and 2019. Most recently Maral received a Steinway Top Teacher 2024 award and got welcomed to a Berklee City Music 2025-2026 META Fellowship cohort.
In the spring of 2021, an ensemble Bagatelle Factory founded with pianist Alexander Morollo, completed a residency with Midori & Friends: an educational nonprofit in NYC. Through the Midori & Friends residency Bagatelle Factory offered educational workshops, concerts and assemblies about female composers from around the World to students of the New York City Public Schools.
Teaching Philosophy
As a Teaching Artist, I support students of various ages, upbringings and musical goals. I am honored to have my students’ trust and to be the teacher they selected to help build their individual relationships with music, practice and artistic expression. Regardless of where motivation takes my students, the sense of pride I carry for them is the same. The feeling of fascination with their dedication and love for music fills my heart the same way whether it’s someone’s first time at a performance workshop practicing walking and bowing on stage, a Carnegie Hall debut or if it’s a senior citizen student couple who prepared a joint recital for their friends and family.
