SM

Frequently Asked Questions

What is the best age to begin piano lessons?

This depends upon the individual child. Some children may do fine beginning at age three, and others are more successful starting at age six or older. I encourage you to determine your musical goals for your child, assess the child's maturity, and attention span. Carefully choose a teacher that you feel comfortable with. Be sure that the teacher uses a curriculum that is age appropriate. I strongly recommend interviewing a potential teacher. You know your child better than anyone, and you are well equipped to make a choice based on the knowledge of your child. I believe that children as young as three and four can benefit tremendously from piano / music lessons. Children who are six and older also do extremely well, especially because their reading is becoming stronger and this aids in learning to read piano music. 

What if my child wants to quit? 

First, know that the vast majority of children will sooner or later say that they want to quit. This is normal with learning any instrument. Playing the piano requires continued dedication and lots of hard work. It is sometimes difficult for a young child to visualize the long-term benefits of playing the piano. They cannot anticipate the reward they'll have down the road when they can sit and play music they love. My advice is to "hear" the child, discuss their feelings, and arrive at a decision together. Of course, as the parent, you must -- IN ADVANCE -- prepare and decide what you will say and do when / if the child wants to quit. Before starting lessons, agree together that the child will commit themselves to an amount of time (such as a school year, or a semester). Hold the child to this commitment. When a child wants to quit, try to determine exactly why. Is the child just tired that day? Or do they have a valid reason? Communicate with the piano teacher. Let him / her know about the situation. Maybe changes can be made to help the child start focused and dedicated. And remember that making music is an art, such as painting. Some days we feel artistic, and it's okay if we don't feel artistic every day. Also explore ways to keep your child motivated. Are they getting new material to practice? Are they advancing? Are they playing music they like? Imagine being forced to listen to music you hate -- that's not fun. Nor is it fun for children. I believe strongly that children are most motivated when they can help choose music and play what they like!    

How do I find the right teacher? 

Word of mouth is the best way. Ask friends and neighbors for recommendations. Contact the teacher and ask for an in-person interview. Bring a list of questions. Read the studio and tuition policy and make sure you can agree to everything. Music is an art form, and having the right teacher paired with your child is extremely important so that the best environment can be created to achieve optimum learning and opportunities for creativity. Finding the right teacher can make all the difference in a child's musical development. Go with your instincts! 

Why is Alfred's the curriculum used? 

I use Alfred's because I have found it to be easy and enjoyable for children and young adults. It is high quality and low cost. Alfred's is very popular among piano teachers. I supplement the curriculum with many other sources as well, such as Bastien, Schaum, Piano Adventures, Theory Time, Michael Aaron, and anything by the great Dr. Helen Marlais and more.  

How do I motivate my child to practice? 

Practice is the most important part of learning to play the piano. New concepts are taught at lessons and they must be put to use during practice. Your investment is not only in the lessons - but it must be in the practice as well. Sometimes children will walk themselves happily to the piano and practice on their own. Other times, parents have to prod, demand and threaten. Remember - making music is making art, and sometimes kids will feel motivated and sometimes they won't, and that's okay. That said, daily practice is critical to success. I believe it is very important for students to know HOW and WHAT to practice. Taking the time to teach them how to practice is very worthwhile. I am happy to discuss practice ideas with parents any time. For my own two children, I require 20 minutes of practice on their instruments each day and this is simply not debated. Because they know this is the absolute expectation, they don't argue or complain because this is just the way it is. This works for my kids, but may not work for everyone. You know your child best and you are best at finding what motivates them.    

Is it okay if my child studies piano and another instrument? 

Only if there is sufficient practice time. Learning the piano first is the most logical. Both clefs (treble and bass) are used in piano music. Other instruments use one clef or the other. It is a more logical progression to learn piano then other instruments after that.  

Why are lessons only 30 minutes? 

Thirty minutes is plenty of time to teach new concepts. Learning to play the piano comes from dedicating significant time to practice. A MINIMUM of 60 minutes of practice per week is required to advance. 

How do I know if my child is progressing at an acceptable pace? 

Each child is unique and children should not be measured against each other.  Some children have lots of time to dedicate to practice and therefore they progress quickly. Other students have many activities in their lives and may progress slower. Set realistic expectations for your child. If your child is learning each week and is playing music and enjoying piano, then that is success! If you notice that progress is very slow, speak to the teacher and gain some insight. Also determine if the child is having to be repeatedly taught the same concepts over and over. This could be a sign of lack of focus, lack of attention, or no practice in between lessons.

Should I attend my child's lessons?

Sometimes the answer is yes, and sometimes no, and it depends on the student. Some students really want their parents in the room or nearby, and that's okay, as long as the teacher maintains control and direction. The teacher may determine that having the parent in the room or nearby is very distracting, making it preferable for the parent to wait outside or return after the lesson. From time to time, the teacher may request that the parent attend the lesson for a specific reason. Parental support and understanding is critical to a student's success.