5 WAYS TO GET THE MOST OUT OF MUSIC LESSONS

These guidelines will help you to have a successful, rewarding experience learning an instrument and studying music.

1. HOW YOUNG IS TOO YOUNG - STARTING AT THE RIGHT AGE

Adults can start any instrument at any time. Their success is based on how willing an adult is to commit to practicing. Our teachers have taught many beginner students in their 60’s and 70’s.

For children, starting at the right age is a key element to the success of their lessons. Some people will tell you “the sooner the better” but this attitude can actually backfire and be a negative. If a child is put into lessons too soon they may feel overwhelmed and frustrated and want to stop lessons. The last thing you want to do is turn a child off music just because they had one unpleasant experience which could have been prevented. Sometimes if the child waits a year to start lessons their progress can be much faster. Children who are older than the suggested earliest starting age usually do very well. The following are guidelines we have found to be successful in determining how young a child can start taking music lessons.

3 - 5 Years Old

If a pre-schooler has a keen desire and wants to start music, a group preschool music class will give them a good foundation in music basics which will be helpful in later private lessons. At this age, private lessons generally do not work as the child has not yet experienced the formal learning environment of kindergarten or school and learns more effectively through the game oriented preschool environment.

For 3-5 year-olds, we offer an Introduction to Music Program. This group class is designed as an enrichment class to strengthen their desire to learn music and to prepare students for private lessons.

Piano/Keyboard

The piano is always our reccomended starting point. The piano is quite simply the best instrument for a student to begin their musiccal journey. At our school 5 years old is the youngest age that we start children in private piano lessons. At this age they have begun to develop longer attention spans and can retain material with ease.

Guitar

8 years old is the earliest we recommend for guitar lessons. Guitar playing requires a fair amount of pressure on the fingertips from pressing on the strings. Children under 8 generally have small hands and may find playing uncomfortable.

Vocal

8 years old is recommended as the youngest age for private vocal lessons. Due to the physical nature of voice lessons (proper breathing techniques, development of the vocal chords and lung capacity), the younger body is generally not yet ready for the rigors of vocal technique.

Drums

Drums are a great way to start making music for both male and female students. Typically, we do not start drum lessons before age 8 as students need to be able to reach both the bass pedal and the high hat. We do have some Younger students will need to come in to see if they are big enough to get started. Drum lessons are taught on a drum kit in our studios but students are able to get started practicing at home on practice pads before purchasing or renting a drum kit. Our drums lessons stress proper technique so students become good drummers quickly.

Saxophone & Clarinet Lessons

Private saxophone and clarinet lessons start from age 8 onwards. Earlier than age 8, a student typically does not have the lung capacity and strength to handle these instruments. Our saxophone and clarinet instructor is proficient on both instruments so a student can start with clarinet lessons if they wish and switch to saxophone lessons without having to change instructors. Saxophone lessons and clarinet lessons are offered in 30 minute, 45 minute and 1 hour lengths.

Violin

We accept violin students from the age of 5. Some teachers will start children as young as 3, but experience has shown us the most productive learning occurs when the beginner is 5 or older.

2. TAKE LESSONS IN A PROFESSIONAL TEACHING ENVIRONMENT

Learning music is not just a matter of having a qualified teacher, but also having an environment that is focused on music education. In a professional school environment a student cannot be distracted by television, pets, ringing phones, siblings or anything else. With only 1/2 to one hour of lesson time per week, a professional school environment can produce better results since the only focus at that time is learning music. Students in a school environment are also motivated by hearing peers who are at different levels and by being exposed to a variety of musical instruments. In a music school, the lessons are not just a hobby or sideline for the teacher but a responsibility which is taken very seriously.

 

3. MAKE PRACTICING EASIER

As with anything, improving in music takes practice. One of the main problems with music lessons is the drudgery of practicing and the fight between parents and students to practice every day. Here are some ways to make practicing easier:

Time

Set the same time every day to practice so it becomes part of a routine or habit. This works particularly well for children. Generally the earlier in the day the practicing can occur, the less reminding is required by parents to get the child to practice.

Repetition

We use this method quite often when setting practice schedules for beginners. For a young child 20 or 30 minutes seems like an eternity. Instead of setting a time frame, we use repetition. For example, practice this piece 4 times every day, and this scale 5 times a day. The child then does not pay attention to the amount of time they are practicing their instrument, but knows if they are on repetition number 3 they are almost finished.

Rewards

Rewards work very well for both children and adult students. Some adults reward themselves with a cappuccino after a successful week of practicing. Parents can encourage children to practice by granting them occasional rewards for successful practicing. In our school we reward young children for a successful week of practicing with stars and stickers on their work. Praise tends to be the most coveted award - there just is no substitute for a pat on the back for a job well done. Sometimes we all have a week with little practicing. In that case, there is always next week.

 

4. USE RECOGNIZED TEACHING MATERIALS

There are some excellent materials developed by professional music educators that are made for students in a variety of situations. For example in piano, there are books for very young beginners, and books for adult students that have never played before. There are books that can start you at a level you are comfortable with. These materials have been researched and are continually upgraded and improved to make learning easier. These materials ensure that no important part of learning the instrument can inadvertently be left out. If you ever have to move to a different part of the country, qualified teachers and institutions will recognize the materials and be able to smoothly continue from where the previous teacher left off.

 

And Most Importantly, number 5 . . .HAVE FUN!!

Music should be something that you enjoy for a lifetime. So, try not to put unrealistic expectations on yourself or your children to learn too quickly. Everyone learns at a different pace and the key is to be able to enjoy the journey.

5 THINGS EVERY PARENT SHOULD KNOW BEFORE CHOOSING A DANCE SCHOOL

It's a question we are asked every year: Aren't all dance studios pretty much the same? Each seems to have friendly teachers and a big show at the end of the year, so does it really matter where you enrol?

The answer, in short, is: Yes. It does matter.

There are a number of factors which can make a huge difference in the quality of instruction your child receives and can have a profound impact on their - and your - overall enjoyment and satisfaction of being involved in a dance program.

Here are five things all parents should consider before deciding on a dance school for their children.

1. HOW QUALIFIED ARE THE INSTRUCTORS?

Dance is a physically demanding activity and if taught incorrectly if can have harmful effects the way a dancers body moves and grows. Some studios find it too expensive and time consuming to employ qualified instructors, and in some cases graduate unqualified students up to instructor positions. These practices can be lead to injuries resulting from poor technique that sometimes do not appear until years later.

The Stouffville Academy of Music & Dance employs only instructors with university training in dance or equally recognized professional experience, such as the National Ballet School or Toronto Dance Theatre (Modern). Our instructors are graduates from York University, Ryerson University, Toronto Dance Theatre and the NBS Teacher Training Program. Our teachers have extensively studied the correct way to safely teach all aspects of dance. This ensures our students receive superb instruction while keeping their bodies healthy. And yes - they are very caring and friendly too!

2. WHAT TYPE OF DANCE FLOOR IS USED?

Dance is a very physical activity that requires a lot of jumping, which can put stress on bones and joints. Most dance footwear does not provide any cushioning or support, so the shock of dance movement can place a lot of pressure on the knees and back of a dancer. The best way to prevent against potential injury is by choosing a studio with a professional "floating floor". A floating floor is a dance floor that rests on a system of high-density foam, to absorb the shock of jumping.

The top layer of the dance floor is also an important factor. A vinyl composite "marley" floor is accepted worldwide as the best surface layer for recreational to professional dance. Facilities such as the Royal Winnipeg Ballet, the Royal Academy of Dance in London, England, and Riverdance - The Touring Show, all use marley floors as their dance surface. A marley floor allows dancers to slide, with a degree of "controlled slip", but is not slippery so there is less risk of slips and falls. Very few studios use professional marley floors because of the expense involved, and usually opt for a regular floor tile for a studio floor.

Our studios have floating floors that have over 700 high density foam blocks under the floor surface and a Rosco brand marley top surface. Our special floors help reduce the risk of injuries and allow students to dance longer without getting tired.

Mirrors and Barres are another important part of any dance studio. Professional Barres allow students to learn proper placement in ballet. Every studio should also have full length mirrors lining the entire front of the facility. Without mirrors, students cannot check for proper placement and positioning of the body. Each of our studios has mirrors lining the entire front wall.

3. WHAT IS THE SIZE OF THE CLASS?

If the dance class has fewer students in it each child will receive more personalized attention, learn more and have more fun. With younger students it is easier for a teacher to maintain control over the class and make sure each student understands the concepts and instructions. Our smaller class sizes make sure that no fundamental concepts are being missed. A smaller class size also allows our teachers to ensure that students are not developing bad habits or improper technique.

4. WHAT ARE THE "EXTRAS" REQUIRED FOR THE YEAR END SHOW?

Most studios put on a year end show in a professional theatre. This is an important time for students to showcase their talents on stage for all to enjoy. Students that perform in the show must have a costume for their dance number. Some studios may require parents to sew their child's costumes, or pay extra and the parents must find their own seamstress to do the sewing. This can be inconvenient and frustrating for parents who are busy or can't sew.

Our studio uses our own professional seamstress to create and sew costumes, so parents do not have to worry about any costume hassles. We never require our parents to fundraise and dancers get to keep their costumes after the show.

The recital is an exciting time for our young stars, and an opportunity for them to present the year's accomplishments to the families, extended families, and friends. In order to provide the equal opportunity for those who require two tickets and those who require twenty, reserved seating to the performances are sold on a first-come, first-served basis. There is no requirement to purchase a minimum number of tickets, or for parents and dancers to do any selling.

The Stouffville Academy of Music & Dance offers a unique recital experience in that it is a themed, emceed performance. Our recitals tell a story that links all the dances together; making it easy for the audience to stay interested, even when their own child is not on stage.

5. HOW MUCH VARIETY IS THERE IN DANCE STYLES & CLASS TIMES?

Offering a wide variety of dance styles benefits both dancers and parents. As students progress they may become interested in trying different styles of dance or auditioning for a competitive program. Also, different children in the same family may have different interests. Our school offers more than ten different styles of dance, divided by both age group and level of training. We offer both a strong recreational dance program and an award-winning competitive dance program.

A wide variety of classes and class-times allows busy parents to schedule multiple children at the same time and to more easily fit dance classes into their busy lives. At The Stouffville Academy of Music & Dance we offer evening and weekend classes in both dance and music.

What is the Most Important Equipment for your Dancer?

When thinking about the various equipment that you need for you dancer, certain obvious things come to mind - shoes, tights, uniform, dance bag, water bottle ... but many parents don't stop to think about the one piece of equipment that can have a greater impact on your dancer's health and performance. It is the one thing they cannot dance without, and the answer is standing right in front of you, or more accurately, beneath you.

I am speaking of course of the dance floor. Most dancers and parents are not necessarily aware of the details around subfloors, sprung floors, floating floors, and Marley floors. But dancing on anything less than a well-constructed floor can lead to serious injury.

Dancers should never train, rehearse or perform on a non-energy absorbent floor, such as concrete.  Any substance laid directly on concrete is equally dangerous. Dancing on hard floors can produce serious return shock waves, causing premature wear on cartilage and damage to muscles and joints. If there is not any decompression of the surface when your feet hit the floor, none of the force dissipates into the floor, and instead all the force is returned into your legs.

Laminate or other products laid directly on concrete do not absorb the shock waves to the body that dancing creates. Just because you see wood on the floor does not mean it is safe.

Dancing on the wrong floor will result in fatigue, pain and injury.  Shin splints, fatigue, knee and back problems, strains, Achilles tendonitis, premature wear of cartilage, and even broken foot bones can result from continuous use of a non-absorbent floor. 

The best way to prevent against potential injury is by choosing a studio with a professional "floating floor". A floating floor is a dance floor that rests on a system of high-density foam, to absorb the shock of jumping.

The top layer of the dance floor is also an important factor. A vinyl composite "Marley" floor is accepted worldwide as the best surface layer for recreational to professional dance. Facilities such as the Royal Winnipeg Ballet, the Royal Academy of Dance in London, England, and many others all use Marley floors as their dance surface. A Marley floor allows dancers to slide, with a degree of "controlled slip", but is not slippery so there is less risk of slips and falls.

Very few studios use professional Marley floors because of the expense involved, and usually opt for a regular floor tile for a studio floor, or use laminate applied directly over concrete.

Our Stouffville studios have floating floors that have thousands of high density foam blocks under the floor surface. Our special floors help reduce the risk of injuries and allow students to dance longer without getting tired.

Wherever you choose to dance and train, don’t be afraid to ask the staff and owners about their floors. You dancer’s health depends on it.