Nurturing your musical spirit

Welcome to Euterpe's Domain

Music Lesson FAQs

updated 03/28/08

When do we have holidays and group lessons?
What materials, supplies and equipment do we need?
What do you expect from the students?
What do you expect from the parents?
What should we expect from the teacher?
We’ve got a schedule conflict/illness/trip. What do we do?
What student resources are available at the studio?/Where’s the Swap List?
When should I or my child practice?
We’re experiencing practicing issues. Help!
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 happens at lessons?
What happens at group lessons?
What if I or my child doesn’t want to perform?

When do we have holidays and group lessons?
This information is available only to registered students of Musespeak Studio.

What materials, supplies and equipment do we need?

A well-maintained acoustic or digital piano with weighted and touch-sensitive keys
A metronome
Required and some supplemental music and theory books as recommended by the teacher
Copies of the assignment/practice log combination sheet (template to be supplied by teacher)
Homework Binder for assignment/practice log sheets, handouts, registration information, policies, FAQs, paper
A blank CD-RW in case we need to record songs, exercises or drills to help with at-home practice (optional but recommended)
A computer with internet access for various projects
A working e-mail address that you use regularly (for receiving studio e-newsletters and announcements)

What do you expect from the students?

Arrive on time for lessons and other studio activities, with all needed music and materials.
Wait quietly in the 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 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.

What do you expect from the parents?

Complete and submit all required forms, registrations and fees in a timely manner.
Respect the teacher’s Attendance & Absence and Lesson Swap 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 the student establish and maintain a definite schedule for practicing. 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.
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 www.youtube.com or www.ted.com.

What should we expect from the teacher?

Stay current on music pedagogy and technology.
Keep the studio, equipment, instruments, libraries and studio supplies well maintained.
Keep up her musicianship, technical and theoretical skills.
Maintain her memberships with the Alberta Registered Music Teachers’ Association (ARMTA), Alberta Piano Teachers’ Association (APTA) and the Canadian Federation of Music Teachers’ Associations of Canada (CFMTA).
Teach to the best of her ability.
Be available and ready to teach during the contracted lesson time (or make other arrangements if necessary).
Keep channels of communication open. Please note that voicemail will answer calls during lessons so as to not infringe upon a student’s valuable lesson time.
Keep the Lesson Swap List and other important studio documents up-to-date and available on Studio Central.
Only share students’ contact information required for lesson swaps with studio families.
Inform the students of performance and job shadowing opportunities.

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We’ve got a schedule conflict/illness/trip. What do we do?

Your teacher’s time and expertise has been reserved for you for the entire year, whether or not you are here for your lesson. The reality is that conflicts do come up. Refer to the Lesson Swap List. Contact another family to arrange a lesson swap for that week. Perhaps start with a student you know or someone who has the same timeslot but on a different night.

The more notice you give a family, the easier it will be to arrange a swap. Families always have the option of saying “no” to a swap. Please notify the teacher via phone or e-mail of the swap prior to your regular lesson time.

Due to the teacher’s full teaching schedule and other commitments, she is NOT responsible for arranging lesson swaps; nor is she available to teach at times not listed on the Lesson Swap List.

If a student has missed a lesson due to illness and the teacher has been notified in a timely manner, then he/she can attend one of the Illness Make-Up Classes.

If a student is going away on a school trip or family vacation and the teacher has been given sufficient notice, then he/she can attend one of the Special Make-Up Classes.

Occasionally, the teacher will have to miss a lesson due to illness, a performance, ARMTA Calgary President duties, traveling to a conference or for personal reasons. She will make up the lesson missed on one of the Teacher Make-Up days. If you are affected by a teacher absence, a timeslot will be confirmed with you on one of the designated days.

Please refer to the Studio Policies regarding Attendance & Absences as well as the Studio Calendar for specifics (available only to registered students of Musespeak Studio).

What student resources are available at the studio?/Where’s the Swap List?

Studio Central: Your login and password are written on your processed registration. Studio Central has the latest Lesson Swap List, Assignment/Practice Log Sheet, FAQs, Studio Policies, Studio Timetable and other fun and useful information. Please do not give your Studio Central login information to anyone outside of the studio. This section is only available to registered students of Musespeak Studio.

Musespeak.com: Contains general information about the services offered by Musespeak™ - piano/theory lessons, background/wedding music, writing services and creative writing.

Musings at Musespeak is the studio blog, which contains fun links as well as information on various aspects of teaching, performing and running a studio.

Studio Library: Students may borrow recordings, music scores and study aids. Lending period is three (3) weeks and can be renewed. A limit of two items can be signed out at any one time. Students will be charged to replace items they lose or damage. Overdue items will be subject to an overdue fine of a treat for the teacher or Maestro.

When should I or my child practice?
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.

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We’re experiencing practicing issues. Help!
Common reasons why students don’t practice:

• He/she is overcommitted 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 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 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.

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.

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 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.

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. Depending upon the exam system, students will also be tested on improvisation, keyboard harmony, viva voce (oral Q & A), transposition or memorization.

Once a student reaches the intermediate levels, theory exams are required to complete the grade requirements. Note that high schools across Canada grant high school credits for Music 10, 20 and 30 for Grade 6, 7 and 8 piano respectively. Please note that students will be referred to another teacher for advanced theory (music history, harmony, counterpoint, analysis, pedagogy).

Examinations are not for everyone. They can be stressful, especially if one is unprepared. They require a strong commitment from the students, parents and teacher. Students preparing for an exam are expected to participate in at least one music festival before the exam. Students can also do a pre-exam recital for family, friends and/or charity.

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.

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What happens at lessons?
• Brief chit-chat while doing stretches and while the homework binder is checked
• Technical exercises (scales, triads/chords, arpeggios, other finger exercises)
• Introduction of new concepts, techniques and repertoire
• Listening and checking the student’s progress on assigned tasks, drilling, tweaking and polishing
• Cheers and happy dances for a job well done and gentle but firm encouragement on trouble spots
• Sight-reading, chording, rhythm and listening exercises
• Theory and if time, interest and need permits – composition and improvisation
• Maestro telling the kids to play a song and helping them pick out stickers and prizes afterwards

What happens at group lessons?
This year, ALL students will be grouped into small ensembles (duets/trios/quartets/combos) according to playing level and desired group lesson time. Friends and siblings can request to be placed in the same ensemble team.

Each ensemble will get three (3) ensemble lessons throughout the year.

It is the ensemble team’s responsibility (all student partners/their parents) to sign up for three (3) sessions out of the available eight (8) Group Lesson days. Further details available only to registered students of Musespeak Studio.

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.

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.

For this reason, all students 18 years and younger are expected to perform in at least one recital throughout the year.

Where words fail, music speaks.
Hans Christian Andersen

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