Frequently Asked Questions About Music Lessons
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Music Lessons
Q: How long will it take before a beginning student can play?
A: Our programs are designed to get you playing music right away. You should notice dramatic improvements every couple of months depending on how much you practice at home.
Q: What if we can't make it to the lesson?
A: We are happy to reschedule your lesson time with at least 24 hours’ advance notice.
Q: What can I do to help my kids learn music?
A: Children need to know that they are doing well. By taking the time to listen to them play and cheering them on you will increase their confidence, giving them the motivation to keep it up. Younger children may also need some guidance in their daily practice – ask your teacher for info.
Q: I’ve heard that large studios are better than in-home studios. Why should I pick Annex Academy of Music?
A: Because we are experienced and well-connected, we are able to offer the best of both worlds. Read more here.
Q: How long are the lessons?
A: We offer 30, 45 or 60 minute weekly lessons, depending the student’s age and experience level.
Q: Do we come for our lesson at the same time every week?
A: Yes. After our initial meeting, we will find a time that works best with your schedule and this lesson time will be reserved for you each week.
A: Click here to see which instruments we teach. If you are interested in another instrument, do give us a call as we give referrals.
Q: How do I know what material to practice?
A: At each lesson, the teacher will write page numbers of material and specific instructions in a student’s “dictation” (homework) book. This reminds the student what was covered during the lesson and helps her track her progress. Parents can meet the teacher briefly after their child’s lesson for an update, and also use the dictation book to keep their kids on track.
Q: What do I do if my child won’t practice?
A: Positive energy is always better than negative. Try to encourage your child to practice by telling them how much progress they’ve made so far, or how good they sound. A weekly practice log and incentives for a good practice week are ways to excite students about playing. A regular routine is also highly effective: find a time of day that is always available and make it ‘practice time.’ (Mine was 15 minutes before school in the morning :o). If all else fails, postponing TV or XBox time until practicing is complete is a very effective strategy. Always let us know if you have a concern – we are here to help!
Lesson Books, Instruments, and Materials
Q: What books and materials do I need and where do I get them?
A: All books required will be available for purchase from our studio. We are also happy to help you select a good instrument and quality gear to rent or buy at local stores.
A: Check out this fantastic article by Deborah Jeter:
And here are ten more good reasons...
1. In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
(American Music Conference, 2000.)
2. Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills
- Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
3. A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
- Dr. James Catterall, UCLA.
4. A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
- “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998.
5. First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction.
- K.L. Wolff, The Effects of General Music Education on the Academic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992.
6. In a Scottish study, one group of elementary students received musical training, while another other group received an equal amount of discussion skills training. After six (6) months, the students in the music group achieved a significant increase in reading test scores, while the reading test scores of the discussion skills group did not change.
- Sheila Douglas and Peter Willatts, Journal of Research in Reading, 1994.
7. According to a 1991 study, students in schools with arts-focused curriculum reported significantly more positive perceptions about their academic abilities than students in a comparison group.
- Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
8. Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.
- “Cassily Column,” TCAMS Professional Resource Center, 2000.
9. In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels.
- The Arts Education Partnership, 1999.
10. College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.
- Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999