After you’ve decided, “Yes, my child will take music lessons!” And after you’ve filled out the registration form, submitted your credit card information, purchased instruments and materials, after a teacher has been mindfully selected, and after you have allowed this teacher into your home—literally or virtually—, it is time to trust the process of your
teacher—and we know it’s not easy!

In-home music lessons are an opportunity to create a unique bond between families and teachers. Most families at home are within earshot of a music lesson, though some family members may not be paying close attention, others may be sitting in the same room. As you’re chopping carrots, you may wonder, “Why don’t I hear more music? Why do I hear
singing in a piano lesson? Why have I been listening to “The Happy Stream” for the last three weeks?” All good questions, and from every Note-Worthy instructor comes great answers! It’s not a saying, it’s a fact: the key to any fruitful relationship is communication.

Please do not mistake this essay as a Note-Worthy advertisement. I write from the point of view of a Note-Worthy Experiences instructor and team member. The following considerations are meant to provide comfort and offer recommendations to families who are experiencing anxieties about their new musical guest and give incite to the process of a successful lesson. By engaging with your child’s music teacher, you open doors to exponential growth for your child’s musical progression and for the interconnectedness of you, your child’s music teacher, and their new music student.

Consider: Experience

Note-Worthy Experiences is true to their name; Renee Bordner is a master instructor hunter and we as teachers naturally strive to maintain the company’s reputation. Your teacher was not chosen for you out of a hat. We do not pick straws to pick our students. Your child has a teacher that has been specifically selected based on traits that include, but are not limited to: skill; personality; and well, experience. Here’s a scenario: You read the profile of the music teacher who is about to teach your child. The teacher has a masters degree and over five years of experience teaching in the real world. They arrive at your door and per previous discussion, you observe the lesson on a couch in the same room. You wonder, “Why is this teacher so nervous? Why are they stuttering? I thought they had years of experience, what’s going on?”

Well, here are two examples of what could be “going on.” One, it is possible the five years of experience were teaching out of a private, sound proof studio room that shut its door adjacent from a family waiting room. Confidence in how we teach is vital in private, and even more-so when the people who are paying for lessons can hear every word and see every step of the process. For me, it was like building a callus, I just had to teach the way I teach and know that there was success behind closed doors, so what difference does it make if they’re open. In fact, now I enjoy in-home lessons so much that when I teach in studios, I frequently invite parents into the room to observe progress.

Another possible scenario is that this is your music teacher’s first time teaching a music lesson—ever. Now, Renee would not hire an instructor that is not fully capable of carrying out Note-Worthy’s mission, so give them a chance! Great music teachers are built with experience and it is impossible to gain wisdom unless they are allowed to teach. You are most likely not the only family they will visit that day which means they are getting a crash course in teaching, say, ten, or even twenty lessons in the week before they see your family a second time. Consistency and confidence will materialize!

So what is the best way to approach your teacher when questioning experience?

Ask! Our ears are for more than music! We’d love to share with you our musical journey! If it hasn’t already been addressed in email correspondence prior to the lesson, please do not hesitate to approach your teacher; the last thing your teacher wants is for you to hesitate about taking lessons!

Consider: The First Lesson

We don’t use the word “trial” at Note-Worthy, the first lesson is the first lesson. However, this does not mean a lesson without first impressions and a teacher’s assessment. Whether you are a musical family or a complete stranger to music lessons, the first lesson is simply a pre-requisite to a second lesson. Keeping in mind every teacher has their own approach and personal flare, below is a list of standard characteristics of a first lesson:

The lesson may go on longer than scheduled. This is certainly at the discretion of mutual scheduling, but consider that initial greetings and settling in will only take this long the first time. It will not add dollars to your invoice; it will only add weight to the initial connection and assessment.

Your teacher will explore strategies to figure out how your child best absorbs information. There is a chance for success in the first half-hour; and there’s also a chance your teacher will connect with you two lessons later and discuss strategies in the best interest of your child.

Sounds may sound simple. I say sounds because it’s very possible what is being played doesn’t sound like music. But it is! There are cognitive reasons you are hearing the sounds you hear. Enjoy it!

Your teacher will find you when they need you. Music teachers are not disciplinarians or force mongers. If your child is exhibiting behavior that requires attention beyond our pay grade, your child will be politely asked to find you to save the moment and disentangle the matter.

The first lesson is often a blast! We want students to know they are capable of anything! We want students to know the glory of their instrument. And though not every lesson will be a walk in the park without stepping in a little sludge, our goal is to introduce your child to music in a way that elicits love at first listen!

Questions? Comments? Ask! Let us know! Our ears are for more than music!

Consider: What is your child telling you? What is your child telling your teacher?

No one knows your child better than you do, but ideas and inclinations of the student may be passed on to the wrong adult. There are a lot of common utterances I’ve heard from students over the years and sometimes they’re taken into consideration, other times they are ignored. Your parenting is not under question; our job is to teach music, not assist in their upbringing. However, if communications about music lessons between student and family
are blurry, it is the teacher’s job to clarify those messages, even if they are silent.

Examples of communication between teacher and student; family and student; teacher and family:

Student says, “I hate the violin.” Teacher says, “Why do you hate the violin?” And there may be many reasons. Maybe it’s physical discomfort. Maybe their dream is to play the flute. Maybe, they never asked for lessons and don’t understand why they are taking lessons. The real problem is when they identify the instrument with music itself and start to say, “I hate music.” No Note-Worthy teacher will let it go that far! It is the job of the teacher to identify issues that may be inhibiting musical progress and then it is the teacher’s job to approach the family with the student’s concerns. Perhaps you had no idea your child wanted to play flute instead of violin. Perhaps a conversation can now be implemented between you and your child to determine the best way to move forward
without sacrificing music altogether.

Haven’t had a progress update in a while? Ask! Our ears are for more than music! I am a huge fan of progress updates! When a student meets a milestone, we’ll let you know! If it’s time to rehabilitate the practice regimen, we’ll let you know! And if it seems like a student has hit a plateau, we’ll let you know! And we will have plans and be ready to discuss any or all of these breakthroughs or concerns.

Long term goals should be discussed early. Goal discussions guide the teacher’s approach and determine the appropriate materials. Teachers and families make decisions together. For example, a music teacher recommends a series of materials for the student, some provided by the teacher, some purchased and provided by the family. If a set of materials isn’t working, we will let you know and make plans for a change, and we will do so with your permission.

Have questions about your teacher’s approach? Ask!…Yeah, yeah, yeah, ears more than music…I know you know!

Consider: Understanding what you don’t understand

Not a musician? No worries, we’ve got this! If you have a desire to become more fluent in what your child is learning, primary level books have the resources you need to follow along and answer common questions your child may have when they practice. Teachers are ready to help families navigate their child’s materials for the sake of practice progress and unification. It is important to us that you know what your child is working on, even if you
don’t read music.

Consider: What if a different teacher is the answer?

This is an awkward question to consider, and that is why I saved it for last. If after a solid probation period you think your child’s teacher is not the best fit for your family, your musical guest is likely aware. We deliver the best of our abilities to each lesson and sometimes, the delivery ends up at the wrong house! Great music teachers do not take these changes personally, we take them thoughtfully, and there are only great music teachers at Note-Worthy. Music is valuable and we want to make sure that students continue to value music, even if we are not their teacher.

Thank you for your consideration!

There are plenty of resources provided on the website and in the monthly newsletters that can help answer a lot of questions. Renee Bordner has made herself more than available to all families and teachers who have signed on to the Note-Worthy team, and your teachers are also available to you for you to express any interests or concerns. Allow me to say, we are Trust-Worthy!

Alicia Britton is a voice and piano instructor for Note-worthy Experiences. Read more about her here. 

Studio director Renee Bordner was honored to be asked to contribute to Comeback Momma's blog. Her article goes over the the benefits of learning music from a young age. Read the full article here. 

Writing for the Alfred Music Blog, David Pope discusses the challenges presented to students, especially middle and high school students, in the age of instant gratification. He presents tips and strategies for engaging and keeping students motivated to persevere.

​Read the entire blog here. 

Do you use a metronome when you practice?
Are you afraid to use a metronome?
Do you know how to use a metronome?
Are you using the correct metronome for you?

Over the past 12 years I have been asked countless questions about how to use a metronome, what type to buy, etc.  I encourage students to try a variety of metronomes and to start with free metronome apps that are available on most smartphones and tablets.  Some students prefer a flashing light and in the case of percussion students they may need a flashing light.  Other students prefer to see the swinging pendulum in their peripheral vision.  Yet some students prefer a dog barking sound versus a click or beep!

When using a metronome for practice, I do not expect for a student to use it for every piece assigned every day.  Sometimes I have students only use it for their warm ups so they can practice steady beats.  Other times I have students use a metronome to keep a consistent tempo in a challenging piece.  I believe that it is important to play a piece correctly without a metronome as most performers do not perform with a metronome on stage.

Here is a terrific video on how to use the metronome correctly when practicing any instrument at home.  Included in this video are some tips of things to avoid when practicing with a metronome.  Enjoy the video and happy practicing!

http://www.pianoblog.com/the-biggest-mistake-with-metronome-piano-practice/  ​

Renee is the studio director of Note-worthy Experiences, the chair of the Sudbury Chapter of the National Piano Guild, and a private piano instructor. 

I'll let you in on a secret: I was absolutely one of these kids. Each week, my mom would drag me to my piano lesson, where my teacher would glare at me in disappointment because, again, I didn't practice. Maybe one song really spoke to me, and I got good at that one. But the scales, technique exercises, and that really challenging one? Often, no. 

I understand her approach; she had a disciplined method that worked for many of her students and she stuck by it. Unfortunately, I was just one of those kids with which it didn't really work. I needed a more emotional and creative approach;  I needed to first love the music I was playing.  I was not really a "10 minutes a day, every day" kind of kid; I did better with less structure. I would go days without practicing (worrying my mother endlessly), but then spend an hour listening, singing, and playing dress-up to all kinds of music in our CD collection. As much as it probably drove my parents crazy, I'm grateful they let me find my own way in piano through various creative expressions. It was through these processes I found the spark to love some of my songs in piano and want to play them. 

As you can guess, finding that spark in students can be a real challenge sometimes. My work in private teaching has shown me that the best way to help kids develop a healthy practice habit is to first identify what motivates them naturally.  This is where parents' input is invaluable to me. Does your student really enjoy movement? Singing? Patterns? Problem solving? Poetry? Composing? Something else? Let's find a way to build on those natural motivators in their music learning! Below are some ideas. 

Find your student's motivators! 

• Are they wiggly? Try playing the music in the recordings (download the "PA Player App" for Piano Adventures series books) and have them move, clap, or make up a dance routine to the song. 
• Do they enjoy math and/or patterns? Have them identify patterns on the piano and/or in the music (1. "Are there measures that repeat throughout the piece?" 2. "Where are all the "C's, or "A's in the song?")  
• Are they visual? Have them draw a picture of the music they are learning. Flip to a new song and ask them to identify 5 things they notice about the piece without even having played it before. Or, try these cool flashcards and add a few every day to your pile. Makes for a fun pre-dinner activity! 
• Do they love competition? Have them play their song with either a metronome or the PA Player App and increase the tempo each time to see if they can keep up!  
• Do they really like words? Have them listen to the recording and memorize the lyrics. See if they can learn to play and sing along together. Bonus points if they write their own lyrics!
• Do they noodle around on the piano a lot? Ask them to compose a song for you, or another family member. Grandparents especially love to get new compositions :) 
• Do they like to sing? In addition to learning the words to their piano song, encourage them to sing another song they enjoy. If there's one they can't get out of their head from the radio or a movie, let me know! I can look for a score online. 
• Do they love to perform? Consider having a weekly or monthly home "concert series" where they prepare a song or two from their lessons to share with you all. Dimming the house lights, printing small programs, or hanging a small curtain for a "stage" are totally encouraged! 

All of these motivators can help tap into your student's natural love for learning, which can translate into good piano practice habits. Knowing what makes your student 'tick' is a great first step. ​

Jessica is a voice and piano instructor for Note-worthy Experiences. To learn more about Jess, please visit her Teacher Page. 

Have you ever wondered why your instructor was first interested in music? How their musical voyage began? ? What kind of music they listen to on their spare time? 

You can now learn all about the Note-worthy instructors in the Teacher Feature section of our website! Every month, we feature a different teacher and learn all about their individual musical journey. Discover the unique styles and stories of the diverse Note-worthy team. 

As part of the studio’s dedication to providing a variety of teaching methods and opportunities for students of all ages and interests, Note-worthy Experiences is offering a wide selection of group classes and workshops this coming Fall. These classes cover material that may not be available to students during their regular music lessons. The studio has hosted many successful group classes in the past, including a Jazz workshop and Musical History class, and we are thrilled to introduce these new courses and to offer even more options for our students.

Please see the Group Classes page on our website for more information about the following courses.

Musical Theater in America: An Interactive History 
Through this course, students will become familiar with some of history's most important musical theater productions. Each 90-minute class is divided into two 45-minute sessions. During the first half, we will discuss the shows' plots, music, composers, actors, and the socio-political circumstances surrounding their premiers (including, for example, the Great Depression and Vietnam War). During the second half, students will have the opportunity to perform, as soloists or in groups, selections from any of the musicals discussed the previous week. Music will be available for students playing any instrument. These performances will be treated like master classes, where both the instructor and other students in the class will give helpful feedback to improve the performers' artistry. Musicals from Showboat to Hamilton will be covered and everything in between!
 
Our Music: Early Childhood Class 
Our Music is caregiver-and-me style class that explores the many wonders of the voice and aims to foster a lifelong love for music for everyone! Through its eight weekly sessions, Our Music introduces babies and pre-schoolers to timeless classics and lesser-known folk songs from all around the world. Children will learn to listen to, sing with, and play music with instruments in every class, and build a musical vocabulary along the way. Our Music is committed to giving children the gift of music, and even gives participants a chance to be budding composers themselves; each group within a course will create and record a brand-new song that will be recorded at the last session and that will be shared with all to keep for years! 

Rock/Jam Ensemble 
The series is for students who have already attained an intermediate level of skill on their instrument and are looking to engage in group playing and live performance opportunities, in addition to further developing their technique, repertoire, and improvisational abilities. While working towards live performances at Note-Worthy events, students will also learn about the stylistic and cultural conventions of many styles of music that have influenced the rock idiom, and play a wide variety of music from the 20th century. Students will also participate in writing original music with the ensemble to perform live.
 
Advanced Music Theory I 
This course will guide students through topics such as intervals, chords & keys; scales and chords; introduction to chordal analysis; cadences and non-chord tones; introduction to secondary dominate and Neapolitan chord.
 
Exploring Pop Music
Have you ever thought that you could be the next Taylor Swift? Justin Bieber? Shawn Mendes? Using their imagination and creativity, they have created some of the most popular music in history. How did they do this? They practiced and followed their instincts. This class will look at some of the popular music from the last few years and discuss, compare, and analyze them. Students will have the opportunity to create their own song over the duration of class. Each enrolled student will select 3 popular songs that the course will revolve around. 
 
Chamber Ensemble Sessions 
This Chamber Music series is for our wind and string students and especially great for students that don't have an instrumental program in school, are home schooled, or need a more motivating group experience. Students will receive music in September based on who has signed up and what instrumentation is available.  The goal is for the groups to perform at our upcoming events. 

Rachel Stroia is the Office Manager at Note-worthy Experiences Music Studio. In addition to working at Note-worthy, she is also a student at Suffolk University and enjoys reading and cooking.