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  • Note-ReadingThe ability to read sheet music that is based on the music staff. In order to read sheet music, students need to decipher the symbols that appear on a page. These symbols represent rhythm, pitch, tempo/speed, fingering, dynamics, etc. The students then translate those symbols into the instrument. 

  • Sight-Reading: The ability to read notes on the spot! This means to read sheet music and play it on the musical instrument without having previously practiced it. This is very useful for the performing and gigging musician. It sounds stressful, but the more the students do it, the easier it becomes! Our teachers are happy to share strategies to improve the student's comfort with sight reading. 

  • Rhythm-Training: This training focuses on the ability to keep a beat and perform patterns of sound and silence. Working on the student's internal sense of rhythm is fundamental for any kind of music-training. During rhythm-training, the teacher might remove pitch to isolate the rhythm component by having the student clap or tap a rhythm pattern. 

  • Instrument Technique: Instrument technique encompasses posture, hand position, finger strength, etc. Having a solid technique equips the student to project the desired sound. It also prevents any future injuries and discomfort. 

  • Music Theory: Music theory is the how and why behind music. From classical orchestral music to modern pop music and even heavy metal music, nearly all music follows certain guidelines and patterns that we call music theory. Learning music theory helps us understand what we are listening to, what we are playing, and why it sounds good. When we know the basics of music theory, we can learn music faster, play more musically, and also jam and improvise with other musicians! 

  • Music History: Music History is embedded in the repertoire that is covered during music lessons. For example, a teacher might discuss what experiences in a composer's life led to the creation of a piece of music. Additionally, a teacher might talk about the musical genre of a piece of music and what time period it was popular during. 

  • Performance readiness: It is one thing to perform for our teacher and families, and another to perform for a larger audience! We want our students to feel comfortable in both environments. We prepare our students for recitals and provide additional guidance regarding performance anxiety, performance etiquette, strategies to overcome unexpected obstacles and keep the performance going, etc. 

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