I wasn’t prepared for all the questions from my student as she sought to understand the “why” behind things, and I think I’ve overwhelmed her at times with my in-depth answers. I’m learning to sometimes say, “The reason ‘why’ is pretty complicated, but as you progress it will make more sense.” Is that OK? Do […]
Monday Mailbag
Monday Mailbag – Using CDs
My question is regarding the CDs that are sometimes included in music books. Do you keep them and use them with the student at their lesson, or do you send it home with instructions and have them bring it to the lesson? I was listening yesterday to 3 new CDs and reviewing the books and […]
Monday Mailbag – Memorizing Incentive
Do you have any incentive ideas for a memorizing contest, or something of that nature to encourage memorizing pieces? Some of my students are very beginner, and some are older students who have transferred (or who have REALLY applied themselves). How do you make it equal for both types of students – the 6-year olds […]
Monday Mailbag – Taking Time Off
How do you schedule the right to take a week off each semester? This is the exact wording from my studio policy: The schedule for each semester, including weeks that there will be no lessons, is posted on the website (here) and included in the September newsletter each year. The schedule is structured to allow […]
Monday Mailbag – Playing in Student Recitals
Do you ever play a piece in your student recital yourself? I was thinking about doing this in order to show students and parents the possibilities of the piano, but I am not sure if it doesn’t look like I “need” an audience. Actually, my students could attend some of my own recitals if they […]
Monday Mailbag – More about the Treble Clef Game
[Natalie’s Note: Following is a series of questions I received pertaining to this treble clef game – a favorite in my studio!] I began teaching beginner piano lessons this summer. Being a teenager with no experience, I feel like I “run out” of new ideas quickly. I really like your game ideas, and I have […]
