Frequently Asked Questions

For lessons to be effective and enjoyable, it's important to develop a strong parent-teacher-student triangle where each person understands and contributes to the end goal: the student's ability to play music to the point that they appreciate and enjoy the skill they have developed. Communication and focused effort are the main variables in achieving successful outcomes through piano lessons, and all parties should be on board in order for the student to have a healthy experience with music in the long term. When we meet, we will have the opportunity to discuss your personal goals, talk about how these goals might be achieved, and get to know one another's communication style a little before beginning. This is the chance for prospective students (and parents) to ask questions and express concerns, and to discuss things like payments and financial assistance, lesson structure and attendance policies, and so on. If things feel like a good fit, we'll begin with a set of trial lessons to set things in motion before committing to any lessons.  

Students tend to focus better on learning tasks and excel more quickly when taking lessons outside of their home environment. In addition to this, teachers who give lessons in a student's home do not have access to a full studio of teaching materials, and must charge additional fees for time and money spent on transportation. It is for these reasons that I do not teach lessons in a student's home.

There are many limitations to the learning process when taking lessons online. In addition to these limitations, students and teachers often experience unforeseen technical challenges which hamper the flow of communication, focus, and learning. Thus, they are not ideal when introducing students to an instrument during the initial stages of learning. However, enrolled students may opt to have the occasional online lesson in cases of bad weather or poor health if the teacher has been given appropriate notice.

Lessons introduce, explain, and demonstrate concepts to students, however it is the daily practice sessions that occur at home between lessons that develop the student's skill. It is for this reason that students will require a suitable instrument in their home before committing to lessons. Pianos and digital pianos present the best opportunity for skill-building, but keyboards can occasionally do the trick for an early beginner whose aspirations are casual. If you're not sure what you need, we can talk about how to find something suitable.

Part of what allows a musician playing any type of piano/keyboard instrument to develop more complex skills is an instrument that can respond to varying types of touch. Keys that are full-sized and have a heavier "weight" give the student the best chance at experiencing a helpful response from their instrument. Pianos and digital pianos equipped with the standard 88 keys will allow a student to play ANY music they encounter. (While students using "unweighted" keys on their instruments, or those with less than 88 keys, CAN develop skills on these instruments, they will experience limitations quickly and will likely want to upgrade within a short period of time to an instrument that meets their growing skill set.)

While a piano teacher can tell you what to look for in an instrument and how to play it, they are not certified to assess the condition of an instrument or the viability of instrument purchases. If you would like to hire someone who has the skills to assess a piano before making a purchase (and to repair it afterward), you could theoretically hire a piano technician. This would be like taking a mechanic to see a car that you are thinking of buying. Realistically, the purchase of any used instrument proposes some degree of risk. To avoid this, you could rent or finance a suitable instrument (with 88 weighted keys) from a reputable business like Long & McQuade before committing to a bigger purchase / something lo be used long term.

In order to progress to new content each week, a student will need to have mastered the previous week's material, as new lesson content builds upon the skills acquired through practice during the previous week. Students who don't make time for their instrument regularly will find their confidence lacking and their knowledge spotty. Beginners should commit to 5-7 days of practice every week in order to progress confidently. Your teacher will recommend strategies for the quickest and most efficient practice sessions at home.

AFTER a brief trial period to determine whether parent, student, and teacher feel that everyone is a good fit for one another, lessons will progress on a once weekly basis. Having taught students of many ages, personalities, and lifestyles, I can confidently say that having one lesson every week has resulted in the best outcomes for every student I have encountered. Even adult students who initially requested lessons every other week noted that they were less productive during their week away from lessons and ultimately returned to weekly lessons after just a few months. Though there may be some very focused individuals who flourish with lessons every other week, or very dedicated individuals who can benefit from two lessons in a single week (as with the occasional student who competes at a high level or studies for advanced exams), the overwhelming evidence from the majority of teachers supports the conclusion that attending one session weekly is the most efficient and productive path to success when learning an instrument. 

Weekly lesson plans are generally structured in such a way as to give students ample time to achieve their new goals before compounding the acquired skills with additional tasks the following week. This fosters steady progress and cumulative learning attuned to the effort and ability of the individual learner. That being said, a person who is organized, efficient, and focused may still benefit from "a la carte" lessons (see the Lessons Offered section of this website), scheduling lessons one at a time on an as-needed basis.

It is important to note that you are paying for a fixed TIME SLOT with your teacher that occurs on the same day at the same time every week. Students may be given the opportunity to substitute an online lesson occasionally in unforeseen circumstances (such as when roads are closed, a car has broken down, the student has a virus etc.) during their regularly scheduled time slot provided they have a suitable home set-up. (Students who cannot be present for their scheduled slot may opt, instead, to submit a video for comment in lieu of their in person lesson.)

While you can pay your full tuition at the beginning of the 35-lesson school year, you are also able to pay in 5 lesson increments after your trial period has ended. All lessons are paid in advance of lesson day. You'll receive a payment schedule at the beginning of the year. PLEASE NOTE: Payments received will not be extended, transferred, or refunded. 

The three main ways to experience music education are by note (reading), by rote (watching and mimic-ing), and by ear (listening and mimic-ing). Learning by rote keeps you dependent on others, and learning solely by ear (while an important skill to develop as PART of musicianship) also has its limitations, so many musicians opt to learn to read in addition to these learning styles. Just like you don't need to read words in order to speak a language, you do not need to learn to read music to play it. However, reading fosters independence, develops greater comprehension of your pieces and the music of others, allows you to communicate more advanced ideas with fellow musicians, unlocks a more diverse array of creativity and, overall, alleviates the limitations experienced by non-readers. The short answer: it is not necessary, but it is highly recommended. 

Age is less of a factor in piano lessons than drive, focus, consistency of practice, and time spent. While many students under seven can be successful in the lesson environment with the right kind of support during home practice sessions, the pursuit of lessons is often best appreciated by students who understand the value of applying learned concepts through independent follow-up (like school homework). Similarly, teens and adults who have developed and refined a project or set of skills over a long period of time can be well-suited to the pursuit of musicianship over extended periods of time. 

Talent is a word used by non-musicians to describe results that appear to be effortless. All "talented" musicians spend regular time with their instrument, and are consistently observant, curious, and determined to succeed. I have never met a person without talent, just people who were unable to be consistent in their pursuit. This is not a lack of talent, this is an inability to remain focused, an inherently human trait that can be harnessed and overcome through lessons with a compatible teacher.

My first formal music lessons took place on the organ, with competitions following shortly thereafter. After a couple of years, I switched to the piano, where I completed exams and placed consistently in competitions up to and including the ARCT level. I began my formal teaching experience in 1995, and hold a Specialist standing in Elementary, Intermediate, and Advanced piano pedagogy and music theory from the Royal Conservatory of Music. While I am willing and able to guide those who seek to learn basic improvisation, to write and record original music, or play their instrument for more casual outcomes, I am also qualified and excited to teach advanced classical music for academic accreditation and competition, music history and appreciation of all genres from the Medieval era to the present time, composition for film & video games, and advanced music theory. As a more casual hobby, I pursue pop/rock music as a singer-songwriter and recording artist, both as a soloist and as part of a duo with my spouse, who is also a professional singer-songwriter and musician. 

Besides piano lessons, I teach song-writing, composition, and basic recording skills. I am also equipped to lead you through music theory, history, and harmony exams at all levels from beginner to pre-University requirements, and can tutor you in your post-secondary music pursuits. I do not teach guitar (despite playing and recording music on this and other instruments), however my spouse is an accomplished guitarist and recording artist and, if you are a motivated teen or adult, I can refer you to him for study in that area.

Private lessons require that a large amount of information is discussed between two individuals within a short period of time. While a parent/guardian may listen in from nearby, they are generally not present in the room unless the teacher asks them to observe. Siblings are not permitted to attend the lesson. With appropriate notice, a friend who is interested in beginning lessons may be permitted to observe a session.

Parents should be available during the last few minutes of each paid lesson slot so that they can be made aware of the week's goals as well as the activities that will allow students to achieve these goals. In addition, the parent and student are asked to utilize the teacher's lesson notes before and during each practice in order to receive detailed instructions and helpful tips for successfully reaching goals. While it can be helpful for a parent to encourage a student to make their way to their instrument each day, and to read the teacher's lesson notes with the student before they begin to practice, the parent will not require any musical knowledge of their own. Students are equipped with the knowledge they need before leaving their lesson each week, and are reminded by the lesson notes they read each day at home. 

Learning an instrument with confidence requires that a student be exposed to a variety of skills. Some of these skills are better developed using songs that are familiar to a student, while others may be better understood by increasing the student's knowledge of music with unfamiliar repertoire. The more you and your teacher are able to communicate about how the songs you like might help to illustrate a particular skill, the better understanding you will have of the function of both familiar and unfamiliar repertoire in the lesson room.

Being a musician (or any kind of artist) can be really fun ONCE YOU GET THE HANG OF IT. However, it is one of the many skills that requires regular effort to become confident - you'll need some determination to acquire new skills to advance beyond the most basic songs.  As a developing musician in lessons, students are tasked with approaching something they are not yet adept at, instructed on how to become better at it - then asked to demonstrate their progress at a weekly session with a supportive teacher before moving forward to the next song and/or skill. As with all subjects, supporting a learner through the more challenging moments by encouraging them to rise to their own capabilities is an important part of gaining confidence. Regularly look for opportunities to observe recorded music and live performances, engaging the student using positive observations about the music and musicians, and pointing out the student's own positive attributes regularly. It's also a good idea to occasionally use your child's lesson time to read books about common challenges that your child could experience and what they might be feeling throughout the learning process - I provide a library of this type of content (and other music-related topics). Feeling that one's full effort is appreciated and that one's experience is understood is important, and knowing others have faith in you to continue evolving and growing when your own faith might be wavering is crucial to continued progress when overcoming new musical challenges on the path to effortless enjoyment. Speak to your teacher often who can help you learn the best ways to encourage the student before, during, and after practice sessions at home.

Yes! Students who have access to electronic devices have additional options for learning, reinforcing, and practicing as compared to their peers with no access. That said, there are plenty of traditional and non-traditional ways to teach and reinforce music skills without using devices if your children are limited in their usage.

There is a common misconception that you can learn music without learning music theory, and another misconception that learning music theory is difficult and/or boring. This troubling myth that pervades because some musicians who can play their instruments find it difficult to explain things to others - all music teachers are musicians, but not all musicians are music teachers! Knowing which note to play after another note is music theory. Knowing how long to hold a note involves music theory. Knowing how fast or how loudly to play is music theory. Simply put, music theory is the name for every symbol you see, the reason things sound good, and the explanation of how everything works.  Playing music IS knowing music theory! That said, some people choose to delve into more complex music theory while other prefer to learn only what is required to understand their pieces - either of which is okay! What you need to know depends on what goals you hope to achieve.

While you won't need to play in front of another person as part of your lessons (other than your teacher), opportunities to grow in this area will be provided for those who are interested. It is worth considering that all amateur and professional musicians you've heard in your lifetime have experienced nerves performing for others at some point during their studies and/or professional careers, and that those who choose to continue to perform are simply open to examining this part of themselves until they are able to their harness musical skill and personal emotions to the degree where both performer and audience come to enjoy the music being performed. The world of music would be pretty silent if no one chose to work through their performance nerves! Maybe playing with or for others is a goal you will choose to achieve, and maybe not. The choice is yours.

Exams are never a mandatory part of taking piano lessons, however many people eventually lean in this direction. For some, the pursuit of levels comes from wanting to have a private accomplishment that they can feel proud of, having the side effect of providing consistent motivation during one's at-home practice. For others, it is because they want to increase and verify their qualifications, or to be able to provide their educational credentials to an employer or other musicians - teen students can even earn credits on their high school transcripts for their senior-level music exams. Studying in a focused way - such as achieving standing in Canada's Royal Conservatory of Music (RCM) examination system - provides definitive, measurable skills that can eventually lead to a person being able to play the most challenging of repertoire, removing all limitations, and opening doors to multiple genres and creative pursuits. This path is best suited to students with a growth mindset who have locked in a consistent practice schedule. 

Sometimes there is a good reason to pause or stop a student's piano lesson. That being said, the most common phrase I hear from adults who took lessons in their youth is, "I wish my parents hadn't let me quit piano lessons." An experienced teacher can talk to you about this in an informed way, helping to guide you through situations that seem insurmountable, from financial assistance, emotional management, time management, the ebb and flow of motivation, and more so that your child does not grow up to say, "I wish my parents hadn't let me quit piano lessons." In other cases, one's teacher may suggest that there be a pause in lessons. In order to keep from impacting the student negatively (in particular, their sense of self-worth, as well as their relationship to music in future), it's important to privately communicate with the teacher well in advance of considering an end to lessons. The student's long-term well-being will be the teacher's priority; if pausing/ending lessons becomes necessary, it's important that things are left on a positive note.