The Saturday Studio: Private Music Lessons in Schools

Morning all,

Today’s chat over my morning coffee is about a topic dear to my heart — Private Music Lessons in Schools — and I’m going to contain myself to the briefest possible rambling — being all-inclusive would require an entire book.

Beginning on a personal note, I started with three private students — two of which did not even play my primary instrument. In retrospect, I realized the band director was “testing me.”

They weren’t the top students in the program, either. Not even close. None were in their school’s top ensemble. Fortunately, my students’ progress was noticed by the band director and the other students in the program.

“If you have information to share that makes others successful, success will come your way, also.”

To a certain point…

A successful lesson studio can only succeed long term where a strong lesson culture has been created. This is a team effort — and rarely is it easy. Band directors, students, studio teachers, and parents are all critical partners for empowering this successful culture.

Students have to buy into the idea that their positive contribution is vital to a successful program. That they’re a contributor — not just a taker. Students are integral to growing a program’s standard, but not in charge of setting its standard. Mediocrity is comfortable if you don’t know better — or are not required to do better. And excellence is hard work.

RECRUITING PRIVATE LESSON TEACHERS

I believe that band should directors actively recruit the best teachers available. That’s how I’ve gotten every teaching job that I’ve taken — even if it meant moving to another city. The best situations recruit professional instructors that will be long term. — providing continuity.

Find out who’s doing the work on a high level and go after them. If they’re not immediately available — plant a seed that says “If you ever have some room for us …”

VERTICALLY-ALIGNED PEDAGOGY

Band directors hopefully make every effort to understand the pedagogy of their lesson teachers. It’s an extremely difficult situation for both the student and the lesson teacher if there are conflicts in pedagogy and expectations between the classroom and the private lesson. Students get caught in the middle and it’s not their job to resolve this. Ideally, all directors share the same rhetoric, same goals, same standards as their studio instructors.

Sometimes, a simple “how has your lesson teacher asked you to do this?” is all that’s needed.

Some directors try to survive with the information they learned in a one-semester Instrument Methods class. No successful director stops there; they continue to learn about all the instruments for which they’re responsible. Your private instructor is a specialist. Do you use them as a resource?

“You’ll get more from a studio teacher if they’re given a sense of ownership for the studio’s success and involved in decisions relating to their instrument.”

SOME POSITIVE ATTRIBUTES OF EXCELLENT PROGRAMS

• Students respect the physical facility. Rooms needed for lessons are conducive for learning. (Not storage or littered with trash).
• Directors reinforce the pedagogical goals of Studio teachers. They’re treated as the experts.
• Students have excellent attendance because lesson attendance and the importance of lessons is regularly reinforced.
• Directors are sensitive to not cancelling lesson activity unless absolutely necessary. (It’s our livelihood; people get testy when money is taken out of their pocket.)
• Students have good quality instruments and respect the school’s or parent’s investment.

TO PRIVATE TEACHERS – A FEW TIPS

(A special shoutout to Zack Clark, The University of Alabama, for suggesting I address some aspects of private teaching as a career.)

• Don’t assume a student already knows information, regardless of their age. Sometimes they were presented information in the past, but not quizzed for comprehension.
• Always be available for questions — from students or directors. I regularly get messages asking for information or advice my students and directors. I’m always pleased to answer.
• Keep great payment records for your students. Don’t do your own taxes. Self-Employment tax is a bear.
• Don’t disparage others in your profession. It only makes you look incredibly petty and/or jealous.
• Be a pro-communicator.
• Follow a school’s dress code, but not to the lowest acceptable standard.

AND FINALLY… FOR THIS TIME

Some programs value private teachers more than others. Private teachers can help make directors extraordinarily successful. But don’t allow it to be a thankless job for the private teachers. We sit in a small room for hours trying to create the best performers we can. The master of this was the great Eddie Green. In a future installment of The Saturday Studio, I’ll be discussing his mastery in building a private lesson (and total band) program.

“Call me old-fashioned, but I still believe the primary reason school bands exist is for students to learn to play a musical instrument to the highest standard to which they are capable.”

While band programs tend to be seasonal (marching band is a whole other topic), please remember that for many studio teachers their pedagogical focus is the same throughout a year.

Musical maturity in interpretation, efficiency and fluidity of technical skills, beauty and clarity of sound at all dynamics, and disciplined individual practice skills are promoted year round. Artistry is not seasonal.

What’s your view from where you are?

Thanks for joining me. Much appreciation. Now, … go do some goal-oriented practice.

take care,

Joe Dixon