Recently my ensemble policy has been questioned by some of my colleagues as well as a family within my studio. Isn’t it too much of a time commitment? Jr and Sr high school students are so busy. Can’t my child just keep taking lessons even if they don’t sign up for band in school? I have been tempted to make exceptions to my requirement.

Then, just a few weeks ago, I had one of my long-time students stop taking flute lessons. I was sad and disappointed but had seen it coming. I wondered if there was something I should have done differently. My student had been struggling all fall. She was coming to lessons unprepared, withdrawn, and disengaged. The change in our lessons was dramatic. I spoke with her family, we talked in lessons, I looked for music that was particularly fun and engaging. I was working hard to help her through what felt like a particularly difficult practice slump. (We all have them!) Just six months ago she was progressing through her repertoire, well-known and respected as the most advanced flutist in school music program, and she had just gotten a new flute. Then this past fall, for the first time in three years, she did not audition for the after school honors band. She didn’t want to join a chamber music class. She began to balk at playing in front of our group class. She decided not to take band in school. It was a slippery slope that ended in a wonderful, talented young girl feeling overwhelmed, unmotivated, and bad about herself.

The more I have thought about the situation, the more confident I am that my “ensemble requirement” is absolutely right on. Many of my students begin playing when they are very young (age 4-6). At that age a private lesson and group class is sufficient and they work with their parents daily at home. For my pre-teens, the parent relationship is changing. They are no longer as willing to have the parent actively working with them at home. Developmentally, it is appropriate that they are craving independence, peer interactions, and acceptance. In my experience, no matter how long they have studied their instrument, making music cannot be a solitary experience for this age group. They need to communicate, to feel like “one of the gang”, and to be surrounded by an environment of music. Sending a student to practice alone in their bedroom day after day is like a watching a beautiful plant slowly being starved of light and water. Music is a living language and it needs to be shared with others.

There is nothing more exciting than to see one of my teenage students thriving in school and in music. To know that their instrument has become their “rock” and it has helped them to weather one of the most volatile and difficult stages of growth. To see that they are well on their way to becoming what Dr Shinichi Suzuki calls “the good citizens of the world”.

What ensemble experiences do your students participate in? If you are a piano instructor, how to do manage to make playing the piano exciting and fulfilling at this every social time? Do you see a difference between those students who are engaged in music with their peers and those who are more solitary? What creative solutions have you found for your home-schooled students or those who do not fit into the typical programs? I look forward to your thoughts.

That said, I’ve never been one to implement reward programs to try to motivate a student.  I’ve known teachers who provide prizes or even monetary rewards for students who practice a certain number of times per week, but in my experience these can be ineffective and expensive.  Instead, I have found that providing students with performance opportunities motivates students to practice and in doing so, helps encourage a long-term relationship with the student and his family.

A student who is preparing for a recital or competition is likely to practice faithfully.  He doesn’t want to embarrass himself by playing poorly in front of his family and friends, but wants to impress them with his musical abilities.  A student playing for a competition or festival will, likewise, want to impress the judge and earn a good score.  A student who doesn’t practice and gives a poor performance is likely to want to turn things around the next time and prevent this experience from happening again!  Since some instruments can also be a bit isolating, hearing their peers play can also be motivating to kids.  A beginning piano student has the opportunity to hear a high school student play a famous Chopin prelude, and becomes excited about what he will be able to learn someday if he sticks with his instrument.

Parents also enjoy opportunities to see their children shine.  Hearing their children play in a recital or festival makes them proud and helps them understand the real gift they are giving to their children by keeping them in music lessons.  Hearing advanced students play also allows parents to see the rewards of a long-term commitment to lessons.

At my own studio, I try to provide students with many opportunities throughout the year to play in a variety of settings and through a variety of organizations.  I never require that a student participate in all of the events I offer, but I always make my students aware of what opportunities they have and help parents select a few that fit their child’s abilities and personalities well.  Some of the performance opportunities I provide are:

• Annual studio recitals, held at the community room of our local library
• Seasonal recitals put on by my local teachers organization at our university (allows students to play in an amazing venue on an amazing instrument)
• Masterclasses put on by my local teachers organization each spring
• Students share holiday music selections each December at a local nursing home
• Competitive opportunities through the National Federation of Music Clubs and my state music teachers organization

For the past year I have been teaching with my computer in the studio. I use it to take care of the business of music teaching with Music Teachers Helper, to look up youtube videos with my students, and to listen to and play with the CD recordings I have downloaded into iTunes. Slowly I am becoming more comfortable with the blending of technology and more traditional music lessons. But having to turn to the computer and manipulate the keyboard often feels like an interruption to the flow of the lesson.

My excitement about the iPad stems from the fluid way that I have been using it during lessons. The iPad is small and can easily rest on my solid, black music stand. It requires touching rather than a keyboard. And, most of all, the kids LOVE it. It’s pretty and it’s fun. The apps feel like games even when they are covering challenging concepts.

What are my favorite apps so far?

Cleartune chromatic tuner- this is an easy to use, quick to respond, tuner. As sensitive as my old Korg tuner and incredibly cheap through the app store. We begin every lesson with a quick tune and some intonation exercises.

Do you have a favorite tuner? What are the characteristics you look for?

Note Squish- A funny, animal filled note reading game. A note will appear on the staff and below small moles will appear with letter names. You have to tap the correct mole to move to the next screen. As you improve, bunnies begin to appear as well as the letter moles for extra points and difficulty. This game is a HUGE hit with my students.

Rhythm in Reach- this is a fun rhythm touch game with nine levels in 4 different meters including 6/8 time counted both in 6 and in 2. Each level has an option to repeat a rhythm as many times as you would like and to see more rhythms of the same level before taking the “test”. Each attempt gives feedback on any mistakes and a % score after completing the exercise. A metronome counts down before each exercise and can be set to slow, medium, or fast.

Metronome- There are many metronomes in the app store. I find that the internal speaker for the iPad is fairly loud which is key to successful use. I have recently downloaded two different metronome apps. One is very simple and offers only 2/4, 3/4 or 4/4 options and another which has many features and is more like a “Dr Beat”. Which metronome app do you like and why?

Dice 3D- Of course we could just throw a die to roll for repetitions but what fun is that? In this app, the kids can choose which shape, number of sides, and color die they use. You can add additional dice for multi-player games. Just shake the iPad and the dice will roll and land.

Make Dice- On this dice app you can “write” on each side. I use it to write review pieces, parts of the lesson, activities, or specific ideas to think of while playing a piece. It’s simple and easy to use. Once again, a fun way to put “chance” in charge and have some fun. Just shake the iPad and the die will tell you what to do.

Key Signature Quiz- This is a great game for students to challenge themselves on major and minor keys. It can be set for major, minor or both keys. Choose sharps, flats or both and set a time limit of none, 5 seconds or 10 seconds. This is great for students preparing for auditions or theory tests and working through the circle of fifths.

iRecorder- This voice recorder is one of many available from the app store. I have enjoyed using the built in audio recorder on the iphone for several years now. This app   is even simpler, records in fairly high quality even without an external microphone, syncs over wifi and through itunes, and can be easily emailed to students right after making a recording. I LOVE this app!

My Note Games- This is my newest app. The app is free but it has several games that can be bought in-app. I splurged at bought all four games as a bundle for $5.00. Play-A-Day, Tap that Note!, Pay that Note!, and Play-A-Carol. A colorful large staff introduces notes one at a time and the app can be set to “hear” you instrument. In my case, the flute. It then goes through 18 levels giving the students gold medals for each level completed. It is very satisfying for the young students and interesting sight-reading for the older ones up to a beginner-intermediate level. The game is colorful, easy to read, has a large staff, and gives excellent positive feedback for independent practice. My students were sad to stop playing and work on other things during lessons this week!

This is by no means a comprehensive list of music teaching apps for iPhone and iPad. I would love to hear what games you have come across in your teaching. I see this article as the beginning of a series. I plan to use the iPad daily in my teaching and have already seen the difference in sight reading with those students who have tried the games in daily practice at home. Keep an eye out for more updates as I try new apps and have some kid-tested results and reviews. Enjoy!

Reconciling Lessons

Music Teachers Helper has been an invaluable resource in following through with my goal. Reconciling lessons after each day of teaching helps me to reinforce assignments that were given at the lesson (Music Teachers Helper can automatically email these notes to both parent and student). I always include something positive that the student did during the lesson or as a result of good practice during the week, and constructive comments for improvement. I use the private notes to help me prepare for the next week’s lesson and to remember to follow up about something that the student told me during the lesson (like an upcoming music concert, sporting event, or special occasion). Since this takes some time, I hope that the parents read it! I think most of them do and I was especially surprised when one parent emailed me asking where the notes were (I had been a little late in getting them out)!

Phone Conferences

Though I prefer the ease of communicating electronically, some issues are better discussed on the phone, especially delicate issues like a behavior problem or lack of adequate practice. Emails can be easily misconstrued. An old-fashioned phone conversation is often necessary. I have found out the hard way that it is better to deal with problems immediately and directly before they become irreparable. This year I have decided to conduct mid-year phone conferences. I plan to contact all my piano families to touch base on progress so far this year. This will be a nice personal touch and helps to establish healthy relationships with my clients.

“Live” Parent Conferences

For several years I have conducted year-end parent conferences where we sit down eyeball to eyeball and discuss progress as well as future goals for their child. Prior to the conference I send out a Student Report that includes questions for the student about what they enjoyed most and least, pieces they would like to perform, their favorite composer, etc. During the conference, the parent and I review the Student Report and I share my written evaluation with the parent. My main question for the parent is, “Are you satisfied with your child’s progress and if not, what can I do to help?”

We can perhaps look to schools for how they handle structured interaction with the parents. I view piano lessons as part of the child’s education and take my students’ progress or lack there-of very seriously. The conversation between parent and teacher is vital. How do you handle it when you have a student that is not making sufficient progress? Do you communicate with the parent immediately? Or do you hope that it is just a phase that the student is going through and it will pass. If it doesn’t pass, what do you do?

How do you communicate with the parent? One book that has helped me to understand this tenuous relationship is The Essential Conversation: What Parents and Teachers Can Learn from Each Other by Sara Lawrence-Lightfoot. It is a beautifully written book that contains many examples of the dialogue between parents and teachers.

In the Suzuki philosophy of teaching music, the parent, student, teacher triangle is emphasized. The more we can do to strengthen this triangle, the better. Though not always easy or pleasant, it is necessary to view our communication and conversation in a collaborative spirit – as Bill Cosby so eloquently wrote, “Parents and teachers need to work in unison for the benefit of our children and our world.”

Summer can be a wonderful, creative time in our careers. We have flexibility, we can attend workshops or masterclasses, we can spend more time practicing or performing. I see many of my friends, who have typical 9-5 jobs, struggling to figure out day care and summer camps. Living in a home with two professional music teacher parents and two school age children, we have the luxury of taking vacation when we want. Our children see more of us in the summer after a full school year of dinners without one parent or the other. We can choose which weeks to arrange daycare or camps, and which to spend together at home as a family.

The downside is that we have no income. Zero. Zilch. So how do we survive? The biggest change we made when we had children was to realize that we HAD TO PLAN. We couldn’t survive on pasta and peanut butter alone for 3 months. We had to take care of basic monthly expenses.

How do we do it? Year long planning.

Here are the steps we take every September.

• Create a basic monthly budget that does not include catastrophic illness or your car dying.
• Calculate your dependable monthly income (multiply your guaranteed work hours times your pay/hour)
• Calculate 15% of that monthly total or, if you receive different amounts every month, take the total you make over 9 months, calculate 15%, and divide by 9.
• First thing each month, religiously put this money into a savings account or money market that earns interest while it waits to be given to the government.
• Now comes the hard part. Calculate the total you will need to pay 100% of your bills for the 2-3 months of summer without an income source.

For most people, this is the part where we gulp, we realize that there is no way we can survive the summer, and then we bury our head in the sand while happily spending money throughout the year that we cannot afford. Is this the right solution? Of course not! So what are your options?

Most of us have some unplanned income (just like we have unplanned root canals and car repair). This unplanned income is one way to make your music teachers salary work for you.

• Do you perform in chamber music or contracted orchestra gigs?
• Do you teach extra lessons or give coaching sessions unexpectedly?
• Do you take students in the summer, even though you didn’t count on the income?

If you answered yes to these questions, then you have found a way to fund part of your summer account. Set up a separate savings account or money market and diligently put this “extra” money you earn throughout the year away for summer. Is it fun? No. Does it allow you to make being a music teacher a career that can last a lifetime? Yes.

Once you have made it through a summer or two you will have a more realistic sense of just how much you can realistically earn in the summer. Until then, I recommend that you plan your summer savings account as if you will earn NOTHING. Once you have a settled studio and a reliable number of students, you can include summer income in your budget.

Here is the breakdown for my family of two professional musicians and two school aged children:

• Monthly teaching income minus 15% into the tax account. Multiply this amount x 9 and you will have your total income for the year. It’s important to know where you are starting from.
• Multiply your monthly budget x 3 to find your total summer expenses.
• Now divide your summer total by 9 to find the monthly contribution you will have to make. Put this money aside religiously every month!

In our case we have altered this plan based on several years experience and a sense of the guaranteed income we can expect. Our summer plan looks like this.

• Extra teaching and contracted workshops throughout the year= 1 month of summer budget
• Reliable summer teaching = 1 month of summer budget
• What we have left to plan for= 1 month of summer budget
• We then divide the remaining 1 month by 9 to find our required monthly contribution. Every month, before we pay our bills, or go to dinner, or buy new shoes, we put that amount into a summer account.

I am sure there are other ways to plan for summer. But I am also sure that they have one thing in common, there is a PLAN.

I love teaching, I love my students, and I believe that what I do makes a difference in the world. In order to keep feeling this way and to be able to survive as a musician, it is incredibly important that I live realistically and within my means. It’s not always fun and it takes planning, but the payoff is a life-long career doing something I truly love.

I wish someone had held my hand and given me a realistic plan to follow as a young teacher. In those early years many of my fellow teachers either headed back to school, changed careers, or were forced to take “day jobs” to supplement their musician’s income. The key to success is to plan and to be realistic.

If you have been teaching for several years, what do you do about summer income? What were the toughest things you faced? How have you figured out how to live for 12 months on 9 months of income? I look forward to the conversation we can have.

Instead of sharing my own ideas, I will summarize a session from the 2011 Music Teachers National Conference in Milwaukee entitled “A life in balance.” This was one of the last sessions presented at the conference and even though I was there, I was not able to attend so I purchased the MP3 DVD and listened to it. Meg Gray, a professor of music at Lincoln University of Missouri, and Ellen McQuie, family medicine physician, gave an insightful and helpful session in which they concentrated on the following five different areas to assist in creating a balanced lifestyle.

EXERCISE

Meg started by asking the audience, “What would fit into your busy schedule better? Exercising one hour per day or being dead 24 hours per day?” That one was difficult to swallow. I have many excuses for not fitting in exercise, but her question trumped them all. Different types of exercise include aerobic, strength training, core training, and stretching. A little bit goes a long way. For example, 5 days for 30 minutes per day or 5 days split into 3 times, 10 minutes per day of aerobic exercise equals 150 minutes per week – the suggested amount. Ellen McQuie suggested that we think about our schedules and find out where we can realistically fit exercise in. She also mentioned that contrary to some older studies, you can exercise close to bedtime and it will not affect sleep as previously believed. Good news for me – I am a night owl! Core training can be done every day and by strengthening the lower back, core and pelvic muscles; it will not only help prevent back injury but will also improve musical performance and increase stability and posture! Stretching can be done in between lessons with shoulder shrugs, arm circles and back extensions.

There are both risks and benefits to exercising. As always, it is important to check with your doctor before beginning any exercise program. Risks include heart disease and muscular or skeletel injury. Benefits are a decrease in mortality, prevention of obesity, stress reduction, boost for the immune system, diabetic control, and a modest decrease in breast, pancreatic and intestinal cancer. Recent studies have shown a decrease in Alzheimer’s disease.

NUTRITION

Did you know that changing your dinner plate from a 12-inch to 10-inch diameter will reduce your caloric intake by 22%. Again, small changes go a long way. This was helpful to me, because I always think that I need to do something very drastic to make a change. What I am learning, however, is that small changes done consistently are apt to be more long-lasting. There are many helpful websites such as MayoClinic.com, WebMD.com, Mypyramid.gov, and everydayhealth.com where you can find nutritional tips, recipes and calorie counters. Eating every four hours helps to keep blood sugars stable and can reduce crankiness – good for us teachers! The last thing we want to do is to be crabby with our students due to low blood sugar. Along with Meg, I have found that it is better to eat my largest meal (or dinner) before teaching in the early afternoon and a snack after teaching, since I usually finish teaching later in the evening. Overeating at night leads to weight gain.

MASSAGE

This is my favorite category and one that I regularly engage in! Massage has been around since ancient times and its health benefits include pain relief, rehabilitation of injuries, and alleviation of anxiety and depression. It creates a calm, quiet, peaceful, and subdued state of mind. The four different types of massage are Swedish, deep tissue, sports massage, and Myofascial massage. Finding a massage therapist with whom you can communicate your individual needs is essential.

ILLNESS PREVENTION

To avoid the common cold, wash hands frequently. Send students home if they display signs of illness such as a flushed face (sign of fever) or excessive sneezing or coughing. Also, insist that students wash hands or use hand sanitizers and keep your piano keys clean and germ-free. Viruses can last on surfaces for several days. Meg recommended using Clorox wipes on piano keys that are not ivory. Personally, I do not like using chemicals on the keys. A more natural cleanser is vinegar and water. Flu shots are recommended for everyone these days and should be taken between the middle of October to November. Regular and consistent sleep is also important to staying well and avoiding illness. Try to relax before bedtime and put a ban on technology – no checking emails, voicemails, texts, etc.

EMOTIONAL HEALTH

In order to prevent burnout, emotional health is necessary. To strengthen your emotional health, engage in meaningful and creative work. As teachers, we already do that! However, if we find ourselves in a state of teacher burnout, some suggestions are to try out new music and teaching ideas or materials. Meg suggested remembering what we do; “We change lives.” This is profound and meaningful. In addition, be receptive to your five senses. In my case, take a moment to look out the window and notice the deer in my next door neighbor’s garden. Walk your student to the door to get a breath of fresh air. Interact with a pet – pets are a source of unconditional love, and can get us outside to exercise! Another valuable practice is meditation – Martin Luther once said that he needed to arise three hours early for meditation and prayer to prepare for a busy day. Meditation need not be religious – it could be writing in a journal, reading inspirational literature or simply clearing the mind.

Dr. McQuie suggested four coping strategies for difficult situations or people:

1) Stay away from people that bother you if possible.
2) Stay away from hot topics such as politics.
3) Avoid overbooking yourself. Set priorities and put things off that need to be put off. Learn to say “no” to requests on your time. This is the most difficult for me. A colleague once said, “Make a list of all the things you do and then cut it in half.” I also find that when accepting volunteer positions, I try to find things that will stimulate and engage my creativity – things that I am interested in and passionate about. Learning to say “no” allows you to say “yes” to the things you truly want to do.
4) Alter the situation: communicate your needs, accept, let go.

In closing, I hope you will find the previous recommendations to be of value. Start now to find small ways to improve your balance and stop burnout before it starts. Perhaps I will write a blog in six months where I can share my own experience in achieving greater balance in my life. I would love to hear of the ways in which you keep yourself healthy and balanced!

]]> http://studiohelper.com/blog/uncategorized/achieving-balance-to-avoid-burnout/feed/ 0 http://studiohelper.com/blog/uncategorized/how-to-plan-for-a-9-month-work-year-part-1-planning-for-taxes/ http://studiohelper.com/blog/uncategorized/how-to-plan-for-a-9-month-work-year-part-1-planning-for-taxes/#comments Sun, 16 Oct 2011 16:34:45 +0000 Kim Lorimier http://studiohelper.com/blog/?p=1433 As music teachers we face a constant challenge. How do we live for 12 months when our regular, guaranteed income is only 9 or 10 months? Unlike school teachers, we are usually independent studio teachers or work for a music school that is unlikely to spread out our income over 12 months. Summer is wonderful, don’t get me wrong. But financially it can be a stressful, difficult time for music teachers.

After 23 years as a music teacher, I have learned a few tricks. The most important advice I would give a new teacher is CONSULT WITH A TAX ADVISOR! Even if you think your taxes are simple enough to do yourself, or you just don’t have the money to hire a CPA every year, meet for a planning session with someone knowledgeable and familiar with the self-employed. The advice you will get setting up a planning system is well worth the money. Having a monthly plan for money that you need to set aside to accomodate your quarterly estimated taxes and your basic summer expenses is vitally important. If you are a professional musician who is hired for performances irregularly, enjoy the added income, but do not count on it to pay you rent/mortgage or for other required monthly expenses.

I have personally had the experience of thinking everything was OK, receiving an unexpected tax bill in April, and being left with almost no money set aside for summer. When it happens, those relaxing weeks of summer with less teaching and fewer obligations can become a nightmare rather than one of the perks of being a teacher! Now, after years as a teacher trainer, I have heard the story many times and know that I was not alone as a young teacher who was caught in a bad situation.

Once I realized that my primary income would be the 9 or 10 months of the school year, I had to make adjustments in my basic budget. Our tax accountant gave us a wonderful formula that has worked for over a decade. She recommended setting aside 15% of your monthly income for estimated taxes.

As most of us have figured out by now, the federal government assumes that income is stable from January-January. This is the number they use to predict your quarterly estimated tax payment. But for many of us, our income changes rather drastically every September. Maybe this is the year that you took 15 new students in September. In this case, you need to plan for a high tax bill in April reflecting the added income from September-December. Or maybe, as is the case for my family, you have a year in which you moved and had to begin building a studio from scratch. In this case you will receive a tax refund and lower tax estimates for the following year. But don’t be fooled. As you build your studio and income improves, you need to have set that money aside for taxes.

No matter what your unusual circumstances are, come next April, you will owe taxes on the money you have made the past year. If you have a low quarterly payment, enjoy earning a little interest off the money you put away, but ABSOLUTELY DO NOT SPEND THAT MONEY. It is not yours, you just get to use it for a while until your estimated income catches up with your actual income.

In the music teaching business we are typically going to be in the lowest tax bracket (yes, I know, I wish we made more money too). The 15% rule only applies if you are counting your teaching income as your primary income and DO NOT have another significant income source. Please check with your tax advisor about your individual situation.

Once you have figured out how much you will owe in taxes for the year (remember that this is NOT always the number the government has said you owe in estimated taxes), you can move on to trying to plan for the summer. My next post will be “Part 2- saving for summer”.

Taxes are like getting your roof fixed. It is one of the unglamorous parts of our job. How have you handled planning for taxes? Have you ever been caught off guard with a huge April tax bill? Let me know your strategies.

]]> http://studiohelper.com/blog/uncategorized/how-to-plan-for-a-9-month-work-year-part-1-planning-for-taxes/feed/ 0 http://studiohelper.com/blog/uncategorized/positiveperformance/ http://studiohelper.com/blog/uncategorized/positiveperformance/#comments Thu, 13 Oct 2011 07:48:41 +0000 Kristin Phillips http://studiohelper.com/blog/?p=1421 Raise your hands… who enjoys performing?  Probably very few, but we as teachers can change that impression, and the experience for our students – but making the performances & recitals interesting, fun, and memorable.

As music teachers, we encourage students through very lonely lesson experiences.  How many of you have felt isolated while practicing, facing the wall at your music instrument, wondering… “When will this be more exciting and purposeful?!”  Since the beginning of September, my studio has been gearing up for our annual Christmas recital.  And, although that is our biggest event of the year, other studios do things differently.  I have found a recital to be a solid goal for students, helping them strive for that song just above their current level, while encouraging them to continue excelling at their regular assignments.  The anticipation is half the fun!

Suggestions…
*Monthly Performance Groups – get students together in small (or large) groups to perform highlight pieces for other students… include snacks, games, and “get-to-know-you” activities to build camaraderie within the studio.

*Quarterly recitals & casual performances in venues that benefit others… retirement centers and the local mall are only a couple ideas.

*Annual recital – showcase or highlight seasonal pieces, held at any point in time.

*Encourage students to perform for their parents on a weekly basis, either before or after (or both) their lessons.  Possibly award incentives to those who go above & beyond to create performance opportunities within their family.

Years ago, a friend, my brother, and I put on a performance in preparation for Sarah & my MTNA Syllabus Exams, for our parents.  We called it the KMS Krew (Kristin, Michael, Sarah), printed programs, made cookies, and went through the entire process of announcing our pieces and giving a bow at the end.  To this day, I still have the program, and honestly believe the encouragement I received during that performance has been a driving force in the passion I put in my studio recitals today.  Encourage your students to do the same – you never know how much it will be an great motivator to them as they are able to branch out of those secluded practice sessions, blessing others with their music. 

Performance Ideas…
*Invite guest performers to give a demonstration/explanation of their instrument to the audience.  Have a Q&A session, before, after, or during the performance.

*This Christmas, we may even finish with the song Joy to the World, and invite everyone to join in the singing of the 3^rd & 4^th verses, as my student leads from the stage (singing 1^st & 2^nd verses as a solo).  Inviting the supporting spectators to participate builds community within the studio, and the student will be absolutely thrilled something like that was able to happen.

Logistics…
*Ask for volunteers.  There is NO way a teacher can pull off a successful, memorable recital without tons of help.  I have helpers assisting with setup, refreshments, pictures, guestbook, the video camera, sound, cleanup, and more.  Parents are often glad to help – just send out an all points bulletin, request help, and it will come. 

*Schedule the performance well in advance, to ensure as many students make it a priority & penned-event on the calendar.  Confirm with the venue the time, setup instructions, and parking situation at least once.

*Require either a registration fee for the recital, or that the families bring refreshments to share.  Your cost to the venue (and expenses for refreshments) is then reduced greatly.  With refreshments, families stay longer to converse, visit, and build friendships – ultimately encouraging everyone to call the studio their musical home.  Recitals are also great opportunities for local families to realize they KNOW the other students taking lessons… “YOU take lessons here too?!  That’s awesome!”

*Prepare students in advance for the “order” of their performance.  Where do they sit before playing?  When do they approach the stage?  Do they bow before & after, or just after performing?   Remind them to smile & acknowledge the audience with eye contact… if they are especially nervous, let them know at least before & after performing is fine, but that at least should be expected.

*Figure out if you would like your students to memorize their pieces, and prepare this well in advance.  Also, do you have styles to mix up the program?  Do students play duets with you?  Do they play duets with one another?  This year will be our first recital in almost 8 years to have siblings play duets with one another… several sets!  I am thrilled.

Teachers, arrive early.  Be professional in speech, dress, and interaction with families.  Be ready in welcoming everyone, thanking everyone, and encouraging everyone.  Do you play as well?  How do you order your students?  Earlier Beginner to Later Advanced?  Or, shortest to tallest (I sometimes would do this if there was a drastic difference & the piano bench were adjustable)?  Or, randomly?  Or in alphabetical order?  Or solos first, then duets, then guests?  See!  Many possibilities.  No one way is the only way.

Above all, enjoy the experience.  Be prepared.  And have fun.  Your students will treasure the experience, and any nerves they have will only serve to drive them forward in their quest to be the best performer they can be – to be like you.

]]> http://studiohelper.com/blog/uncategorized/positiveperformance/feed/ 0 http://studiohelper.com/blog/uncategorized/using-online-affiliate-programs/ http://studiohelper.com/blog/uncategorized/using-online-affiliate-programs/#comments Thu, 15 Sep 2011 15:06:35 +0000 Kim Lorimier http://studiohelper.com/blog/?p=1309

JOINING AN AFFILIATE PROGRAM

This year as I prepared for the Fall semester I had a checklist:

• get contract packet out to students and confirm lesson times
• clean studio space
• order new and exciting music for the studio
• prepare for 4-part Parent class series
• update and add content to web site
• and the list goes on…

The list was long and kept me busy all through August (along with some well-deserved summer vacation days). As of last week, my students are back to lessons and happy. My daughters are in school and finding a daily routine. I am breathing a sigh of relief. We have done it again- a successful school year is underway.

With my “to-do” list under control I have turned my attention to my web site. In August, while updating the content and adding a few new links, I began to think of expanding the site. My current site has had two target audiences: my students and their families, and the teachers who are looking to complete training with me.

Originally I had an introduction to my program, information about my teaching philosophy, and the logistical details- where, when, how much. The following year I added a page of links to services and summer camps. Last year I added Studio Helper with a log in widget on the opening page of my web site. This gives the site a new purpose. It is the entry portal for my current students to reach all the terrific studio helper tools- the calendar, the practice log, the detailed financial information. It is also the collection site for potential students to register or contact me directly. This year I am working to create an “all in one” music supply page. Everything from sheet music, CD’s, and method books to practicing tools, metronomes, music stands, and even gifts for the holidays.

As I began to look into creating links to various music supplies, I kept coming across articles about affiliate programs. As I looked further I found several very practical sites that have affiliate programs and may meet my needs. Here are the vendors I am considering so far:

• amazon.com
• sheetmusic.com
• itunes
• virtualsheetmusic.com.

What is an affiliate program?

An affiliate program is a relationship. In return for sending business to a particular vendor, the vendor will give me a percentage of the sale. Although it seems simple, I am struck by the subtle differences in each affiliate program in terms of percentage earned and what I have to provide on my site. I am definitely doing my homework and learning as much as I can about each program.

Why should I become an affiliate?

I have already decided that a one-stop-shopping experience would be best for my students. I know that being able to enter my web site, click a link, and have the exact music book or song easily available will help my teaching be more effective. No more weeks of waiting and “oops, I forgot to order the book”. I know that offering a service like this is another example of how my studio provides exceptional service. It looks like joining an affiliate program has the potential to generate income from a service I plan to provide anyway and that has great value to me. So far it seems like a win-win.

What comes next?

I have completed the paperwork to become an affilate with several vendors. I have begun selecting items that I wish to have linked to my web site. Now I am working on the web page(s) to add to my site. I plan to start small with the most obvious and frequently purchased materials and then expand as I gain experience and come upon materials most useful to my students.

Have you used an affiliate program already?  Do you have any recommendations as I get started? Are there other web vendors with affiliate programs that I should consider? I would love to hear your ideas and experiences.

As musicians, we are used to working diligently in a profession that rarely pays us generously. I am constantly looking for ways to generate income while providing excellent service. Using an affilate program may only give me a small percentage of each sale, but it is income I will gladly accept.

]]> http://studiohelper.com/blog/uncategorized/using-online-affiliate-programs/feed/ 0 http://studiohelper.com/blog/uncategorized/today-began-with-preparation-pain-and-help/ http://studiohelper.com/blog/uncategorized/today-began-with-preparation-pain-and-help/#comments Tue, 13 Sep 2011 04:00:30 +0000 Kristin Phillips http://studiohelper.com/blog/?p=1306 While talking with a friend this weekend, I was asked to give my job description.  Hmmm… where to start?

We as teachers and business owners not only manage, promote, and create our studios… we fulfill a job description so extensive, anyone would be amazed.

Are you a planner?  Then you are the events, lesson, & class schedule coordinator.
Are you a teacher?  Then you are probably the one instructing – the main face of your studio.
Are you skilled in math?  Well, even if you aren’t, you are probably the billing department.
Are you good with computers?  Then you are likely the reason your website is kept up-to-date & people are always impressed with your professional documents.
Are you personable, friendly, and quick to respond to your customer’s and student’s concerns and questions?  Then you are the human resources (HR) department.
Are you a person your students can trust, talk with, and relate to while in the studio?  Then you are a mentor, a counselor, a friend.
Have you taken years and years of lessons in your field & do you continue to learn every feasible opportunity?  Then you are a professional.

The list could continue, but you get the idea.  Never underestimate the immense shoes you fill.

Now, throw in the extras…

Recitals, computer lab, concerts, contests, festivals, competitions, incentive programs, lesson planning, book searching, research, lists (I love those!), and so much more – are all likely part of your week, even a daily task considered vital in your studio.  I often ask myself, “What am I offering that other studios do not?”  I am not seeking to be in competition with other studios, just to always be the one offering the very best to my students.  With that, comes the need for help.

In our western culture, we avoid the appearance of neediness.  When was the last time you asked someone else for help?  No matter what tasks I can add to my “to-do” list, and no matter what new project I can dream up, if the actual face-to-face time does not take precedence, then I have failed at my job.

This weekend, I developed terrible stabbing, aching pain in my arms, from the fingertips to my shoulders – pain that won’t subside.  The pain has only gotten worse, and with that, has come the need to remember… I don’t need to type that project and I don’t need to lift that box (it can stay there).  I only need to communicate with my amazing students, be the best teacher I can, and ask those around me for help when I need it.  The very thought is humbling… I want to be able to do everything.  But if I were to push myself any farther, I would only be able to quit.  Ask for help, Kristin, ask for help.

My students proceeded to blow me away.  With more than 3 weeks off, they still faithfully practiced, came eager and ready, and didn’t mind that I was unable to focus or reach as well as I usually can.  My expectations for myself far exceeded their expectations… and far exceeded reality.  But I am glad… that all these years, I have been preparing… and now if I am not perfectly prepared for every moment, it is okay.

If only one thing you take from my jumbled, painful thoughts… let it be that you are a talented, devoted teacher – and you don’t have to be self-sufficient Superman to have a great, positive influence – even through pain.

On a side note, for music teachers out there, I HIGHLY recommend www.tonictutor.com for your students.  It has done wonders here in Oregon.  The customer service is amazing, the games are a blast for students, and it perfectly complements any music teacher’s account with StudioHelper.com.  Use both!    During the month of September, TonicTutor has a promotion for free access (trial) for all of their music games – I believe there are 34 of them now?  It’s amazing!

Have a blessed September.  Welcome back to the school year!

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