Lessons
In-person lessons are priced at $30 for a 30-minute session and $50 for a 1-hour session.
Digital lessons are also available at a rate of $50 for 30 minutes and $75 for 1 hour.
The default location for lessons is The Music Shoppe, Inc. in Normal, IL, but some exceptions can be made upon request.
My Lesson "Protocol"
A private lesson typically entails an individualized approach, where the primary focus is on teaching specific skills to help a student (or sometimes groups of students) advance in their chosen craft.
The purpose of a lesson is to address a student's weaknesses and provide answers or methods to overcome them. Typically, a lesson involves monitoring the student's progress and adjusting the material focus in order to expose, practice, and correct their weaknesses as they progress through the lessons. The first lesson serves as an opportunity to get to know the student, understand their habits both on and off the trumpet, and learn how they function. Since each student is unique, it is important to comprehend the most effective teaching method for each individual. As the student advances, it is common to assign exercises, etudes, solos, and methods that can significantly contribute to their improvement as a player. Generally, students have a goal in mind that they would like to achieve, although this goal may change as they grow older. Tailoring the instruction towards this goal will be more meaningful to the students, but occasionally it may be in the student's best interest to develop their trumpet playing skills before focusing specifically on their goals.
A beginning student typically shares similar goals with an intermediate or advanced player, but their ability to devote time outside of fundamentals is severely limited. Generally, students at this age lack a complete understanding of both the inner and outer workings of the trumpet. Regardless of age, all students need to focus on the basics, but for beginners, mastering these fundamentals is the primary area that requires the most attention. These students must concentrate on learning early playing aspects such as fingerings, basic scales, warm-up exercises, and proper technique. Following the foundational aspects of trumpet, students will move into fundamental skills like sound production, slurring, tonguing, finger dexterity, and range.
As students progress in age, it is important to maintain a consistent focus on fingerings, scales, and proper technique. For intermediate students, emphasis should then shift towards the fundamental aspects of playing. This stage often coincides with students beginning to participate in competitions or performances of some kind. It is also a crucial time to distinguish between simply playing the trumpet and truly playing music. During their earlier years, students engage in exercises that teach them the basic elements of playing and lay the foundation for their involvement in bands or orchestras. However, at an intermediate level, students are challenged to express themselves and approach music with a different mindset. Our objective is to guide students in understanding how to convey their emotions and musicality while continuously improving their instrumental skills.
At the advanced level, students attend lessons with a specific goal in mind. Some may be striving to obtain a music degree, while others may be taking lessons as a minor study to enhance their performance abilities with their peers. Regardless of their objectives, teaching at this level becomes more tailored to the individual student's playing needs rather than addressing the overall aspect of playing. For instance, students who aspire to pursue a career in jazz would not necessarily be given the typical etudes that classical players require for advancement. However, no matter the musical direction, a student's focus will still revolve around mastering the fundamental aspects of playing alongside developing their musicianship skills.
As lesson teachers, we play a crucial role in the development of our students. It is a unique and invaluable opportunity for students to have dedicated time with an educator whose primary focus is their well-being and improvement. Depending on our approach, students may bring more than just instrumental questions and challenges to their lessons. It is our responsibility as lesson teachers to create a safe and consistent space for students to grow not only as musicians but also as individuals. We recognize that the trumpet is not the sole priority in their lives, and for students to thrive musically, they must first take care of themselves on a broader level. In a manner akin to Bloom's hierarchy of needs, progress on the trumpet is unlikely unless students' other needs are met. Moreover, we serve as examples of the expectations we have for our students' progress. By demonstrating our expectations, students gain a clearer understanding and are more inclined to adapt to our teaching strategies.
The key to setting the tone of a lesson as a teacher is to prioritize the student's progress. While trumpet playing often involves subjective elements, the advantage of private lessons is the ability to monitor and track progress. By beginning the lesson with inquiries about the student, we create an opportunity to address any personal concerns they may have outside of trumpet playing. Sometimes, it is necessary for students to express their concerns or "air their grievances" before effective learning can take place, and it may not be appropriate to immediately proceed with trumpet playing in such situations. In many cases, students will provide updates on their schoolwork or their overall trumpet playing experience. When students feel genuinely heard and cared for, an environment conducive to improvement is established.
It is important for students to recognize that they are expected to exert their best effort to improve under the guidance of their teacher. As long as students are diligently working towards the goals set before them, they are meeting the teacher's expectations. Setting realistic goals that are attainable for each student will promote fulfilling practice sessions and facilitate greater improvement. It is crucial to strike a balance when it comes to practice expectations. Setting overly rigid practice goals can potentially lead to a student giving up or feeling discouraged. On the other hand, setting expectations that are too low may hinder progress. Different students respond differently to various motivational approaches. Some students thrive in a disciplined and demanding environment, while others may need encouragement to stay motivated. Every student should feel a certain level of pressure to improve to avoid stagnation, but it is essential to exercise caution and tailor the approach based on individual student needs.
Every student is unique and should be treated with fairness while also acknowledging their individuality. Understanding your students and identifying the approaches that resonate with them the most will result in the greatest progress. As the age-old saying goes, "Know your stuff, know who you're stuffing, and stuff 'em."