Is there a promise of playing in a band?

When students have reached a certain skill level in there reading and playing they will be invited to play together. I currently host jam sessions. This is a great option because people with similar skills and interests meet and learn how to play together.

It is widely recommended by music professionals that playing in bands should be avoided initially. Too many music students lose their interest as a result of a negative experience from playing in a band when they are not ready.

What kind of support will I have?

A successful music student is one who knows how to practice. It is the time between lessons which determines the level of success and pleasure the student gains from playing music. Learning how to practice is a skill in itself. To help you with this I have created a web site entitled, The Golden Pick and Sticks. This site is designed to reward the student while he/she is practising. It reinforces the principles of practice which I will cover with the student during lessons.

Is music notation taught at the very beginning of learning or is it delayed by six months or longer?

A music student is at a distinct disadvantage if learning to read music is delayed. All music knowledge and technique comes from learning how to read music notation. It gives the student the ability to play the songs he/she would like to play. 

Too much time and money is wasted as a result of lessons consisting of songs, chords and tablature reading only. Very little useful knowledge is taught in such lessons. Learning tablature is not reading music.

Are lessons taught individually or in groups?

Although groups may be a cheaper option initially and they may be available at a local school, they do not cater for individual learning needs. 

It is more cost effective to have quality individual lessons. Duo sessions add a great amount of value to the learning process. Each student learns independently for most of the session. Then we get together and play for the remainder.

Should distance to travel be a factor when deciding on a music teacher?

No. When I started learning I travelled great distances to find a good teacher. An alternative to travelling to a lesson is having the same individual lesson using the internet. The quality of the teacher is the most important factor. Not all teachers are the same. Unfortunately standards vary greatly.

In fact it would be an advantage to the student if their computer literacy also developed while learning music. A great deal of music related work involves I.C.T. skills.

What does the teacher do?

As is the case with all full time musicians there are many components to what I do. As well as teaching I perform with The Queenstown Jazz Orchestra; the Dunedin City Jazz Orchestra; a duo called Middlearth; and as an instrumental solo set. I played the guitar in the production of Chicago in 2013, Jesus Christ Superstar in 2014.

After many years trying to teach myself and getting nowhere, I picked up the phone and began to do it properly. My ongoing development as teacher and musician is guided by tutors involved with the top music tertiary institutions in the country.

What are the standards of the teacher’s current music students?

I’m happy to say that my students are very well represented in many aspects of the community. From end of year school music prizes, gaining excellence in music performance, gaining recognition in local and national music competitions, to participating in a number of community events ranging from musicals to rock and jazz bands. Reading music, not including tablature, from the very beginning enables the musician to participate in these events.

A letter to a parent with regards to practicing and the parents/caregiver's role.

I'd like to offer some advice which hopefully will enable your child to continue with his playing. He has done very well up to this point. He is learning a specialist skill, it is hard. Learning how to play at home is also hard. It's a universal skill though, which can be applied to anything the student wishes to become strong at. It will greatly assist in his ability to independently learn. If the environment is right the student will develop their playing at home and at the same time begin to use some very important independence skills.

At home the student himself must take responsibility for their playing and not the parent. Reward and play are very important themes here. I remind students to reward themselves for putting the time in: something simple like making your favourite sandwich or something similar. I let students know that playing at home means your rewarded twice because the instrument, over time, sounds better,

The role of the parent is to allow the student to implement their own practice routine. Praising the child for doing the practice is a good thing. It reinforces the reward. Refrain from commenting on the quality of the music, unless it is something praiseworthy. In essence, the parent needs to step back and allow the student to have good weeks of practice and not so good weeks of practice. Do not over remind the student to practice. This can become negative and stressful. Instead ask how the practice routine is going?

Within the first few minutes of the lesson with me it is very clear how well the student has practiced. It is my role to encourage and motivate the student to reflect on their playing and to try and get it closer to the practice model I have showed them. I go over the 'new stuff' and review earlier material. I need to provide an atmosphere where the student feels OK to say how well their playing is going. I can then help them. 

Please remember that it is better for the student to keep on going and have a few poor weeks of practice than to stop. The dream or desire to play is a long term thing. The skill of practicing, and the motivation to do it, take time to grow. They are not natural.

The Make Up Lesson

I've decided to use the blog to communicate a few ideas and issues that come up from time to time.

One of those issues is the 'make up' lesson.

I cannot stress strongly enough that the 'make up' lesson replacement is not always guaranteed. It is not a right.

Success in any specialist skill occurs when the student sticks at it. No study, no success. I try to help and encourage so that the student can achieve. This is why I try and replace a lesson when it is missed. I am trying to be kind. I am trying to be helpful. I cannot stress strongly enough however that this lesson replacement is not always guaranteed. It is not a right.

Just like when something is missed due to illness, clashing, or forgetfulness in other aspects of life such as school, work or sports, that something is not replaced. It is the same with lessons. Contrary to the belief of some, my time is very limited. There are very few lessons spots available for make ups. I do not have extra time during the ever frequent and long school term breaks. I am a professional musician studying at ever increasing levels of difficulty. If I am not teaching I'm practicing, with the occasional run thrown in.

So please, please please do not be offended when I cannot replace a missed lesson. Do not run a tally of missed lessons with those made up. Unfortunately I lost a student this year due to this issue. If anyone can show me where I said I will replace every lesson please let me know. It is not a financial cost when one is missed. No one pays more when that happens, it is just annoying.