Full Voice Music Blog

Assertive communication isn't about being rude. It is a style of communication that is professional and healthy. It is not a skill we are born with but a form of communication that requires attention and practice. 

Private music teachers/private music lessons compete with other after school programs and the competition is intense!  Sports, Dance, Arts, Clubs...There are so many activities...  How do you ensure that families make music lessons a priority in their busy schedules?

We all know that clean, crisp movements work best on stage. But they can be intimidating to practice, leading to the bent elbows and small, half-hearted gestures we teachers know and loathe. If we were to develop a studio culture of intentional movement and creative exploration, I wonder: would our students begin to see themselves as naturally rhythmic people? Would they develop a greater sense of spatial awareness? Would they carry themselves--on stage and off--with more grace and confidence?

"A lesson for a young student looks different from a traditional lesson...with very young musicians the goal is creative play rather than traditional voice study."

Music educator and Guest Blogger, Christin Coffee Rondeau shares 10 fun ideas to engage the little (little) singers! (because they are ready for voice lessons!)

Practicing is a challenge for all music students. For beginner voice students there are some issues unique to the singing instrument that can be holding them back. Here are five situations that often prevent our students from singing at home. (With easy strategies to help them get to work!)

It’s April - but summer is just a few months away. If you haven’t started planning your amazing summer teaching schedule – you may find yourself with a Swiss cheese schedule (holes everywhere – get it?)
With some creative planning, your summer schedule can be full of new opportunities (and new students!)

Do Families forget to pay for their lessons?  How can you make it easy for your families to pay you on time without the awkward conversation? There is a simple solution.

When instructing our students to make corrections when singing/playing we need to be mindful of the language and wording we are using. More importantly, we need to be watching our students carefully to see if our instruction is actually being understood and implemented. Often an instruction is given and yet nothing changes. Did they hear you? Did they understand the instruction? Are they in the room but not really “in the room”? Here's one, simple yet effect word that can make a big difference! (No, it's not please)