At what age should my child begin music lessons?
While the answer varies from child to child, a guideline that parents should consider is: can your child sit and focus on one task for 10-15 minutes at a time? There are typically two or three different concepts taught during a beginner lesson, which is usually 30 minutes long. If your child can focus on a task for ten minutes at a time, then he or she is likely ready to start lessons. With that said, I have taught students as young as three years old, but most start at age four or five.
How much do you charge for lessons?
My rate is $90.00 per hour for students enrolled in an entire semester of lessons. The minimum lesson length is 30 minutes and the rate is prorated to any additional increment of 15 minutes. Longer lessons are needed as students progress in their studies. Before I take on new students, I meet with them in person for an initial consultation and lesson. During that meeting, I would like to get to know them and their musical interests better so I can assess our mutual compatibility. Parents and students will also get a glimpse of what I cover in a typical lesson for a student enrolled in my studio. Initial consultations are $110.00 per hour.
Students accepted into my studio are expected to enroll for a full semester of at least 18 lessons. The first semester goes from September until the end of January of the next year, while the second semester goes from February until the end of June. Students enrolling within a semester need only to pay for the remaining lessons in the term plus a one-time sign-up fee of $50.00.
Classes are also offered on a non-regular basis, i.e. scheduling one lesson at a time or taking a mock exam. Drop-in classes are charged at $100.00 per hour.
Please get in touch with me directly to discuss methods of payment, or to inquire about a month-long trial of lessons before committing to a full semester.
What performance opportunities do your students have?
One of the joys of playing music is being able to share it with others. Recitals are not only an opportunity for students to share the music they’ve been practicing throughout the year; they are an opportunity for students to gain confidence and build a positive self-image by presenting themselves in front of a welcoming audience and being the center of attention. Although this can be challenging and even intimidating at first, many of my students have developed a love of performing in recitals; their parents have even reported that they have an increased level of confidence giving presentations at school.
Every year there are three major recitals for my entire studio in December, March, and June. To better prepare students for their performance, they will have the opportunity to attend rehearsals one or two weeks before the recital where they will perform their piece for a smaller audience and receive feedback from me. These rehearsals are included in tuition fees. They will also learn performance etiquette, such as how to enter and exit the stage, how to properly bow, and yes, how to give a big smile!
Students demonstrating a consistent work ethic and high standard of excellence will have access to more performance opportunities in the Piano Performance Collective, which is a professional teachers’ association in Calgary that hosts monthly recitals for its teachers’ students from October to May. Students will have the privilege of performing among high level and esteemed students who are some of the top students in the city and province. Many of my students have been invited to perform in several Piano Performance Collective recitals throughout the year and have shown remarkable growth in the process of preparing and performing at these special events.
What is your teaching approach?
While I have a student-centered approach regarding my teaching philosophy, there still needs to be a structure and plan in place to achieve whatever goals the student has in their musical studies. For example, while playing by ear may be a desirable skill to learn, it is crucial to have a proficient technical background and adequate knowledge of music theory with which to play and understand the music. Another example: let’s say your child is inspired by music from movies such as Harry Potter or Star Wars; the music in those movies is often complex and requires a few years of training in literacy and technique to play proficiently.
I centre my teaching around the Royal Conservatory of Music (RCM) curriculum, which is a comprehensive and balanced program that teaches note literacy, technical skills, repertory, studies, and ear training. While there are other music curricula available, I know the RCM extensively and is trusted by teachers across North America. In my 25+ years of experience, I have found that completing the RCM program to the Associate and Licentiate level (ARCT and LRCM, respectively) has given me the appropriate skills and experience to play a wide variety of music genres beyond classical, such as contemporary, film, pop, rock, jazz, spiritual, and more. In addition to teaching from the RCM curriculum, I also teach improvisation and composition, which nurtures creative freedom in my students.
Are digital pianos acceptable for practice?
There are many reasons why an acoustic piano is necessary for optimal progress in lessons and practice. First, the mechanism in a digital piano – that is, unless you spend over $5,000 on higher end digital/acoustic ‘hybrid’ piano – is inferior to even a second-hand, full-sized upright piano. An acoustic piano responds better to nuances in touch, its keys can repeat faster, and the keystroke develops finger strength much better than a digital piano does. Second, an acoustic piano immerses the player with a rich and immersive sound that a digital piano cannot replicate.
Many parents choose a low-end digital piano as a starting point for their child’s music lessons because they want to “just try it out and see how they like it”. However, what they inadvertently do is prevent their child from ever developing a genuine and deep interest in learning music because a digital piano limits the child’s capabilities in many ways. While a high-end digital/acoustic hybrid costing over $5,000 will outperform a run-down console piano (console pianos are shorter than full-sized upright pianos) that is decades old, a family needs only to spend between $2,000 to $3,500 on a second-hand piano as an entry point to an acoustic instrument that would allow their children to reap the benefits of their music lessons, and to develop a genuine interest in practicing.
While acoustic pianos are a must to maximize learning and progress in music lessons, I would still consider a student who has a digital piano in the meantime with the agreement that the student and their parents purchase an acoustic piano within two months of starting lessons.
How long should my child practice daily?
While this question is asked with the good intention of achieving adequate daily practice, the weakness in this approach is that the focus is more on filling in the prescribed amount of practice time rather than working towards desired outcomes. Practicing becomes more of a chore, rather than an activity to improve and work toward achieving goals (extrinsic versus intrinsic motivation). Rather than having a goal of practicing for a prescribed amount of time, I ask my students to practice with a goal in mind, for example, practicing drills until the section is played five times perfectly consecutively; memorizing section A and starting work on section B; increasing the tempo of scale and chord by 20%. These goals are discreet and they challenge the student to practice in the most effective way possible to reach that goal rather than filling the time with unfocused work. It also develops diligence and a strong work ethic because the intention is to do whatever it takes to reach this goal. Think of a mindset of “I will do what is required” versus “I will clock in thirty minutes and see how it goes”.
It has been said that if you don’t know where you’re going, you’re bound to end up nowhere.
Should I be present during my child’s music lesson?
Absolutely. Learning music is a full-scale workout for the brain! Consider that there are many aspects of cognition utilized when it comes to playing a piece of music:
first, there are individual notes, each having a name, strung together in a melody, with each note indicating varying lengths they should be pressed down.
Then each note should be played with a specific finger to maximize facility within a passage of notes.
Next, how should the note be played? Should it be played with a bright touch or mellow? How should they be articulated - detached or smooth?
Then the music specifies that a passage of notes, or sometimes just a single note, be played at a certain volume level as indicated by dynamic markings.
And just when you thought that was it, there are indications of how to use the pedals on the piano, for example, the right-most pedal that keeps felt dampers off the strings to allow the notes to resonate freely.
Wow! You can see how much thinking and awareness are involved in playing the piano.
Because learning how to play a musical instrument is a complex activity combining cognitive and motor skills, it is vitally important that parents are “in the know” when it comes to their child’s development in their music lessons and practice. In my experience, parents who have sat in their children’s piano lessons have come to learn a wealth of knowledge about music and the art of practicing themselves. This allows them to facilitate effective practice sessions at home by instilling healthy attitudes toward learning, developing sound practice habits, and helping their child through challenges by applying proven techniques demonstrated during the lesson. Parental involvement in their child’s music lessons is crucial and invaluable toward their learning.