Music Teachers Blog

A few months ago I asked the question How do you write lesson notes for your students? in an online poll. 83 votes later, here are the results from PollDaddy:

• Typed directly to Music Teacher’s Helper in the studio via computer 13% (11 votes)
• Typed on an application such as Word to cut and paste into MTH later 2% (2 votes)
• Written into a teacher’s notebook to type into MTH later 7% (6 votes)
• Written into student’s notebook 57% (47 votes)
• I don’t write lesson notes 7% (6 votes)
• Other 13% (11 votes)

Even more interesting were the comments from readers, both on the blog posting and the poll page, that showed the varied and inventive ways that teachers in the MTH community create and deliver lesson notes.

Ed Pearlman says:

I print out my Daily Summary Report from MTH, leaving a wide margin so I can jot down notes to type into MTH later. This allows me to see on the summary what we did last time, how much the student owes or has credit for, phone numbers in case I need to contact a missing student, and as I reconcile the lesson notes later, I also can send materials by email if called for. I don’t mind jotting notes down during a lesson but would feel detached using a computer or palm pilot. For a few younger students I also write notes into their notebook, especially when the lesson notes are emailed to their parents instead of to them.

I agree – there are some students that respond well to their teacher typing out lesson notes and those who don’t. In my experience, the younger the student, the greater the chance that a mobile device or laptop in the room would upstage the entire lesson process.

Shannon’s unique system is worth quoting in full:

I stopped using a dictation book last year and opted instead to use my eensie laptop (it sits beside me on the piano bench). At the beginning of each lesson, I either start an email to the student (and cc the parent) or I go to my ’sent’ folder and pull up their lesson email from the previous week.

I can then either add to the email or change what I need to change as the lesson progresses. Exercises that seem to help stay in the email for several weeks at a time and are added to at will (no re-writing on the next page!) while notes about particular things to work on in repertoire can be changed if required or deleted when accomplished.

Any notes or reminders (such as a lesson time change or recital location, etc.) I add in BOLD at the top of the email with a specific note to the parent.

At the end of the lesson, I click ’send’ and -voila- lesson notes appear in the student’s inbox (and in the inbox of their parent, if the student is young enough).

I am a very fast typist and a very messy writer. This is the easiest, most convenient way to communicate effectively with most of my students (and their parents).

I think Shannon just gave me a reason to go out and buy a tiny new netbook, as my HP widescreen laptop tends to be a bit unwieldy in the studio…

Rhona-Mae Arca shares her unique system:

I have designed an assignment sheet/practice log that has evolved over the years.

Next year’s incarnation has the following on the front page:
To Do List
Practice Tips/Strategies cross referenced to the related task numbers
Lesson Performance Stats (to be filled at the next lesson) – think of the “completed level” screen you see in a video game, with the # hits you made, # combos, # items you picked up etc. It’s to be used for the incentive program and give students/parents feedback that’s easy to read.

The reverse side is what the student fills out – they’re practice journal – # minutes practiced, what they practiced, parent’s initials, what they have questions on, trouble with, etc. etc.

I like the idea of emailing the lesson notes, however, I have quite a few studio parents who only check their home email once a week.

I particularly like the way that Rhona-Mae’s system turns the entire practice and lesson process into a complex RPG, a valuable technique that speaks to the videogame-influenced way that kids learn. Rhona-Mae’s system should definitely keep them coming back for more.

As always, your comments are welcome!

Posted in Music & Technology, Studio Management, Using Music Teacher's Helper |

About the Author

Chris Foley is a pianist, teacher, examiner, adjudicator, and blogger based in Oakville, Ontario. He currently teaches at the Royal Conservatory of Music where he also serves as head of the voice department at the Conservatory School. As a member of Toronto's Tapestry New Works Studio Company, he has coached and performed in numerous workshops and performances of contemporary opera. In 2005, he started the Collaborative Piano Blog, which has grown to become one of the most well-known blogs about classical music. He has also made numerous media appearances, including playing piano for the first two seasons of Bathroom Divas (a reality show about opera singers), an interview about teaching piano to adult beginners on CBC Television's Living in Toronto, an interview in the Toronto Star about video games and music education, and an upcoming commercial for RCM Examinations.