What is an Audition-Interview?

Before signing up for music lessons, learn what's involved when a music teacher meets with a prospective student and parent(s) for the first time.

The audition-interview can be a vital part of the selection process when finding a music teacher. It gives the prospective student, the parent (or guardian) and the music teacher the opportunity to gather information needed to make a final decision on where to study. The meeting occurs after first contact (phone/email) between a private music teacher and a prospective student’s family.

Purpose of an Audition-Interview

During the audition-interview, the prospective student and parent can learn more about a music educator’s teaching philosophies and policies. The music teacher uses this meeting to assess the student, the family and determine compatibility.

Determining compatibility is a critical part of the meeting. It’s a case of determining whether the student’s communication and learning style is well-matched to the teacher’s communication and teaching style, determining how well the parents’ vision meshes with the teacher’s and how well all parties “click” with each other.

How to Prepare for an Audition-Interview

Each person involved in the audition-interview has to prepare in advance. A music teacher should have printed copies of his or her studio policies, studio calendar, assessment tools and registration form ready.

A beginner student should think about why he or she is interested in music lessons and why he or she is interested in a specific instrument. A transfer student should practice a couple of pieces learned with his or her previous teacher and review some technical exercises.

Parents of transfer students can prepare for the audition-interview by bringing a copy of their child’s previous exam transcript(s), music books used previously and assignment book. All parents should bring a list of questions and their cheque book.

What Happens at an Audition-Interview?

The audition-interview can take between 30 – 60 minutes. The meeting can be broken down into three sections: Teacher Interview, Assessment and Policies, Philosophies and Final Questions.

During the Teacher Interview, the teacher can direct some questions to the prospective student and the rest to the parent/guardian. Some questions that a music teacher can ask a potential student are:

1. Why do you want to take music lessons?

2. What do you like about music?

3. What are some of your hobbies and interests?

4. Do you like taking music lessons? (for transfer students)

5. Are you willing to practice regularly? How much time are you willing to commit?

6. What would you like to learn?

The following are sample questions that can be directed to the student’s parent or guardian:

1. What is the setup, practice environment and support structure to help the student organize his or her practice?

2. What extra-curricular activities does the student have?

3. What amount of time do you feel is reasonable for daily practice?

4. Is the student or the family involved in other musical activities?

5. Why did you discontinue lessons with your previous teacher?

During the Assessment, the teacher may ask a potential student to perform one or two pieces and technical exercises, followed by aural, reading, theory and rhythm questions. This helps the teacher assess technique, musicality and posture.

The teacher may ask the parent to wait in another room during the assessment portion. This gives the music teacher and student an opportunity to see how well they “click” without outside influences or interruptions.

During Policies, Philosophies and Final Questions, the music teacher outlines his or her studio policies with regards to attendance, expectations, rescheduling lessons, termination of lessons and tuition fees. He or she may also present the Studio Calendar at this time.

The music teacher also shares his or her teaching philosophies and approaches with the prospective student and parent(s). He or she may do a walk-through of what happens during a regular lesson.

Finally, the parent and prospective student have an opportunity to ask questions that haven't been answered yet. They can also voice concerns that they would like the music teacher to know.

After the Audition-Interview

All parties should take some time to reflect and review the information they have been given. During this “cooling off” period, one may conclude that the student’s or the family’s goals do not mesh well with the teacher’s methods and teaching style.

Arrangements should be made to follow up after the audition-interview. The final stage is to either complete the registration process with the potential student or have the teacher recommend several other qualified teachers in the area that may better serve the needs of the student and the family.

Taking the time to meet for an audition-interview is a vital part of the process when finding a music teacher. Music lessons are a long-term commitment and investment. Registering with a music teacher is the beginning of what can be a long and fruitful relationship. The audition-interview sets the tone for the relationship.

References:

Color in my Piano: Printables updated: Student Info form, and Student Interview forms (accessed August 4, 2010).

Torney, Helen, “The Professional Studio: Interviewing Prospective Students”, Music Matters, January/February 2002, p. 2 – 4.

Originally published on Suite101.com on August 6, 2010. Updated March 22, 2013. All rights reserved by Rhona-Mae Arca.

Finding Harmony With the Right Music Teacher

Signing up for music lessons involves a long-term commitment. Great care should be taken to find a music teacher that is a good fit for the student.

Whether the goal is to develop one’s artistic ability, prepare for a career in music or play for recreation, music lessons can benefit musicians at any age and level. When someone signs up for music lessons, they enter into a long-term relationship with a music teacher that can last several years. For it to be a fruitful relationship, great care should be taken to find a teacher who is a good fit for the student and his or her family.

What Prospective Students Should Think About Before Taking Music Lessons

There are several considerations a student and his or her family should make prior to registering for music lessons:

1. whether the prospective student is ready for music lessons

2. which instrument to study

3. the family's commitment and attitude towards music lessons

Having a clear sense of where one stands with respect to each of these areas will make it easier to determine the best teacher for the student and the family.

Looking for a music teacher is similar to shopping for the perfect hairdresser. At the core, a student will blossom with a teacher they “click” with and who does good work. Parents will appreciate working with a teacher whose teaching philosophies and operating procedures complement their vision for their child's musical education

Types of Music Lessons, Learning Environments and Instructors

Music students may study privately (one-on-one) or in a group class. There are several beginner music class programs available, such as Music for Young Children, the Kodály method, the Suzuki method, Yamaha and Kindermusik.

Lessons are offered on a variety of instruments. The most common instruments people choose when commencing their musical education are the piano, voice, guitar and violin. Lessons in music theory, a specific genre (e.g. jazz), improvisation or music composition are also available.

Music lessons are offered in several venues. Students can study at a music school affiliated with a music store, a music school affiliated with a conservatory, at a private music teacher’s studio or in the comfort of their own home.

There are several types of music instructors, each offering their unique blend of experience, knowledge and teaching approaches:

1. Certified teachers who have completed their post-secondary education and some have taken pedagogical training and are members of a professional music teachers’ association.

2. Student teachers who are advanced students in the process of completing their professional accreditation.

3. Professional musicians who regularly perform and/or have done commercial recordings.

4. Teachers who lack accreditation; however, their skills, education received and experience are exemplary and enable them to offer quality music instruction.

Tuition varies depending upon the teachers’ educational and performance background, professional affiliations, track record, teaching experience and how their studio is set up. However, good chemistry with the teacher, qualifications, high quality education and complementary vision should rate more highly than cost when making a final decision.

Tips on How to Find a Music Teacher

The easiest way to find a music teacher is to ask around. The benefits of talking to one’s family, friends and colleagues are two-fold: not only can they give names and contact information; one’s contacts can provide details on their first-hand experience with a particular teacher.

Another method to finding a music teacher is to contact a music teacher’s association. Many teaching associations such as the Canadian Federation of Music Teachers’ Associations (CFMTA), the Music Teachers National Association (MTNA), the National Association of Teachers of Singing (NATS) and the European Piano Teachers Association (EPTA) have an online directory.

Checking advertisements is a third option when searching for a music instructor. Some teachers place advertisements in a community newsletter or newspaper, while other teachers put up posters in local stores.

After the audition-interview, the teacher also considers whether the student and family are a good fit for the studio. The music teacher may recommend another teacher if he or she feels that the student's and family's interests best lie with a teacher with a different background or approach.

If there are any special needs, such as a health condition, learning disability or if the student is an adult, these should be addressed when first inquiring about lessons or during the audition-interview. It is acceptable to inquire about the teacher’s experience in an area of special consideration.

Music lessons are a long-term investment. Taking the time in advance to find a teacher that is qualified, has a good track record, “clicks” with the student and shares a complementary vision with the student’s family goes a long way to making the relationship a harmonious one.

Sources:

Alberta Registered Music Teachers’ Association website and Membership Renewal Package (accessed June 30, 2010).

Canadian Federation of Music Teachers’ Associations (accessed June 30, 2010).

Music Teachers National Association (accessed June 30, 2010).

Originally published on Suite101 on June 30, 2010. All rights reserved by Rhona-Mae Arca.

On Teaching Piano with Multiple Cameras

This week's lessons feature a fun bonus for my students - the addition of the POV camera. My last student of the evening and I had a ball working with the POV camera. By using trakAxPC, I am able to create a split-screen lesson clip. All it took was a little Virtual Choir genius ("Clap 3 times") to sync the two video clips:

Virtual Choir 3 Conductor Video (Soprano) - Water Night from Eric Whitacre on Vimeo.

Here's what a split screen lesson clip looks like:

This way, my students get the exact same perspectives they get when they are sitting at the bench (the straight-ahead view of the score and an HD shot of the peripheral view of their hands. trakAxPC is so easy to use. I haven't even gone through the tutorials!

Music and technology is a wonderful thing.

Music Group Class Round 1 Reflections

Well, students and teachers of Musespeak Studio and To the Wind Studio have survived the first round of music group classes with this new format.  I learned three main lessons:

1. I have gotten too complacent as far as teacher-student communications go. My students, their parents and I have an established rapport. I'm starting virtually from scratch with my brother's students. Sure, we've chatted at recitals, but a five-minute chat and teaching in 90-minute stretches are two totally different things.

2. It is important to over-plan and have several back-up activities up your sleeve. My pacing for one of the group classes was perfect. One was all right but could use a few more activities, while the other - well we raced through my lesson plan and I wound up flying by the seat of my pants for a very long time. I have Divine inspiration to thank for the "Let's Make Up a Story with Sound" exercise that I did with yesterday's students when improvising.

3. When teaching at another studio, have a studio contact list on hand in case you need to contact a parent in the case of an emergency or behavioural issue.

Overall, it was a positive experience. I've learned which students I need to be firm with and which ones I can recruit to take more of a mentoring role with the junior students.

I enjoyed teaching four lovely girls basic conducting gestures and beat patterns.  They giggled a lot and had a great rapport with each other.  

The "Get into The Groove" class challenged me the most. I will need to plan more rhythm exercises, especially ones where they split off into smaller groups. As for the stubborn ones - let's just say that I'm just as good, if not better at digging in my heels. "The Art of Practicing" also wound up being a great group of music students who were very engaged. In discussing how to practice music, we discussed stretching as well as their learning styles and practicing challenges (e.g. "When I Don't Feel Like Practicing"). The conversation also lead to areas I had not thought of incorporating into my presentation - and they should be. Thanks to them, talking about how to practice when injured and speed learning will be incorporated into my presentation. I look forward to the next round of music group classes.

Yes There IS a Point to Practicing Scales

An informative post about the usefulness of scales (and arpeggios) when faced with learning a piece for a gig with very little time. Thanks to my colleague LaDona Ahenda (and her son Mark) for sharing this on her blog.