Lesson Structure

Awesome Instruction for All Ages and Abilities

 

 ”…involve me and I learn.” -Benjamin Franklin

 

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At the beginning of each lesson, we gauge the student`s mood. We may ask what is new in school or in the “world of music”. If they seem receptive we move ahead. If not, we discuss music and music-making and how it will affect their mood and the mood of those who listen.

We begin with music theory and then ask the student to play the assignment. If they are playing poorly, we review previous lessons to put them at ease. We add a gentle reminder to review the lesson at home daily. We use the term “review” rather than “practice” because, while taking lessons is a responsibility, it is neither the students job nor their chore.

Lessons are divided into segments to sustain student interest and to provide a comprehensive approach. Toward the end of each lesson, we present new material. The incoming student will hear the current student at their weakest; however, we want each student to leave with new techniques and goals fresh in mind. To bolster the student`s confidence and to help them realize how far they have come, we ask them to play a favorite song.

We emphasize music-making from the first lesson. Acquiring knowledge through music appreciation helps the student develop and maintain a positive attitude toward lessons and music.

Public performance is enjoyable for the child and their parents but stressful, and benefits are short-lived. Furthermore,  preparation requires at least seven lessons plus dress rehearsals.

Momentum will appear to slow over time due to the increased length and difficulty of assignments. To reinforce the enjoyment of music-making and the practicality of developing skills, we incorporate familiar melodies.