Lessons

Lesson Goals/Assessments

It is important for all musicians to draw from their other senses to embody and emote a clear musical idea.  Tools that can be used to convey musical ideas are moods, images, emotions, impressions, and stories; we take those elements and decide how they can best serve the notes on the page for clear expression.  Once the goal is clear between teacher and student, we work together to eradicate tension, constantly improve and reach new levels of understanding, and to have a regularly joyous and revitalizing musical experience in lessons.  My goals for the student are that they know the music inside and out, develop imaginative playing, enjoy the process and always have a sense of confidence that they are achieving their goals.  The confidence and thoughtfulness developed in music lessons can help create well-rounded and conscientious people who know themselves and their learning tendencies, while being in a constant state of discovery.

I aim to have two recitals a year. This helps students to have a specific goal to work towards, promote a community learning experience, and allows them to see other music makers just like them. Recital participation is required for those 18 and under, and optional for adult students. Memorization is preferred at recitals (the benefits of that mental exercise are invaluable) but I will do whatever I can do ensure that each student has a positive learning experience. I do not want a recital to be a source of later trauma - which is why we prepare thoroughly and often.

The adult students, should they wish to participate, start the recital as a sort of “prelude” to the event. They are separated from the younger students and their bravery in performing is appreciated by the BC Piano studio parents and students alike!

Specializations

While working with children is the mainstay of my studio, I am open to working with all ages and all types of students, including adult students and older beginners.  I like to draw from someone's life experience and intellect as they learn a new skill and work on growing as a musician. I learned to enjoy and respect older students from my 5 years’ experience teaching group piano classes for Freshman and Sophomore music majors at the University of Louisville.  It can be an illuminating and potentially frustrating experience to be a "beginner" at something when you’re successful in other fields, and I seek to make that experience as positive and comprehensive as possible; it is never too late to make music! 

I also have experience accommodating students with a multitude of learning disorders. I’ve had extremely successful piano students in the past with autism, processing disorders, dyslexia, visual impairments, and other conditions. Music making is for all! Goals are always individualized and adjusted as we go.

The First Lesson

I like to meet the student for an introduction lesson so student and teacher can get to know each other’s backgrounds. I will tell a little about myself and ask about any music or music-related training in the past. I ask about the type of music they like and what they would like to ultimately learn to play. It’s important for me to ask about interests outside of music, as learning an instrument really deals with the whole person - it is not just an isolated skill. With parents of students and adult students, we will spend time discussing goals for the lessons. For younger students, we will talk about practice expectations and begin some light playing or have an introduction to how the piano works!

I keep the environment low-pressure. I do not require any type of performance at this lesson, even if the student has had lessons before. I’m happy to listen to a student play an old recital piece if they are comfortable, but there is a lot I can learn in the first lesson without needing the student to perform.

Lesson Format

I teach from my home on a Steinway grand piano, and have a waiting room (or a nice porch, weather permitting!) and bathroom for others in attendance with you (parents, spouses, kids, etc). Lesson lengths range from 45-75 minutes, and usually start with a brief catch-up session. I like to know how everyone’s week went (and be aware of anything going on that may have impacted their playing) and especially hear reflections on the practice week/address any questions that may have come up. The order of activities during the lessons depends on the individual and the time of the semester. But usually the lesson includes sessions on skills/music theory, working on or introducing new repertoire, a creative activity or game to reinforce new concepts, listening and discussing music or musicians, learning a new practice strategy, and asking the student to demonstrate their progress on specific goals from the week. I end every lesson reviewing verbally (and written in the assignment notebook) what the student is to work on during the following week and most importantly HOW the student plans to accomplish those agreed upon goals.

Policies

Payment: Payment is due the 15 of the month, either through the Wave invoice app or Venmo (I also take Paypal, cash, or check.)  If the first lesson takes place near the 15th of the month, the check may be handed to the teacher at that first lesson. 

Missed Lesson Policy:  Lessons missed by the student will not be made up - the number of lessons paid for per month will be determined by the lesson day (typically 4 per month) and any major holidays that would merit time off. Lessons cancelled/missed by myself will be made up if scheduling allows, or a credit to tuition will be added. 

Library/Technology Fee $20 annually: This fee covers the cost of extra music, copies, prizes, recordings, theory books, literature books, etc. that I will provide as needed to your child.  You will also be expected to purchase music as needed through the school year.  

Recital Fee $10 per recital: I will book appropriate venues around town and provide a reception for my students and their guests to enjoy after the concert!  This would be collected at the first day of the recital month.