Jennifer Foxx, a music teacher from Arizona, sent me a suggestion that over the summer I post guest blogs from those who attend their state conventions. I think this is a fabulous idea! It would also be great to include posts from those who attend summer music workshops and would like to contribute some notes […]
Monday Mailbag – Getting Students to Practice
I have a lot of students who like piano but just don’t put in very much (if at all) time during the week practicing. Do you have any advice and/or programs for that? I am a very “user friendly” teacher, the kids all like me and I give them popular music they enjoy to go with good […]
Special Deal on Practice Incentives!
Last week at our state music teachers conference, I presented a workshop called, “How to Design a Practice Incentive that Will Motivate Your Students All Year Long.” It was a lot of fun! As much as I love designing my own full-blown program, I know that lots of teachers prefer to either use a pre-designed […]
Monday Mailbag – Teaching Family Members
I’m actually more of a piano student, than teacher. (I’m a high school senior preparing to major in piano at college next year). However, my parents have given me the opportunity to teach my 12 year old sister to play, so that I get practice teaching and they don’t have to pay for lessons. My […]
KMTA Conference – Beyond Scales and Hanon by Elizabeth M. Grace
Having previously suffered from an injury, Beth now presents workshops and works with many students to develop proper technique skills. I have previously been to several of her workshops and had students take a masterclass with her, so I know how incredibly helpful the principles are that she shares. They have greatly impacted my own […]
KMTA Conference – Stages of Talent Development by Randall Faber
This morning is off to a great start with Randall Faber presenting a session on “Stages of Talent Development.” The presentation is accompanied by an 18-page handout that I’m excited to read through after the conference. Dr. Faber began by positing that we can’t assume that a student is engaged in the lesson or what […]
