I was in for a shock when I looked up the price of karate and dance lessons in the town where my studio is located. My mind was totally blown! I hadn’t raised prices since 2010 because I thought parents would revolt and pull their kids out of my programs. Little did I know, my competitors in the “after-school-club” market were getting almost double for comparable programs, based on the number of instructional hours per week. That’s just leaving money on the table! It’s irresponsible as a business owner to not know your market, AND lost profit. After all, as much as music teachers love our jobs, we are in business to make a profit. Read more…
Each year I’ve observed that students are increasingly unfamiliar with the carols of Christmas. It’s important to me to introduce them to as many as possible, and to enable them to entertain or accompany their families and friends with songs of the season.
Many of them start practicing Christmas songs as early as October. I decided to make Carols of Christmas the subject of our December group master classes.
I chose a Christmas instrumental CD to play as they arrived, and we gathered around my kitchen table for snacks. Food makes everything friendlier! I decided to treat them to sparkling grape juice, which most had never tasted. There was also lemonade and apple cider, grapes, cookies, candies, chocolate-covered pretzels…
While they snacked, I read them stories of several carols’ origins.
I found a number of activities about the carols of Christmas at brownielocks–scroll to the bottom for more.
My biggest challenge was to find those that could apply to a wide range of ages.
I tapped the beginning rhythm of a number of carols. Even the youngest students were able to participate and guess song titles. Of course, I knew what they’d been practicing, so made sure to use those pieces to give them a good chance.
I also sang the first few notes of a carol, without the rhythm, just to see if they could guess—they did pretty well. For more mature students, I had a Carols of Christmas fill-in-the-notes game. I’d give them a few measures of a carol, leaving out a few notes or a measure or two. They could fill in the missing parts.
There were activity pages concerning lyrics of Christmas carols. “Where would you go to hear silver bells?” “Who danced with a silk hat on his head?” Some questions read more like jokes, but all of it got them thinking more deeply about songs they may hear while shopping, but haven’t focused on. Talking about lyrics brought up the meaning and history of words or phrases usually heard only once a year: deck the hall/don we now/noel/gloria/yuletide…
For a final touch, I had bent some sparkly pipe cleaners into treble clef shapes, and set out a variety of beads that they could thread onto the pipe cleaners, and either keep or give away as tree ornaments.
I’ve had reports from various parents how fun it is to hear their children sharing the carols of Christmas with their families.
How do you introduce Christmas songs to your students?
A screenshot of the top of my Thumbtack profile page.
One day I saw an ad on my Facebook page from Thumbtack. Have you seen it? It said something to the effect, “Thumbtack needs guitar teachers!” Curiosity got the best of me one day so I clicked on it.
Turns out they do! Thumbtack connects people that have project goals with professionals that can help them accomplish those goals. As a private guitar teacher, I can post a profile on Thumbtack that allows people searching for a guitar teacher to send me a request for a lesson quote. If they like the quote, Thumbtack puts us in touch and voilá, I’ve got a new student!
Thumbtack made it pretty easy to get started. The sign-up process was guided and surprisingly easy. When finished, your profile will have a clean and professional look. Here’s a link to my profile. (I’ve included some screenshots of the edit view of my profile page in this post.) You can include a bio, studio logo, details about the kinds of services you offer as well as professional credentials and that’s just for starters. You can included links to your Facebook, Twitter, and LinkedIn accounts, too, not to mention your Music Teacher’s Helper Website! When you’re ready to reply to customer requests you purchase credits, which are currency on Thumbtack, you use to pay when you send a quote to a customer. (Quotes cost between 2 and 9 credits depending on the type of project.) For guitar lessons it costs 2 credits or about $3 to send a prospective customer a quote. Would you be willing to pay someone $3 to find you a new student? That should be a no-brainer! Read more…
With this post, I’m going to start a short series of blogs on the theme ‘An Invitation to Performance’. I will be exploring performance as an action, a skill, and as something that every teacher should consider offering as an integral part of his or her teaching studio. As my students and colleagues well know, I can get quite evangelical about the importance of providing access to performance – in particular experimental performance (about which more later) — to all students, whether aspiring professionals or dedicated amateurs.
Performance offers us commentary on and access to a part of our musical self that no other medium can: it is the window into our true, communicative, musical responses, while at the same time being in the only venue in which we can observe or consider those truths. Performance is a lot of other things as well, things that my friends well know that I take great pleasure in discussing far into the wee hours. It’s a space; it’s a shared arena for action; it’s the special place where only musical things happen; it’s our only access to the creativity of our audiences.
I’ll be saying more about these and other ideas surrounding performance in future blogs, but for now, let me me start the series by banging a favourite drum regarding an effective practical option available to all music teachers who wish to give their students more access to the joys and intrigue of performance: the institution of the studio masterclass.
Making masterclasses work
There can be few experiences more stimulating for both music teacher and student than witnessing an expert performer working with a student in a masterclass setting. Once the hard graft of technique, musicianship, and style have been addressed, and once the many long hours of practice have been clocked, the opportunity for students to step out into the light of the concert hall and begin to experiment with performance under the expert guidance of a professional is an invaluable one. It is the crucial step between practice and performance, in particular, professional performance – in my opinion, the crucial step.
And yet, not all teachers make the space for masterclasses as part of the regular studio activities. Read more…
I heard from the music school that a new student had signed up, so as usual, I called him to find out what level he was at, what he wanted, what his email was so I could send him a link to register with Music Teachers Helper.
It became clear soon into my phone call that this new student was hesitating at the music school’s requirement that he sign up for 4 lessons to get started.
“I think I only want one or two to get started,” he said.
I told him that it was a good idea to give it a few lessons to get started and see how it worked, though of course if it didn’t seem a good fit, it was fine to drop out.
“I think really I only want one lesson,” he said.
I said, well, we can get started with some basics in the first lesson, but the second lesson is where I see what he took in, how he did, and where to take it from there.
I admit it. I want everyone to be happy; even me! This fall I took a few surveys to help me better understand what behaviors and circumstances promote happy students, happy parents and happy teachers.
It is much easier for me to know which behaviors in my clients make me happy as a teacher. Some of these things are important enough to be included in a policy statement—a place where clear communication can set healthy boundaries and solve problems before they happen.
Here is what I included in my registration packets this fall: Keep Happy Teacher
be willing to try new things, and new ways of doing old things
listen to directions and follow them at home
read your assignment notes over at home each week
enjoy the songs you are learning
have a respectful attitude
practice faithfully, and record it in your assignment book
smile a lot
tell the teacher frequently that you love piano lessons
always bring all your books to your lesson
participate in studio activities
take good care of borrowed books and return them on time
offer your child support, incentives and encouragement at home
set aside practice space and time in your child’s schedule
say uplifting things about piano lessons in front of your child
provide an adequate instrument on which to practice
keep your expectations high, but fairly close to reality
help your child participate in studio activities and recitals
respond to studio emails in a timely manner
rarely cancel lessons, and call ahead on those rare occasions
drop off and pick children up on time
pay your tuition on time each month, without a reminder
call me when you have a concern or problem so we can resolve it
remember that I thrive on appreciation, and your kids thrive on praise
That covers my side of things, but what about the students’ or parents’ perspectives? For the last few weeks I have been surveying students and parents from my studio, as well as parents with other teachers in my local association, about what makes them happy with a piano teacher. Below is my compilation of the student and parent responses.
I expected certain things to be high on the parents’ list: keep tuition rates low, limit the number of outside activities, high tech studio, make sure we get our perfect time slot, be flexible with sport schedules, vacations and illnesses, have a location close to school or home, have lots of degrees, certifications and professional performance experience.
I was wrong. Not one of these items was mentioned. Read on to find out what wasRead more…
Student workbook and assignment book to coordinate with game board.
It is so exciting to start a new school year. I usually take August off to give myself time to get ready for a new direction in the fall. In my never-ending attempt to keep kids engaged in the study of piano and music, I create a different theme and activity set each year. This year my theme is World Music, and I’d like to share with you how I have put this to work.
Game pieces to move around the board; little superheros.
Game board. Students move a space for each day of practice.
As the basis for my activities I chose to use an assignment book and game board from Keys to Imagination, created by Michelle Sisler. (http://www.keystoimagination.com/) There are several themes available, and I am using “Where in the World is Mr. Arpeggio” to coordinate with my world music theme. Each student gets a
workbook that includes assignment pages, along with activity pages at the beginning of the book which correlate with the game board. I purchase these books for the students out of their fall deposit money. A vinyl game board is pinned to my bulletin board and games pieces depicting superheros are added. The game board depicts a map of the world with a trail for students to follow as they track down clue cards to find Mr. Arpeggio, who has been stealing musical symbols. The clue cards also include interesting history and composer facts. Students progress on the board according to the number of days they have practiced the previous week.
In order to add a competitive element to the game, I also hung an even larger world map (under $15 at Hobby Lobby) on another wall and marked out a route for the students to race around the world. Students will choose a cute paper luggage tag on which to put their name, and then move the tag along the route as they accumulate points. In order to get on the map they need 15 points to get to Denver International Airport. From there they work their way to New York City, on to Paris, then Shanghai, and eventually end up in Los Angeles. Their prize reward increases at each destination. They will earn points by collecting the previously-mentioned clue cards, bringing their books, playing their scales cleanly, writing compositions, completing theory pages, playing at recitals, and other activities and goals.
Large map I added to have a race around the world.
During weekly media lab time I will add in world music activities on the computer. I may also use some of Keys to Imagination’s “Are We There Yet” studio series. This curriculum provides many activities related to studying world music. I will incorporate the world music theme into my group lesson activities and any special concerts or field trips we attend this year.
Multicultural activities for group lessons and media lab time.
Media room decorations.
Students will also be choosing a piano piece to study from a foreign country. I usually have a theme-specific recital sometime during the winter so the students can share these pieces with family and friends. I’ll encourage them to write a report about the country and/or the composer and maybe share some of those facts before they play.
This long banner ties it all together.
To set the mood, I ordered very inexpensive decorations from www.PartyCheap.com in the world theme—lots of flags! I may leave these up all year, or move some of them around from time to time. I have little cards to send out before lessons begin letting students know about the “world wide search” and how I need their help to find the thieving Mr. Arpeggio!
I’d love to hear from other teachers who use a theme each year for motivation!
Inland Valley Symphony outdoor concert in Temecula
Today was the last day of my “summer vacation.” Starting from tomorrow, I will be back to my regular teaching schedule. I took a three week studio break from June to July, some students had lessons after that, some have been away, and I will see almost all of them back for lessons this coming week. I spent most of today organizing my teaching supplies and sorting new books for students, and wondering where did the summer go! Well, I have had a productive summer, and a recent blog by Leila Viss – Why Don’t We Collaborate? made me reflect on the various collaborative projects I have been involved with this summer.
With Dan Callaway at Temecula Pop Under the Stars
First, some of you may remember the name Dan Callaway. Dan was a blog author on Music Teachers Helper, I read many of his wonderful posts before I joined the blog team. Well, as it turned out, I met him in person this summer in an outdoor “Pop Under the Stars” concert in my town! He was one of the featured solo vocalists and I played the keyboard in the symphony orchestra. The concert was a huge success, drawing more than 2000 people. Dan was awesome and the audience loved him! As a pianist, we don’t get a lot of collaborative opportunities to perform with a large number of musicians. Unlike band instruments, we are not used to producing a “collective sound.” The experience is invaluable, and I can not recommend it highly enough!