Beginning Here, Beginning Now. (Independent Music Teachers Forum)

By Lee, Kenneth | American Music Teacher, December 2002 | Go to article overview

Beginning Here, Beginning Now. (Independent Music Teachers Forum)


Lee, Kenneth, American Music Teacher


Try something with me. Sit down at a table or at your computer with your studio swap list. Ask yourself the following questions:

1) Am I teaching too many hours ... (to live, to sleep, to want to go on teaching)?

2) Am I earning as much income as I would like ... (to live, to sleep, to want to go on teaching)?

3) Are my students progressing as rapidly as I would like?

4) Is their music instruction as important to them as I would like?

For the vast majority of professional studio music teachers, the answer to the first question would be yes, if it weren't for the answer to the second question being no. This is the defining issue in our profession. How can we, in all good conscience, encourage our motivated and talented students to even consider a career in music if we do not have enough pride in what we do to charge a respectable hourly rate?

I was one of millions of high school students who was advised not to go into music because it was very difficult to make a living. Independent studio teaching was not an available career option. Apparently, no one had ever thought of advocating this as a viable professional occupation. Well, the times they are a changin', and we're still stuck singin' the same song.

There now exist, in many urban and suburban communities, real live specimens of professional studio teachers whose (considerable) income is largely or entirely the result of a reputation as an excellent teacher. Their students practice, progress and pay an appropriate rate for this level of (often) private instruction. These teachers frequently have been accused of having the "most talented students." There also is a general suspicion that, unlike the students of less successful studios, these "most talented students" do not have demanding school teachers or soccer coaches.

The reality is otherwise. Though talent always is striking when accompanied by years of guided and disciplined practice, the general, overall level of a studio is the result of the teacher's attitude that all must do their best.

Teacher and student alike spend many hours not settling for anything less. There is a general tenor of pride and sense of accomplishment that are part of every lesson, class and recital. There is a commitment to achieve weekly improvement, to develop an ability to play the instrument well, to understand and appreciate the sound and structure of well-played music. To the degree that we accomplish this, to the degree that our students leave each lesson with specific goals and objectives for improvement and some significant insights into their practice techniques, it would be truly surprising if they did not return the next week the better for it. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Beginning Here, Beginning Now. (Independent Music Teachers Forum)
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.