As private music teachers who work closely with beginner students, we’ve seen how small adjustments can make a big difference in a student’s musical journey. One key insight? The biggest mistake in music lessons often isn’t about wrong notes or missed practice sessions—it’s about forgetting who should be steering the ship. When teachers or parents
It is best, as a teacher, to have some piece in your back pocket that you can play flawlessly at any time. This obviously mean practicing it so it’s always in-shape. It’s totally fine for a teacher to not be a professional performing musician, but the teacher should be able to play some selections really well.
There’s a quiet joy in watching a student open their music book, turn to a fresh page, and take that first look at a brand-new song. Whether it’s a pop tune, a classical étude, or a seasonal favorite, learning a new piece feels a bit like starting a new chapter in a book you’ve never
As a team of active private music teachers, we’re always looking for ways to help our beginner students practice more effectively—and enjoy the process too. One of our favorite music practice structure tips is a simple routine we call: Something Old, Something New, Something Fast, Something Slow. This structure isn’t just catchy—it’s incredibly effective. By
Once lessons get rolling and you’ve started to make progress you might notice that progress slows down. I see it happen all the time with my students and in my own practicing. The good news is… this is a common problem and the solution is scaffolding. Who hasn’t learned their first tune, a cool guitar
Make-up Music Lessons From An Economist’s Point of View. By Vicky Barham I’m a parent of children enrolled in Suzuki music lessons. I’d like to explain to other parents why I feel – quite strongly, actually – that it is unreasonable of we parents to expect our teachers to make up lessons we miss, even