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How do I find a good piano teacher or music theory teacher in my area?
What are the necessary materials and equipment for piano lessons?
What do music teachers expect from students?
What do music teachers expect from students' parents?
When should I or my child practice piano (or their music instrument)?
Help! My child doesn't want to practice.
How long should it take to complete a level?
What curriculum do you follow?
What is involved with music exams? Music Festivals? Master Classes?
What if I or my child doesn’t want to perform?

How do I find a good piano teacher or music theory teacher in my area?

Visit websites of professional teaching associations, such as the Canadian Federation of Music Teachers' Associations (CMFTA) or the Music Teachers National Association. For more suggestions, read Finding Harmony With the Right Music Teacher. (Back to top)

What are the necessary materials and equipment for piano lessons?

• A well-maintained acoustic or digital piano with weighted and touch-sensitive keys (minimum 76 keys for beginners, the full 88 keys is best for all levels)
• A metronome
• Required and some supplemental music and theory books as recommended by the teacher
• An assignment notebook/binder
• A computer with internet access for various online projects
• A working e-mail address that you use regularly (for receiving studio e-newsletters and announcements) (Back to top)

What do music teachers expect from students?

• Arrive on time for piano lessons and other studio activities, with all needed music and materials.
• Wait quietly in the designated waiting area until their appointed lesson time or if waiting for transportation afterwards.
• Inform the teacher if assignments seem too hard or too easy, too long or too short.
• Maintain a regular practice schedule (may require parental involvement) and maintain their homework books/binders.
• Wash hands, keep fingernails trimmed and ditch the chewing gum prior to a lesson.
• Be respectful towards other students, studio families, your teacher and studio/neighbourhood property.
• Relax and enjoy the gift of music. (Back to top)

What do music teachers expect from their students' parents?

• Complete and submit all required forms, registrations and fees in a timely manner.
• Respect the teacher’s Studio Policies
• Be involved: A student’s success is generally directly proportional to parental involvement in the learning process. Regardless of musical background, every parent can work with the teacher to make a student’s musical journey a positive one.
• Help your child establish and maintain a regular practice schedule. Unless a strong commitment to practicing is made by the student and supported by the parents, something else will always “get in the way”.
• Coach and monitor your child’s practices as needed. Check and initial the assignment/practice log weekly if required.
• Keep track of how your child is progressing and whether any problems are developing.
• Attend your child’s lessons if the teacher requests it or thinks that it is beneficial. Music study is a team effort between the parents + student + teacher. We can best help the student if we all work together. At the very least, please try to attend the first and the last lesson of the year.
• Provide your child with a suitable practice environment at home: Make sure that your instrument is properly maintained (keys, pedals, proper humidity, tuned at least once a year) and that the student has all the necessary materials and tools. Also ensure that adequate lighting, a footstool (for short students) and a quiet space with no distractions to provide uninterrupted practice are provided.
• Make suitable transportation arrangements for your child so that he/she arrives on time and isn’t left waiting after a lesson, performance or examination.
• Inform the teacher if your child has a negative attitude toward lessons or would like to discontinue them.
• Praise your child regularly. Refrain from negative criticism. Celebrate your child’s accomplishments. Encourage your child in every way possible to perform for family and friends in relaxed settings.
• Enjoy cultural activities together. Some ideas: Listen to live or recorded music together, make playing and singing Christmas carols around the piano a tradition, watch music performances on Youtube or TED. (Back to top)

When should I or my child practice piano (or practice their music instrument)?

To get the full benefit of music study, a regular routine of five or more days a week should be established. Practice frequency is important to successful music studies. Schedule a dedicated practice time just as you would for school work or sports practice. Beginners, especially young ones, will require parental supervision and coaching during practices.

Some ideas: before school/work, after school/work, before/after supper or before/after doing school assignments. Breaking up a practice into two shorter sessions is extremely effective.

Some families establish reward systems for good practice and/or use an egg timer to count minutes.

Practicing can’t be crammed at the last minute. Here are some general guidelines for practice lengths:

• Beginners: 15 – 30 minutes a day, 5+ times a week
• Junior Intermediate (Level 2B – Grade 3): 30 - 45 minutes a day, 5+ times a week
• Senior Intermediate (Grade 4 - 6): 45 – 60 minutes a day, 5+ week
• Grade 7 – 8: 1 – 1.5 hours a day, 5+ times a week
• Grade 9: 1.5 – 2.5 hours a day, 5+ times a week
• Gr. 10 & Diploma Level: 2 - 3 hours a day, 5+ week

Students should strive to make every practice a quality practice. Set reasonable and attainable goals, like:

• Learn the first half of a new song
• Fix fingering on F# minor scale – play slowly 3X, medium speed 2X and required speed 2X
• Memorize two phrases of one song
• Sight-read an entire song without stopping
• Do three theory questions
• Play one round of Interval Ear Trainer on www.musictheory.net or The Piano Player on www.funbrain.com.

If you or your child has a heavy week (anything from school tests to a hockey tournament), strive to maintain the practice frequency, just have shorter practices, establish fewer goals and do those few tasks well.

More practice tips can be found on The Collaborative Piano Blog. (Back to top)

Help! My child doesn't want to practice.

Common reasons why students don’t practice:

• He/she is over committed and doesn’t have the time or energy to practice
• He/she is rebelling against the parents
• He/she just needs a day off
• Laziness
• Peer pressure to do something else
• Student doesn’t like the song/tasks
• Student feels uncomfortable with some or all of the assignments
• Student hates piano and feels that he/she is being forced into practicing and/or taking lessons
• Student is away
• Student is stressed out from school, extracurricular activities, friends, family, teacher(s)
• Student is unwell or overtired
• Student needs or desires greater parental involvement with at-home practice
• Student requires clarification/guidance (but is a afraid to ask)
• Student thinks he/she knows it all and doesn’t need to practice
• Student wants to do a “more enjoyable” activity (e.g. play only recreational songs, Wii, Xbox, play with friends)

Most issues can be solved by having a frank discussion with your child and music teacher to determine the problem, adjusting his/her schedule and working together to come up with a viable solution.

Many students, especially younger ones, need and crave parental involvement with their at-home practice. Parents can help by walking the student though the assignment list, helping them establish practice goals for the day, clapping to a steady beat and by being an attentive audience/sounding board. Sometimes, just being within earshot is all they need.

Some students may need a reward system for practicing. Others families treat piano as a non-negotiable activity like school work. Some students respond well to nagging while others don’t. Whatever regime you establish, keep the following things in mind:

Students who are committed to practicing regularly have parents who are committed to making practicing a priority in their home routine.
Students need to understand the consequences of not practicing regularly. Aside from lack of progress, students can also face parental discipline, a warning from the teacher and possible dismissal from the studio.

Students need to understand that they aren’t going to enjoy everything about piano. Some days will be dull, boring and frustrating but as another teacher says, “No one really likes practicing, but we know we have to do it if we want to get any better.” On the flipside, some practices will be downright exciting and enjoyable.

Don’t be afraid to ask the teacher for help or suggestions.

Practicing when sick is a lost cause. Better to rest and recuperate.
A day off never hurts, a couple of days off is a treat; any more than that and there better be a good reason!

Talk to the teacher as soon as possible if you are experiencing any of these:

• The student finds assignments too easy, difficult, confusing and/or boring. Some adjustments can be made.
• The student is uncomfortable with something the teacher has asked for.
• Student is going away. With advance notice, assignments that can be done away from the piano can be given.
• Student hates piano and feels like he/she is being forced into it and/or prefers another instrument/activity.
• Student repeatedly refuses to practice (or refuses to practice more).
• Student wishes to discontinue lessons.
• Changes to student's schedule reduces practice time significantly and for an extended period of time. (Back to top)

How long should it take to complete a level?

It depends on several factors such as the age and maturity of the student, practice time and frequency, as well as the level of family involvement and support. Students should progress through the books at a steady pace. It may take one student three to six months to complete a level, but it may take the next student a year or more to complete the same level. Keep in mind that the higher the level, the longer it will take to complete. (Back to top)

What curriculum do you follow?

Beginner students will commence their studies in the Piano Adventures method books (or another suitable series). Once a student has completed the beginner program, he/she can prepare for Royal Conservatory examinations, Conservatory Canada examinations or pursue music recreationally – without exams.

All students at Musespeak™ Studio will explore a variety of music genres throughout the year to provide a well-balanced and semi-customized program. They are encouraged to try ensemble repertoire, composing, playing from a lead sheet, improvising, playing by ear and performing at church, school or for family and friends. (Back to top)

What is involved with music exams? Music Festivals? Master Classes?

Students prepare several songs from contrasting musical periods and/or styles and technical exercises to a high standard for examinations. Students will also be tested on aural skills and sight-reading. For more information, read An Introduction to Music Examinations and Music Examination Systems in Canada.

At festivals and master classes, students perform one or more songs they have learned and polished. After each performance class, an adjudicator/clinician provides feedback to students to help hone their skills for the next performance or examination. (Back to top)

What if I or my child doesn’t want to perform?

Being forced to perform, especially if one isn’t prepared, can be a traumatic experience. However, if one has prepared thoroughly in advance, most students can conquer stage fright. Start with small informal performances at home with family and friends and gradually build up confidence to take on bigger stages. Have a frank discussion with your music teacher to address this issue.

Preparing for a performance teaches valuable transferable skills, such as goal-setting, project management, time management, multi-tasking, communication, listening, creative expression, working “on the fly” and teamwork. These skills will serve them well in any endeavour.

“The most potent muse of all is our own inner child.”
Stephen Nachmanovitch

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