TeachMusic21C - Blog , Music Teaching ToolsTeachMusic21C - Blog , Music Teaching Toolshttps://www.teachmusic21c.com/blogs/Music-Teaching-ToolsThu, 16 Apr 2026 06:15:26 -0700http://zoho.com/sites/<![CDATA[End of the Music Teaching Term: December Reflections]]>https://www.teachmusic21c.com/blogs/post/december-winddown

I must admit I really appreciate this time of the year. With the holiday break just weeks away, the pace in my studio has slowed down. The big concert was a success in November. An informal family concert held online at the beginning of December brought everyone together. But we're not quite finished yet. Now it’s time for December Reflections and looking back with students and parents to examine what’s happened over the past few months.

To help with the reflective process, I head back to the information I gathered at the beginning of September in the Student Profile Sheet. Musical Goals, Life Skills, and Family Life provide the framework for our discussions, guiding the conversations in meaningful directions. We revisit the goals set at the start of the year, acknowledge achievements, and address areas that may need attention. It’s always enlightening to consider the connections between musical development and my students’ own personality. It’s amazing to witness the real life evidence of how the two go hand-in-hand.


Looking back at four months of music lessons, there’s no shortage of variety in my group of students. For example, Lucas who’s now in Grade 2 is experiencing a boost in energy and accomplishments after an exhausting year in Grade 1. Last year, there were times when we (myself, Lucas, and his Mom) wondered if we’d ever see more productive days. Now he’s benefiting from all the persistence of last year. In contrast, Marc (Grade 4) has experienced a slump lasting most of the past four months. We’ve tried a number of different avenues but haven’t really settled into something that feels like the right one. So we’ve got a renewed effort to try other directions in the new year. Talking things through and looking back allows for everyone to take an active role.

Let's Step Back. I hope you can appreciate how incorporating this reflective process in December offers a unique advantage as it tends to be less taxing for students and families compared to the more intense goal-oriented phases earlier in the year. With the holiday season fast approaching, there’s a natural slowdown. Students are less inclined to be enthusiastic about practice. Families have more activities than usual. I look at these weeks as the opportunity to shift our focus. We can step back, breathe, and take stock of what’s happened. It’s a time to celebrate accomplishments, big and small, and to reconnect with the joy of learning and growing. 


As we all know, the new year is just around the corner. And we’ll have lots of time to make plans once we’ve passed the hectic weeks of December. For now, I’ve got a deeper understanding of what’s working and what needs attention. But everything that happens next will need to wait until January next year!


What’s going on in your studio this month? Do you find that December provides a good opportunity for slowing down and reassessing? Do you incorporate reflection into your own teaching practices during this time of year?


Wishing you all the best for your December Reflections.


If you have colleagues who might appreciate reading this blog, please feel free to share it with them.


And if this story sparks further thoughts, I’d love to hear from you. Click HERE to send me an email and let's keep the conversation going. 

]]>Sun, 14 Dec 2025 16:23:00 +0000<![CDATA[How to Prepare Students for Their Final Music Lessons]]>https://www.teachmusic21c.com/blogs/post/final-music-lessons

Here's a scenario - You know your student is in their final year of lessons. They hardly have any time to practice. What do you do? Is this a time to push ahead or pull back? How do you help students like this navigate through their last months/weeks of instruction? What’s the best approach for music teachers?

The Celebration Concert - When students are in their final months/weeks of lessons with me, I appreciate the opportunity to end on a high note with a “celebration concert”. It’s such a simple event with an amazing impact on students’ musical ownership. I invite my students to create a final project that reflects who they’ve become as music makers. They pull together pieces they’ve done in the past. They add on carefully selected new works they can manage in the time available. It’s such a great way to celebrate their journey and highlight students’ accomplishments as independent music makers with their own evolving identity.


As you can imagine, the celebration concerts are as unique as my students. Here are some examples - Ethan sang and accompanied himself in songs spanning 50 years of pop music. Jennifer put together a concert of musical themes from the Harry Potter movies. Charlotte assembled her own unique combination of piano classics and broadway tunes. Putting together a celebration concert doesn’t need to be time-consuming or back-breaking. The best approach is to blend students’ personality and their own musical journey.

They’ve Come A Long Ways - As students move through their final months of music lessons, I want to make sure that students recognize how far they’ve come. We revisit some of the hard-won achievements that might have faded away over time. Concerts. Repertoire. Understandings. Connections. I cherish the final stretch of lessons as an opportunity to affirm that music making stays with them long after the end of formal music lessons. We talk about how to keep music making in their lives. Will the keyboard go with them to university? How far is the music faculty from their dorm? There are lots of ways to keep music making in their lives.


Sometimes I’m alarmed at how quickly my students arrive at their final months/weeks of lessons. Where did the time go? How did that happen? Celebrating with students in their last months/weeks is something I treasure. Helping them to leave with a sense of who they are as music makers and where they can go next is what makes this work feel so worthwhile. It’s an honour and privilege I never take for granted. 


What do you do to empower your students during their final lessons?


How do you feel about a “celebration concert”?


Do you know a music teacher who might appreciate reading this blog? Please feel welcome to share it with them. 

]]>Mon, 17 Nov 2025 17:18:35 +0000<![CDATA[Why Patience is Important for Music Teaching]]>https://www.teachmusic21c.com/blogs/post/patience-music-teaching

Recently I seem to be meeting music teachers with one student who really challenges their teaching approach. Not every single student. It could be just one student here and there who doesn’t practice all that often. Or the student who never wants to commit to their own choice selection. Or the student who seems perpetually exhausted at their lessons. Focusing on what’s going on can feel weighty. That’s where I want to make sure I’ve got plenty of patience ready at hand. 

I appreciate how patience can be the first step in allowing for positive spaces to take shape. Patience isn’t passive waiting. It’s more than that. Patience creates a kind of mental openness where instead of reacting to what’s missing, I recognize that I may not understand everything that’s going on. And I can accept that students may have many obstacles that will get in their way. Patience softens the pressure to get learning happening as soon as possible and invites me to create lessons that unfold with understanding and curiosity. I take a deep breath. Or two or three. Patience is a practical - not merely philosophical - tool. I’s an amazing strategy when students seem stalled or otherwise stuck.


Take my student Spencer, who I wish would get things organized. It’s seems like months since I began requesting his list of own choice pieces. Some lessons he arrives barely having touched the piano. It often feels like one step forward and two steps back. But when I widen the lens, I notice other things. Spencer listens when I demonstrate. He answers questions when I keep them simple. He shows up every single week, even when he’s worn out from school. He usually smiles at about the 10-minute mark when I'm patient with him. These aren’t consolation prizes. They’re the openings for creating those positive spaces that can make a difference in Spencer's life.


Patience helps me recognize that music lessons come with challenges without sugar-coating the obstacles. It reminds me that students' musical journeys don't always unfold in neat, measurable increments. Students grow in stages that include moving forward, steps backward, detours, plateaus, pausing, and reorienting. There are lots of things below the surface that I cannot see. When I respond with patience, I’m not lowering expectations. I’m creating a learning environment where students feel supported. Patience doesn’t erase challenges, but it gives us time to meet them wisely.


And perhaps that’s the larger invitation for all of us. In a world filled with hurry, comparison, and endless to-do lists, patience becomes a quiet counterbalance. It reminds us to look for what’s already there, not just what’s missing. It encourages us to honour the pace at which each student learns to think, listen, move, and make music. Patience isn’t a luxury. It’s one of the most essential tools we carry into the studio.


Which of your students might require your patience more than the others? What will that look like? What will you need to change?


How can you be more intentional about using your patience to support students? What's an easy starting point for you? 


Do you know someone who might appreciate this blog? Why not send them the link...

]]>Mon, 10 Nov 2025 18:06:52 +0000<![CDATA[Neurodivergence in the Piano Studio:   Rethinking Norms and Nurturing Creativity]]>https://www.teachmusic21c.com/blogs/post/neurodivergence

For this blog post, I'm grateful to Dyane Protzmann Rogelstad for sharing her real life experiences in the piano studio. Thanks so much Dyane!

When we talk about neurodivergence (ND), we’re not describing a one-size-fits-all experience. The ND brain doesn’t follow a straight line.  It’s more like a spiral galaxy: expansive, dynamic, and deeply individual.

Some neurodivergent students process information at lightning speed, while others need more time to make sense of it all. Both are valid. Many have remarkable verbal, musical, or academic skills, yet might find social cues or "norms" confusing or irrelevant. It's not a matter of deficits, but of different wiring  - different strengths, sensitivities, and needs.

For example, a child whose special interest is piano might sound like a prodigy but still struggle with emotional regulation or day-to-day executive functioning. A student might have ultra-sensitive hearing that gives them an ear for tone and nuance, yet that same sensitivity can make everyday sounds, lights, or crowds overwhelming.

Neurodivergence shows up uniquely in each student. Learning to notice these diverse needs has challenged my creativity - and has required me to adapt many of my traditional ideas about what learning, talent, and progress are "supposed" to look like.

Real Students and Stories

Christopher the Creative Technologist - Christopher doesn’t fit the mold of a “typical” piano student — and that’s exactly what makes him shine. Traditional accuracy and performance goals aren’t really his thing. But creativity? He’s overflowing with it.

Christopher has a gift for translating what he hears in his mind into something tangible: written music, produced tracks, and spontaneous improvisation. He’s not interested in the classical route despite his early Suzuki training and passion for exploring composers such as Bach and Chopin.  He really wants to create using his highly developed interest in music theory. Partnering together with his parents, we have given him room to do just that, following his curiosity through jazz, tech tools, and collaborative jamming with friends.

Gwen: Structure with a Soul - Diagnosed with ADHD and Level 1 autism, Gwen came to me from a more rigid teaching environment where creativity was stifled in the name of conformity. She was doing what she was told and I've learned that many ND children learn to conform to expected norms quite quickly, often subconsciously masking their needs with obedience.  In this new setting, things are changing for Gwen.  She connects deeply with music - she doesn’t just play it; she becomes it. She learns fast, thanks to an incredible auditory memory and solid reading skills, and she thrives with the freedom to improvise, explore, and make the music her own.

Gwen is also remarkably self-aware. She knows when to take breaks, when to advocate for herself, and she has a supportive environment at home that encourages this autonomy. It’s been beautiful to witness her reconnect with music on her own terms.

Faradh:  Passion over Protocol - Faradh hasn’t been formally diagnosed to my knowledge, but like many ND students, he faces invisible challenges especially around frustration and visual processing. Reading music is a struggle, and he prefers to learn by ear and video. His jam is scrolling YouTube tutorials with colorful animations. 

He picks up music quickly and plays with emotional intensity. But when his hands don’t cooperate with what he hears in his head, frustration can flare. We’ve worked together to channel that energy: exploring body mechanics, chord theory, and safe alternative ways to approach technique.

Traditional repertoire holds little appeal for Faradh unless it aligns with his current musical passions - and that’s okay. The relationship we’ve built, based on conversation, reflection, and a flexible, student-centered approach, has helped him thrive in his own way.

Final Thoughts - Teaching neurodivergent students isn’t about fixing them or molding them into some pre-approved version of “musician.” It’s about meeting them where they are  -  understanding their wiring, honoring their needs, and co-creating studio and practice spaces where they can evolve authentically.

Working with ND children asks us as teachers to rethink what counts as success.  Is it completing all book levels, winning competitions or passing exams?  Or is it developing a relationship that nurtures a child’s character development free of neurotypical or longstanding expectations and finding joy in one’s musical journey - solving problems creatively, developing self-awareness, and expressing something real? 

In my experience with neurodivergent students at the piano, it’s the latter and that shift in perspective makes all the difference.

Generously contributed by Dyane Protzmann Rogelstad.

Do you have experiences working with neurodivergent students? If so, please consider sharing your thoughts with the Teach Music 21C community of teachers. It would be great to hear from you. 

And if this blog post resonates with you, please share it with your colleagues. Thanks so much. 

]]>Fri, 10 Oct 2025 16:18:12 +0000<![CDATA[How to Help Students when They Say: "I Don't Know"]]>https://www.teachmusic21c.com/blogs/post/IDontKnow

When asked about their musical interests, many music students have no problem coming up with a whole list of pieces. But certain students, when teachers inquire about their musical preferences, have no idea how to respond. They shrug their shoulders, look away apologetically and say, “I don’t know”. What can we do? How can music teachers help students work through this situation?


What’s important for music teachers to recognize is how the words “I don’t know” may not be an indication of disinterest. Instead, these words may really mean “I’m not sure what’s out there” or “I don’t want to be wrong”. Some students may live in an environment where everyone around them — parents and teachers - only tell them what to do. No one ever asks them for their own thoughts - so now that they’re being asked about their musical wish list - they have no idea what to do. 


Here are three strategies that may help out.

#1. Offer Structured Choices - Keep in mind that students may struggle to answer open-ended questions like “What would you like to learn?” Or “What’s your favourite piece right now?” These questions have simply too many options available for the student to narrow things down. 


Instead, reframe your inquiry by offering structured choices: “Would you like something calm and pretty, or fast and fun?” Or “Would you like something from a movie or something pop from the radio?” By giving students the option of choosing from one area or another, whether it’s a favourite film or a game they play at home, music teachers can lower the pressure of making a big decision. The key is providing students with safe, structured choices and lots of opportunities for them to say “yes” without having to explain themselves.


#2. Back Up Plan - I like to make sure I’ve got a wide spectrum of options that I can share with students. Some of my go-to resources are - Disney themes (Frozen “Let it Go” and Moana “How Far I’ll Go”). Simple pop tunes like “Happy” by Pharrell and “Shake It Off” by Taylor Swift. Movie and TV themes include Harry Potter, Star Wars, and Super Mario Brothers. Japanese Anime themes have been  favourites of my students in recent years “My Neighbour Totoro” and “Merry-Go-Round of Life”. And of course, I include songs from student’s everyday life like “Happy Birthday”, “Barney”, “Itsy Bitsy Spider”, and “Jingle Bells”. What else would you like to add to this list?


#3. Welcome Not Knowing as Part of Learning - Students don’t come with all their answers ready to go. They’re on a journey of discovery that takes shape over time not overnight. Part of our responsibilities as teachers is to broaden our students’ horizons and help them make deep connections with their own preferences. On occasion, we may need to support students with statements like - “Lots of students don’t know on the spot! My job is to help you explore the music you love. You’ve got me to help you out.”


The important thing to remember is that when students say “I don’t know”, they’ve not closed a door; they’ve put a pause on thinking. Our role is to help them transform their initial hesitation into safe exploration. In this way through small steps in the midst of exploring music, students build confidence not only in their musical choices, but in themselves as well. They become more of who they are. 


Every “I don’t know” is an opportunity for teachers and students to listen, to offer, and discover together. The more we embrace this process, the more our students learn how to shape their own musical journeys. 


How do you respond to “I don’t know” answers?

]]>Mon, 22 Sep 2025 20:32:07 +0000<![CDATA[Why Ear-Before-Eye Music Lessons Work So Well with Beginners ]]>https://www.teachmusic21c.com/blogs/post/EarBeforeEye

What is the best approach for beginning students? Should music lessons start with learning to read? Is it Ear-Before-Eye? These are compelling questions because how music teachers respond will definitely impact our students’ musical journey for years to come. So what’s the best answer? What do music academics have to say about this integral first step?


You may be surprised to know that music academics from around the world are unanimous in their enthusiastic support for Ear-Before-Eye learning processes. Across pedagogical research—from Australia to Europe to North America - we find consistent academic support for the Ear-Before-Eye principles: music is an aural art and musical explorations should begin with sound explorations (sound before symbol). Similar to language proficiency, just as we learn to speak before we learn to read - in musical terms, it makes complete sense to start with learning to play by ear before taking on the process of learning to read music.

Benefits for Students - Throughout my lengthy teaching career, I’ve seen how students who begin with Ear-Before-Eye play fewer wrong notes and wrong rhythms because they're responding to what they actually hear, not what they see. They tend to develop stronger intonation, sense of pitch, more confidence with rhythm/beat, and a more natural understanding of musical form because they know what the music sounds like. Memorization is something that comes easy because - as I said - they’re building on the music that’s already inside. In this way, Ear-Before-Eye means that students build on the music that’s inside their ears - rather than what’s on the page. The beginner's music lessons are all about connecting with students' internal musical experiences rather than taking on the enormous task of getting familiar with music reading. Later down the road, when it’s time to transition to learning with reading, students have an easier journey ahead because they have the aural background necessary for understanding visual musical symbols.


Benefits for Teachers - Starting with Ear-Before-Eye means music teachers get right to the point of music lessons - which is to make music. Ear-Before-Eye transforms lessons from decoding exercises that have little in common with students' own everyday musical experiences into explorations that build on what's already inside. Just imagine the beginner student who explores Happy Birthday using an Ear-Before-Eye approach. Is it manageable? Of course. We might just play four notes. Manageable. Or we could sing the song. Manageable. Or we could clap the rhythm while singing. Manageable. So compare that to learning to read the first notes of Happy Birthday - and we can immediately see how students might be overwhelmed by the amount of unfamiliar visual information. By helping students explore what they hear first, we cultivate music makers who play with confidence. There's an immediacy to what they do as they think musically from the inside out. When we encourage students to engage their ears first—listening, imitating, singing, clapping, internalizing — we help them strengthen their direct connection to music itself rather than to symbols. This shift helps them experience music as something they already know - it's living sound, not abstract code. 


For teachers, embracing Ear-Before-Eye changes the studio dynamic. We become facilitators who encourage exploration, curiosity, and dialogue rather than correction of notation errors. We delay exploring music theory and such concepts until our students have established a secure foundation of aural awareness and performance fluency. We use singing, movement, imitation, and guided listening to build a student’s inner musical sense before introducing notation as a way to record what they already know. In doing so, we help our students as complete musicians—ones who think, feel, and hear music deeply from the inside out.

Ear-Before-Eye reminds us that music learning doesn't begin with paper. It begins with sound. When students explore music that's in their ears, they learn to listen, to respond, and to create. Reading later on becomes a way to further what they already understand and feel. In this way, the reading process grows out of real musical experience, rather than replacing or overtaking students' own musical experiences. I really appreciate how Ear-Before-Eye is so practical in gradually supporting students’ musical development. Instead of students encountering the huge and unfamiliar totality of musical symbols as a starting point, Ear-Before-Eye permits students to develop their own musical proficiency as the secure foundation for reading later on.  

For today's music teachers, the Ear-Before-Eye approach offers an opportunity to reimagine the first lessons we give. It invites us to slow down, to listen more closely with our students, and to trust that sound-based learning will lead to deeper, more enduring musicianship. The more we centre the ear in our teaching, the more likely our students are to develop the kind of inner hearing that sustains a lifetime of meaningful music-making.


How do you feel about Ear-Before-Eye learning? What might be holding you back?


How can you become more knowledgeable about Ear-Before-Eye music teaching? What would change in your music teaching if you made “sound before symbol” a guiding principle?


How might you help parents understand the long-term value of learning by ear first?



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]]>Fri, 12 Sep 2025 20:36:24 +0000<![CDATA[How Looking Ahead Makes All the Difference]]>https://www.teachmusic21c.com/blogs/post/Look-Ahead

With September music lessons just days away, I’m wondering about what the year has in store. What will my students take away from their music-making explorations? Fresh directions? Comfortable experiences? Taking risks and exploring the uncharted? When I think about the year ahead, I’m always reminded that music lessons are more than just learning pieces. It’s about sowing seeds for my students — giving them something that lasts far beyond the lesson, a way to feel grounded in themselves and connected to something larger. Like with two of my students Jennifer and Kyle who I enjoyed watching as their musical journey unfolded over many years.

Sharing Music - Jennifer stands out in my memory as one of the most soft-spoken students I’ve ever met. She only whispered. She barely moved her lips. She spoke in the most brief phrases. All of which meant I needed to lean in closely to find out what she had to say. In Grade 5, Jennifer experienced something truly transformative. You see, a student in her school found out that Jennifer knew how to play the Star Wars theme and could teach it to anyone. So it wasn’t long before other students were lining up so she could teach them. Here was my most soft-spoken student in a role I don’t think she or I could ever have anticipated - a musical leader. It was amazing to observe the impact of Jennifer sharing her musical knowhow - the courage to share her music with others.


Resiliency - For Jennifer’s brother Kyle, his musical journey was quite different. I always wondered how he made sense of his first few years of piano lessons as he had three different teachers in three years - each one indicating that he should switch to another teacher at year end. When he came to me, the first thing I did was to help him become aware of his own successes. His persistence. His imagination. His ownership. And he kept on going. All the way through Junior High and into High School. For his final home concert, Kyle sang and accompanied himself at the piano in selections from Billy Joel, Sean Mendez, and Leonard Cohen. When I asked Kyle to describe his takeaway from music lessons, he responded with an audio recording in which he highlighted how through music making, he developed a willingness to open up to himself, others, and in his social life. He made a compelling statement about how music making has helped him to develop his own voice.

Making Music - What I know about making music is that it’s nearly impossible for us as teachers to anticipate what direction a student’s journey will take. Jennifer discovered unexpected leadership through sharing her music. Kyle developed resilience and the courage to open up through persistence at the piano. Their stories remind me that music lessons are not only about what’s on the page — they’re about the ways making music shapes a student’s life from the inside out.


Soon students will be returning to music lessons. And as they continue their journey - or take their first steps - it's marvellous to consider what's going on beneath the surface. How they’re carrying a growing sense of who they are, how they connect with others, and how making music might continue with them for a lifetime. 


That’s what excites me about September — the seeds we’ll sow, and the surprising ways they may grow.


As we step into teaching this fall, here are a few questions to carry with you:


What seeds would you like to sow in your students?


How can you help parents see the “hidden” values of music lessons?

]]>Mon, 18 Aug 2025 23:22:35 +0000<![CDATA[August Preparations: Architect or Partner?]]>https://www.teachmusic21c.com/blogs/post/August

The final weeks of August can be an intense time for music teachers. Getting ready for September. Organizing the teaching schedule. Looking for fresh music. Tweaking everything possible. It can take a lot of time, energy, and thought. So let me share with you my own experiences regarding the end of August intensity.

When I first started teaching, I did what I thought every good teacher should do: I made a lot of decisions for my students. I chose their repertoire. I found their chamber music partners. I organized concerts, signed them up for competitions, and encouraged them into festivals. I took charge of everything I possibly could, confident that I was shaping a strong and well-rounded musical education for them.


And in many ways, I was. There was a ton of success going on. 


But over time, I noticed that for some students, the spark wasn’t there. They were doing everything I asked — playing well, meeting deadlines, showing up — but there was a distance, a quiet disconnection from the music itself. I could feel it in the room.


At a certain point, it dawned on me: I had made space for my plans, but not for their voices. That realization shifted everything for me.

I began asking different questions:

  • What music do you wish you could play?
  • What songs have you got in your playlists right now?
  • If we could create a musical project around anything that pulls your interests, what would it be?

As you might imagine - the responses were eye-opening. Students brought in movie themes, folk songs, pop ballads, video game themes — music that mattered to them. Music they wanted to share with friends, family, or even just themselves at the end of a long day.


The more I incorporated what was meaningful for students, the more I saw lessons change. Energy returned. I saw how students engaged with their musical choices — not because they had to - but because they wanted to. Conversations about music became richer, more personal. We weren’t just working toward a polished performance; we were weaving music into their life stories.

That’s when I understood - when music teachers use lessons to reinforce the student’s own relationship with music, we do something that lasts far beyond their weekly time with us. We help them develop the tools, experience, and confidence to continue their musical explorations long after their final formal lesson has taken place.


We shift from being the sole architect of their learning to becoming a partner in their lifelong relationship with music.


And maybe that’s the perfect thought to hold to in these busy final weeks of August. Yes, there’s scheduling, repertoire, and logistics to juggle. But alongside those details, we can ask ourselves: What might September look like if I made even more space for what’s meaningful to my students? That shift might just change the energy in your studio for the entire year.


When was the last time you asked a student what music they truly wanted to play?


How do you make room in your lessons for student-led choices?


Can you think of a student who might engage more enthusiastically if you invited their personal music interests into the lesson?


What’s one small change you could make this month to create more space for what’s meaningful to your students?

]]>Mon, 11 Aug 2025 16:19:38 +0000<![CDATA[How "Pivotal Conversations" Influenced My Teaching Journey]]>https://www.teachmusic21c.com/blogs/post/conversations

It's the middle of summer. A perfect time for some reflection and looking back on my teaching career. What jumps out? Two “pivotal conversations”. I call them my “pivotal conversations” because they genuinely shifted my attention and challenged me to think about teaching in ways I hadn’t anticipated. They remind me that small turning points like conversations can shift our teaching perspective and leave lasting marks on how we approach music teaching.

Independence - “So, just how long will it be before my child is able to practice on his own?” It’s remarkable how this question from a prospective father really got me thinking. In particular, how I needed to set up my teaching approach to accommodate and promote my students’ personal autonomy and independence. After all, independence is something parents understand from their child’s day of birth. No matter how much planning or scheduling parents do, their child always responds as an independent individual. Parents know this. I could see that my teaching would work best when it synchronized with parents’ recognition and commitment to raising independent children. 


What did I do in response to this “pivotal conversation”? I made sure that my instructional language encouraged students’ independence right from the very first lesson. For example, after a routine instructional exploration, I frequently say to students: “Make sure you show your dad how to do this when you get home.” Instead of turning to the parent and saying: “Make sure your son completes this task when you get home.”


It was a “pivotal conversation” with an impact on my teaching language that’s still evident today.

After Music Lessons - This next conversation came from a father who told me about having nephews and nieces who’d taken music lessons for ten years, but after their final music lesson, they never again touched their instrument. He didn’t want that to happen for his children. So, I got to work and over the ten years his children studied with me, I included an entire spectrum of musical activities: composition, exams, ensemble concerts, improvisation, playing in malls, competitions, challenging repertoire. All engaging and worthwhile activities that unfortunately came up short. 


It took me ten years to figure out there was still something missing - namely my students’ own interests and musical drivers. So I changed that and I’ve never looked back. You all know how much effort I put into making sure to explore and develop students’ own choices and relationship with music. It’s a mainstay of Teach Music 21C teaching.


This time the “pivotal conversation” took me a decade to really get things figured out. Its influence continues to impact how I teach today.


Powerful Shifts - These conversations remind me that powerful shifts in our teaching may simply begin as honest questions and concerns. A parent’s curiosity about independence. A father’s concern about what happens after lessons. Both of these “pivotal conversations” pushed me to rethink, to adapt, and ultimately to teach in ways that truly connect with students’ lives. 


Every teacher will encounter these turning points throughout our careers. Transformation happens when we choose to reflect deeply and let those moments shape the future of our teaching. Sometimes those “pivotal conversations” have an immediate impact. At other times, a decade or more may required before changes can be implemented.


What “pivotal conversation” from your past years has left its mark on your teaching?


What “pivotal conversation” from recent teaching have you yet to respond to?


How might “pivotal conversations” spark your next breakthrough?

]]>Mon, 04 Aug 2025 20:46:35 +0000<![CDATA[It's the End of the Music Teaching Year]]>https://www.teachmusic21c.com/blogs/post/End

As June wraps up, many music teachers are finishing another teaching year. We may be slightly exhausted. There may be feelings of relief. We’ve made it through another year. With the end in sight, we’re already anticipating what it’ll be like to have time all to ourselves. Before we close the door after the last student’s lesson, let’s do something often overlooked but valuable: CELEBRATE!


Take a moment to celebrate making it through tough days and remarkable moments. Let's acknowledge that it takes a lot of patience, insight, and imagination for music teachers to support students in music making explorations that inspire them. 


Here are two reasons to celebrate your teaching year:

1. We empower students for music making across their entire lifespan.


At this time of the year, take a moment to celebrate how music teachers have the opportunity to shape what students do musically today and long into the future. We have an incredible influence on how students feel about music for the long term. Every time we help students experience something more about their own musical journey, it’s amazing to think how it all lives on in our students as they move forward. Every moment of connection, every bit of musical understanding, every challenge navigated - these are moments at the heart of Teach Music 21C. It’s our way of supporting our students for a lifespan of music making. We help our students explore the gift of lifelong music making and know that music is a vital part of who they are.


2.  We embrace changes to our teaching.


A lot can happen with our teaching over the course of one year. We might begin the year relying on familiar methods and end it having taken small steps into new territory. Maybe we experimented with strategies that put student own choice front and center. Maybe we rethought how we give feedback—less correction, more conversation. Or perhaps we discovered the power of shared reflection, stepping back and inviting students to make decisions, take risks, and find their own musical voice.


Changes might feel small and uncomfortable in the moment, but over time, they reshape and strengthen our teaching. Teaching music in the 21st century calls us to be responsive, thoughtful, and deeply human. Here at Teach Music 21C, we celebrate teaching with curiosity, listening as much as we instruct. Our evolution as music teachers matters - so take a moment to notice it, name it, and honour it.

The Summer Break is Almost Here!


As we step closer to the summer break, let this be more than just the end of a teaching year. Let it be a moment of celebration for our teaching and our vision for what’s possible. We’ve done meaningful work. We’ve nurtured music makers. And we’ve continued to shape a future where music is part of who our students are, not just something they do for an after-school activity.


I hope you’ll take your well-earned rest and also carry with you the quiet confidence that your work this year made a difference. Teach Music 21C is here to remind you—you’re teaching more than music lessons. You’re changing students’ life experiences.


So - Here’s to all of us music teachers!


Not just for surviving another year—but for giving what we can week after week and month after month. Let’s celebrate that!


It’s amazing to think how quickly it all went by.

If this year has left you considering new possibilities for your teaching, you're not alone. Our Certification program offers time, space, and support to explore all kinds of new questions. Click HERE to take a look at TM21C Certification. 

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