Throughout my years of instructing and teaching my students how to play the piano, I’ve developed a few specific morals to which I feel the need to share as a piano teacher. First and foremost, I want my students to have fun. Going into private lessons or any classical training can be a bit intimidating, which is understandable—keeping that in mind. However, I want my students to have a solid foundation of piano skills and music theory fundamentals. I also want them to enjoy what they’re learning and not add to their already ongoing stress on top of their academic studies.
My lesson plan primarily utilizes the Alfred Series, which includes a broader range of songs and music genres that my students learn to play. Personally, the Alfred Series compared to other music publishers/books gives beginner level students the foundation that they need. I’ve researched and compared lots of common music series that other instructors use, and the results that I have been able to witness among my students has proven that the Alfred Series really implements the foundational skills and theory that beginning students need in order to advance and play more comfortably in the future. This publisher is also very enjoyable! Once my students acquire good playing habits and strong technique at an early stage in their lessons, playing the piano becomes so much more fulfilling. My younger students also learn to appreciate their hard work and know that they can apply this process to virtually anything they set their minds to.
From time to time, some parents inquire to me about the Royal Conservatory Music system (RCM system), which has been brought to my attention as well. If that’s something that interests you and your student, I use the RCM system and its methods; however, I’ll introduce it to my intermediate/advanced-level students and do not require them to prepare for RCM testing. It is primarily so that my students can benefit entirely from learning intermediate/ advanced-level techniques without subjecting themselves to the stress of preparing for this system’s test format.
If any of the above information interests you and your potential student, here’s a more specific timeline of my lesson plan: a student begins at level 1 and ascends to grades 2, 3, and 4. Once the student has mastered the music theory and technical skills up to that point, I then introduce them to the RCM system to further advance and challenge their growing skills. Throughout levels 1 – 4, as the student builds a concrete foundation of their skills, I add fun and enjoyable songs of their choice and music applications/games to further stretch their knowledge and comprehension. While progressing through each level, I hold annual recitals for all of my students to showcase 1 or 2 pieces that they rehearse and ultimately perform in front of friends and family. I have also been involving my older students in group pieces that challenge their synchronization and timing; however, my group pieces are also a way for them to meet each other and have fun. Any student of mine who graduates from high school can either stop at the level they reach or continue their lessons further.
Lastly, I researched how to teach my beginner-level students effectively, and I found that if the parent/guardian sits in on the lessons with their student(s), they are more focused and behaved towards the lesson plan. Moreover, the parent/guardian will know what their child should practice and assess progress during the week. Students with this type of involvement from the parent/guardian will progress at a much faster rate. Overall, to make sure that my students establish a solid foundation of their skills, I require that the parent/guardian of the student(s) sit in on their lessons throughout level 1 or until they are more comfortable learning on their own. When the student(s) achieved at a comfortable level, it paves a more accessible path towards a more productive relationship between myself and the student(s) as the learning material advances.
ADDITIONAL COACHING: There’s no extra charge for this!
- I don’t mind having my students send me their practice video/audio recordings! It is a great way to check-in throughout the week. Just send a recording of each assigned piece, and I will respond with feedback in either written notes or a video recording. You can use text message or email. I’ve had students make incredible progress by doing this regularly.
- Students benefit from access to the new method teaching app Tonara Practice, which acts as a virtual assignment tracker; motivating students to practice more, and comes with support tools such as self-recordings, videos, and messaging. This is a great way for everyone (myself, the parents, and student) to keep track of what’s going on.
- Students have access to apps to learn music theory (ear training, notes, counting, etc.) more engagingly and provide supplementary materials for students.
- When a student struggles and needs extra help, I don’t mind scheduling students for a 15 minute lesson. However it depends on my availability.
- Students involved in Duets or Group Lessons preparing for recitals: I’m doing all of this for FREE not only for my pleasure, but also for the students to enjoy seeing and hanging out with their peers! This kind of interaction is rare for piano students in other piano programs and is the kind of experience that makes both piano lessons/recitals more fun to look forward to.
Piano Lessons 
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