​Most children begin music lessons through the traditional private lesson model. It’s a format that’s familiar, focused, and generally well-intentioned. Students learn a few pieces—often popular or classical “showstoppers”—and practice them repeatedly until they’re performance-ready. For many families, this feels like success.

But here’s the problem: that model isn’t designed to develop music literacy. It’s designed to prepare a polished performance.

Even with a fantastic teacher, most students in one-to-one lessons become reliant on demonstration, repetition, and rote memory. They may look and sound accomplished on a recital stage—but if you place an unfamiliar piece of music in front of them, they may not know where to begin.

At The Music Studio, we’ve built our program around solving that very problem. But even in our sightreading-based, independence-driven approach, students can still slip through the cracks.

​Why Some Students Struggle—Even in a Strong Program
Our method is different by design. In our small-group Accelerated Program, students:

• Work independently
• Read large volumes of fresh material
• Are guided, not spoon-fed, by teachers
• Develop fluency by doing—not by repeating

But here’s the honest truth: kids are wired to do what feels easy and familiar. It’s human nature.

They will:

• Gravitate toward favorite songs instead of new ones
• Memorize pieces after minimal exposure
• Skip the reading process altogether when no one’s looking
• Charm their way into playing something familiar instead of sightreading something new

And who can blame them? Reading is hard. It’s uncomfortable. It doesn’t provide the instant gratification that performance does. But it’s the only path to real, lasting skill.

Red Flags That Music Fluency Might Be Slipping
Whether you're a teacher or a parent, here are a few signs to watch for:

• Constant requests to play songs they already know
• Frustration or resistance when asked to play something unfamiliar
• Choosing the “easiest” music in their book, over and over
• Parents reporting that “they’re not practicing enough” at home
• Strong interest in recital pieces—but little interest in regular lesson work

The truth is, these signals often point to a weakening of reading skills, not a lack of motivation. When students start relying on muscle memory over music reading, frustration soon follows.

​Sightreading vs. Practicing: Why the Distinction Matters
Sightreading is the musical equivalent of reading a book. Practicing a memorized piece is more like reciting a monologue. Both have value, but only one builds true fluency.

When reading is strong:

• Students can explore new music at any time
• They progress quickly through levels
• They gain confidence and ownership of their learning

When reading is weak:

• Practice becomes repetitive
• Progress slows to a crawl
• Students grow bored, discouraged, and ultimately quit

​The Trap of Performance-Based Progress
As parents, it’s natural to want your child to shine. But when the focus becomes all about performance, students often skip the essential step of fluency. Consider these common (and well-meaning) pitfalls:

“Can they play something for Grandma?”

“We’ve been working on ‘Fur Elise’ at home.”

“We’re picking a really good recital piece.”

All of these can be innocent questions—but they also reinforce a mindset that equates memorization with mastery. And that mindset often leaves students musically stuck.

​Let’s Rethink the Practice Myth
One of the most common concerns we hear from parents is:
“They’re just not practicing enough.”

But here’s the truth: if a student is spending 20 minutes a day playing the same two pieces they’ve already memorized… that’s not valuable practice. It’s a performance loop.

Instead, we encourage this goal:
Can your child sit at the piano and play something brand new, without help?

If the answer is yes—even occasionally—then real progress is happening.

​How You Can Help
Parents play a huge role in keeping reading skills strong. Here’s how you can help:

• Ask them to play something new they learned this week
• Reassure them that struggle is part of the process
• Avoid overemphasizing recital pieces or favorites
• Trust the flow of new reading = stronger skills = easier practice

Progress isn’t always obvious in the early stages of fluency building. But when it clicks, the results are dramatic: kids start flying through their books, trying out new genres, and genuinely enjoying the process.

In Conclusion: Literacy Over Memorization
The truth is: even great students can fall into the trap of memorization and over-repetition.

At The Music Studio, we believe in building independent musicians who can sightread with fluency, explore new music with confidence, and find joy in playing—not just performing.

It’s not the easy road, but it’s the one that leads to music that lasts a lifetime.

If you're considering a switch from traditional private lessons to our Accelerated Program, or if your child has already had several years of instruction elsewhere, you're not alone. Many of our students come from private lesson backgrounds—and while the transition can feel different at first, it often leads to incredible breakthroughs in reading fluency and long-term musical independence.
Here’s what makes our method unique, and why sight reading plays such a big role in our students' success:

​The Power of Reading, Not Repeating
At the heart of our program is a setting designed for continuous exposure to fresh, new music, guided practice during the lesson, and a clear standard for musical mastery. Students in each class work independently at their own level, with teachers providing feedback, support, and correction—but not constant demonstration.

This is an intentional shift. Rather than teaching by rote or by ear (which often creates dependency), we guide students to find answers, solve problems, and build technique on their own—with the teacher always present to monitor and coach as needed. The result? Students become confident, independent musicians who know how to think musically, not just follow.

​Sight Reading vs. Practicing
While we absolutely want our students to build a strong performance repertoire, we equally emphasize sight reading. Why? Because practicing familiar pieces over and over—while useful—can actually erode fluency if it’s not balanced with the challenge of reading something new.

For many transfer students, this approach can feel strange at first. It may seem like they’re not “progressing” in the usual way, because we temporarily pause on performance polish and instead introduce music at their true sight reading level. This level is often lower than what they can practice and memorize—and that’s okay! It’s normal. Sight reading is a completely different skill set and requires constant exposure to unfamiliar music, not repetition of what’s already known.

​Why the Teacher Steps Back
One of the biggest differences students (and parents) notice is that our teachers aren’t sitting right beside each student the entire lesson. Instead, they rotate, observe, and step in as needed—always listening and keeping students on task.

This is not a lack of attention—it’s an intentional way to help students take ownership of their learning. It helps them develop self-direction, accountability, and true understanding, rather than waiting for every instruction or correction. It might feel unusual at first—but once students get used to it, their growth often accelerates.

​Why Group Lessons Work Better
All of this—sight reading, musical fluency, effective practice habits—can only be fully accomplished in a small group setting. Traditional one-to-one lessons often create dependency on the teacher for feedback, motivation, and next steps. These lessons also rely on the student practicing alone during the week, and the lesson itself is usually focused on correcting the same few pieces week after week.

Our model flips that. Practice happens during the lesson, and students are constantly reading and progressing. Once their sight reading level catches up to their playing level, they no longer hit plateaus. Any new song—regardless of difficulty—becomes approachable.

​Progress You Can See
Some students take to this model right away. Others need a few weeks to adjust. But once the routine clicks, progress is fast and motivating. Students start moving through material at twice the pace of traditional lessons, and gain the confidence that comes from real understanding—not just repetition.

And yes—our students perform in recitals, participate in festivals, and enter competitions. They just do so with a deeper sense of fluency, balance, and skill.

🎵 Talent vs. Teaching
We’ve all heard it: “Those who can’t do, teach.”

Except… after 35+ years running a music school, I can say that sometimes it’s more like: 
​"Those who do too much, forget how to teach."

We’ve hired some incredibly talented performers over the years—Juilliard grads, Berklee pros, even Oberlin Conservatory alumni. But sometimes, when someone’s entire musical world is advanced performance, they genuinely forget what it’s like to be a beginner. That first-year student, full of curiosity and wiggly fingers, ends up overwhelmed and frustrated. The teacher might be dazzling—but the student stops learning (or stops showing up).
​
Not every great player makes a great teacher. And not every great teacher has to play Liszt from memory with their eyes closed.

​🧑‍🏫 Education vs. Connection
Of course, musical education and credentials matter—but so does the ability to teach. Some teachers never really planned on teaching. It’s a side hustle, and gigging is their true love. And while there’s nothing wrong with balancing both, you want a teacher who’s actually present—not just physically, but mentally and emotionally.
​
On the flip side, you might find a teacher with modest credentials who absolutely lights up when helping students succeed. And trust me, that spark? It matters.

​🧠 Knowledge vs. Repertoire Awareness
A teacher may play beautifully, but how wide is their knowledge of repertoire? And, if it’s not that wide, will they help your child explore beyond what they themselves know and can play—or just teach what they know by heart?
​
Some teachers only accept students up to a certain level—and that’s fine, as long as you’re aware. But often, it’s because they feel they have to play every piece a student works on. That may sound great… until your child grows used to hearing every song before they try it. That might make things easier in the moment—but it’s not the path to true independence as a musician.

​💬 Relationship vs. Results
A teacher who connects with students is gold. I've even heard many a parent say they want their child to build a personal connection with their teacher so they'll enjoy the lessons more. But some take “connection” a little far—like chatting away half the lesson while your child barely touches the keyboard. 

​On the flip side, the super-structured teacher might never ask how your kid’s week went—but you’ll see progress like clockwork.

​Ideally? You want someone who finds the balance. They know when to laugh, when to listen, and when to say, “OK, let’s get back to that tricky measure.”

👵👩‍🎓 Older Teacher vs. New/Younger Teacher​
​Experience is valuable—but so is enthusiasm. While veteran teachers can bring years of wisdom and stability, don’t count out the newer faces in the studio. Everyone has to start somewhere, and many younger teachers are doing exactly what they set out to do: teach. They often bring a fresh perspective, a sense of excitement, and a deep commitment to helping students explore new and challenging music. In fact, some of the most inspirational teachers we’ve seen are the ones just getting started—because they remember what it’s like to be a beginner and genuinely want to grow alongside their students.

​And if you’re ever unsure whether your practice space is helping or hindering your child, ask your teacher. We’re happy to offer ideas, and we’ve seen it all. (Seriously. All of it.)
​
By the Way...
Just a little reminder--home playing is a good thing! Not "practicing"--playing. Having fun. Being inspired and excited about new music. The more time your child spends at their instrument, the more familiar and personal it becomes. Our studio highly encourages playing at home, especially for family and friends. Whether it’s trying out a favorite tune, improvising, or showing off a new piece, these moments build confidence and make music feel like a natural part of everyday life.

That said, one of the unique features of The Music Studio’s program is that teacher-supervised practice is built right into each weekly 60-minute session. That means much of the "practice burden" is lifted from both students and parents—allowing home time to be more about playing enjoyment than practicing.

And when your home music space is inviting, comfortable, and organized, it helps reinforce that playing music isn’t just something to “get through”—it’s something to look forward to.
​
Set the stage, make a little space, and let music feel at home in your home. 🎶

​Thank you for reading! We hope you'll check back in for more tips on making music lessons successful and long lasting!

By: Susan Flinn

Let’s Just Get Right To It:
If your child hates music lessons…
If they complain about practicing…
If they’re still stuck on the same song after 6 weeks…
If they’re not progressing and you’ve tried changing teachers, methods, or instruments…
There’s a good chance it’s not the teacher.
It’s not the scheduling.
It’s not the motivation or the reward chart.
It’s not because they need more performing… or less performing… or more private attention…
It’s because they can’t read music.
No, really. That’s it. That’s the blog.
(Okay fine, keep reading…)

What We Actually Mean by "Reading Music"
Let’s clear this up first:
“Reading music” does not mean identifying notes one by one.
It’s not calling out “C… E… G…” like a game of Bingo.
Real music reading is fluent.
It’s instinctive.
It’s the ability to look at the page and know what to do—rhythm, notes, fingerings, expression—all in one glance.

It’s not that different from reading a book. Imagine if your child had to sound out every single word, look up vocabulary mid-sentence, and read in a monotone. They wouldn’t enjoy books, and you’d probably be wondering what’s wrong with their reading program. Music is no different. If your child is struggling with music, it’s likely because they’re still “sounding out the letters” instead of truly reading the language.

Why This Matters
When a child can’t read music fluently:

• They get frustrated
• They feel stuck
• They rely on someone to play the song for them first
• They don’t feel ownership of what they’re doing
• They don’t grow—and worse, they think they’re the problem

This is exactly when parents start looking for “a better fit,” “a more motivating teacher,” or even switch instruments entirely—when really, the issue isn’t the person or the piano. It’s the reading foundation.

So... What Should Be Happening in Lessons?
From the very first lesson, students should be:

• Looking at the music on the page
• Learning how to figure it out for themselves
• Being shown how to read, not just what to play
• Moving through lots of music—not just repeating one song over and over until it's "perfect"

Repetition is great for building technique, memorization, and performance skills—but it will never build fluent sight-reading. And if you want your child to really thrive in music long-term, reading is the key.

How We Do Things Differently (and Why It Works)
Our program isn’t fancy or flashy.
We don’t hand out prizes or perform sticker math.
We don’t hype up one “recital song” for three months straight.
We just teach kids to read—and because of that, they fly.

Many of our students move through their method books at twice or three times the rate of private lessons. Not because we’re rushing, but because they’ve learned to actually understand what they’re doing. They open their books, start playing confidently, and know how to correct themselves.

We’ve seen some students finish seven books of the Faber Piano Adventures series in just 12 weeks—with great technique, musicality, and expression.

And the best part? They’re not dependent on us. They’ll be able to sit down at any piano, with any music, and figure it out for themselves. That’s independence. That’s real musicianship. That’s a life skill.

When a Student Can Read Music...

• They can play any piece, not just the one their teacher assigned
• They can easily transition to other instruments
• They don’t need to rely on YouTube or “someone to show them”
• They progress faster and with more joy
• They build confidence, self-direction, and long-term motivation

​(And they stop whining about practice. Mostly.)

So, If Lessons Aren’t Working...Ask yourself:
“Can my child read music fluently?”
Not just name notes.
Not just follow finger numbers.
Can they actually read and understand the music?

If the answer is no—or you’re not sure—it might be time to rethink the structure of your current lessons.

Want to Learn More?
We’ve built our entire program around helping students become confident, independent music readers. If you'd like to learn more about how our approach works (and how it can actually fit into your family's life), check out our website. No gimmicks. No pressure. Just better readers, and happier musicians.

By: Susan Flinn

Seriously. Music lessons usually require just 30 to 60 minutes a week. Most teachers are even happy to be flexible with rescheduling if it means keeping a student engaged. You’re telling us there’s zero wiggle room in your schedule for that?

Let’s be real for a sec...

🕒 “We just need a break.” Totally fair. We get it. You're juggling everything under the sun, and the thought of one more weekly commitment makes your brain short-circuit. But be honest—is the real issue that your kid is overbooked... or that you’re just tired of managing logistics?
(We say this with love. We’ve been there. Also, we’ve eaten dinner in the car. Many times.)

🎼 "But music isn’t going anywhere." True. Music will always be there. But musical progress isn’t frozen in time—it’s more like a balloon slowly deflating. Every time a student stops, it takes weeks (sometimes months) of review to get back to where they were.

Meanwhile, the students who stay in lessons year-round? They’re not just coasting—they’re leveling up. They’re gaining confidence, momentum, and all those juicy brain-boosting benefits that come with consistent practice and long-term commitment. And yes, they’re also doing sports. The best students do both.

🎯 Music teaches something sports can't (and vice versa). Music teaches kids how to focus without the crowd, how to self-motivate, how to be their own coach, judge, and cheerleader. It’s not adrenaline-fueled—it’s growth over time. And sticking with it during the “busy seasons” is where the real lessons happen: time management, commitment, consistency, and creative thinking.

Let’s be honest: quitting music every time a new season starts is like starting a new Netflix series every week and never finishing one. Fun? Sure. But not exactly character-building.

💸 Meanwhile, back in music teacher land...For those of us who do this for a living, spring and summer dropouts are no small thing. Whether we’re solo teachers, home-based studios, or full-service music schools, we rely on consistency to keep things running. When families disappear for months and “promise to return,” it creates gaps—not just in schedules, but in sustainability.

It’s not just a personal rant—it’s a real issue in our industry. Most music teachers won’t say it out loud (because we genuinely care about your kids), but the message we often get is: “We want you to be here when it’s convenient for us, but we don’t want to keep you afloat in the meantime.” 🤔

💡But hey, we’ve got a crazy solution: You don’t have to pick one. In fact, the students who thrive the most are the ones who learn to balance multiple commitments—and they do it with grace. Want your child to really stand out? Teach them how to stick with music even when life gets busy.

At our studio, we offer flexible options that work around seasonal sports schedules, including occasional make-ups and alternate time slots. We want to help you make it work—because we believe music doesn’t have to be the thing that gets cut.

Want to learn how to make music lessons fit your family’s life—year-round?
Visit our website to read more and see how we help busy families stay musically inspired, no matter the season:
🎵 WE MAKE MUSIC WORK!

​We all look forward to the slower pace of summer — no homework, no packed schedules, no carpool madness. But in that laid-back rhythm lies one of the best-kept secrets for student success: summer music lessons.
If your child has been curious about learning piano or already plays another instrument, summer is a golden opportunity. And if you’ve ever worried about squeezing one more thing into your family’s calendar, keep reading — this might surprise you.

☀️ Flexibility Like You’ve Never Seen in an Activity
Unlike sports or travel teams that take over your calendar, music lessons are once a week, easy to reschedule, and incredibly low-lift for families. Students at our studio make most of their progress during their lesson time, so you’re not stuck battling them to practice every day. In fact, summer is often when we see the biggest leaps in progress — because kids are more relaxed, and we’re able to build on skills week to week without interruption.
We also offer flexible summer options to work around family vacations and surprise adventures. Last-minute beach trip? No problem — reschedule anytime for any reason.

🎶 Music Keeps Young Minds Engaged (and Screen-Free)
Let’s be honest — without structure, screen time often becomes the default. Music gives kids a creative, productive outlet that boosts focus and confidence. Even just one weekly lesson can help break that cycle of “mindless scrolling” and give kids something to feel proud of.
And the science backs it up: learning music stimulates both sides of the brain, improving coordination, memory, and problem-solving. Many parents are surprised to hear that music study over summer can actually make the back-to-school transition smoother — kids are more mentally primed for learning, and spend less time in the dreaded “remediation” phase in August.

🎯 Keep the Momentum Going
We see it every year: students who continue music lessons over summer walk into fall ready to tackle advanced material, recital pieces, and bigger musical goals. But those who take a full summer off? They spend weeks re-learning what they lost — and often have to “settle” for simpler pieces during recital prep. All that progress from the school year… paused.
Even just a light summer schedule can prevent that frustrating backslide. And it doesn’t take much.

🎁 Options That Fit Your Summer (and Your Budget)
This summer, we’re offering:

• Weekly piano lessons with creative, flexible scheduling
• Priority scheduling for fall (summer students lock in their spots before we open to new students)
• Discounted Summer Bundles (2- and 3-month options if paid in full — save and secure your spot!)
• Piano Summer Camp — a short but intensive piano experience, great for beginners or advancing players, and designed to substitute for or combine with lessons if needed

🎹 Fun fact: Piano camp is also a great fit for students who play other instruments. It builds core skills like sight-reading, ear training, and music literacy that support learning on any instrument.

📝 Try It Now, Secure Your Spot
If you’re even thinking about summer music lessons or camp, now’s the time to act. We offer free tryouts, and many of our summer slots are already filling — especially for preferred days and times.
Booking a tryout now helps you:

• Find the right class fit for your child
• Reserve a summer lesson or camp slot while options are still open
• Avoid the fall waitlist!

💬 Let’s Make Music a Part of Your Summer
Summer doesn’t have to mean drifting into screen time or starting over in the fall. With the right plan — and a little flexibility — it can be the most musically productive and joyful season of the year.
Curious about what might work for your child? Try a free class and see for yourself. No pressure — just possibility.

Would you like more information on our Piano Summer Camp? Registration is open, and there aren't many spots, so grab yours now!

Many parents enroll their children in various activities to keep them engaged, active, and developing important skills. Sometimes it’s to explore potential talents, sometimes it’s just to fill time productively. When I first started piano lessons, it was simply presented as a summer activity—one of many choices. Little did I know it would become my passion, lead to a scholarship, shape my college experience, and eventually turn into a lifelong career. Parents often “test out” different activities without a clear mission, and that’s completely normal. Music lessons, like sports or art classes, often begin as just another activity to try, sometimes with no particular expectations. But what happens when a child really enjoys music? Or when they show an instinctive ability for it? That’s where things get interesting.

When parents sign their children up for activities, it’s often a process of exploration—trying out different things to see what fits. Music lessons frequently fall into this category. Some children ask for lessons, but many are signed up by parents who simply want to give them an opportunity, whether for personal growth, cognitive development, or just to stay busy. This approach is completely normal! Sometimes an activity clicks, and other times it doesn’t. But what happens when a child truly enjoys music lessons or shows a natural ability? What should parents do next to help their child gain the most benefit?

First, it’s important to recognize that learning an instrument is not like a seasonal sport or an extracurricular club. It’s a journey that builds over time. Unlike activities with a clear start and end point, music lessons thrive on consistency. The best progress happens when lessons continue year-round, without long breaks that cause setbacks. Even if a child plays regularly at home, the majority of real learning, correction, and guided progress happens during lesson time with a teacher’s expertise. While home practice is essential for building familiarity and ease with the instrument, it cannot replace the structured learning that occurs in lessons.

Beyond the ability to play an instrument, music education offers profound benefits—some of which may surprise parents. Scientific research has shown that learning to play an instrument strengthens the brain in ways that go beyond what we typically hear about. For example:

Enhanced Executive Function: A study from Boston Children’s Hospital found that children with musical training showed stronger executive function skills—like problem-solving, working memory, and the ability to switch between tasks—compared to their peers without music lessons.

Improved Emotional Regulation: Neuroscientific research suggests that music training helps children manage their emotions and develop resilience, as learning an instrument involves overcoming challenges, dealing with frustration, and achieving goals through persistence.

Better Language and Literacy Skills: Studies indicate that music training enhances phonemic awareness, helping young learners develop stronger reading and language skills. The rhythm and pitch recognition involved in music directly correlate with language processing abilities.

Stronger Neural Connectivity: Brain imaging studies have revealed that musicians develop stronger connections between the left and right hemispheres of the brain, which may contribute to improved memory, creativity, and even quicker decision-making.

While many parents enroll their children in music lessons without a specific long-term vision, it’s worth considering the unique benefits and approach needed for success. Unlike school subjects that are often measured by test scores or seasonal activities that come and go, music requires a balance of structured learning and personal enjoyment. If parents embrace this perspective—not as a high-pressure commitment, but as a unique and valuable skill that grows over time—the experience becomes incredibly rewarding. Whether a student continues for a few years or a lifetime, the benefits extend far beyond the music itself, shaping their cognitive, emotional, and social development in ways that last forever. 

​Who knew?

Music is a language—a beautiful, expressive, and deeply personal language that, like any other, requires consistent use and practice to achieve fluency. Yet, as music teachers, we see a familiar pattern: as soon as life gets busy, music lessons are often the first thing to be put on hold.

We get it—schedules fill up, finances get tight, and sometimes parents just feel overwhelmed. There are absolutely legitimate reasons for taking a break, and we respect that every family must make decisions that best suit their unique priorities. Our goal isn’t to criticize those choices but to provide insight into the long-term impact of stepping away from music lessons so families can make informed decisions.

Learning an instrument isn’t just another extracurricular activity—it’s a long-term journey that builds discipline, cognitive skills, creativity, and confidence. When students take extended breaks, they don’t just pause their progress—they lose ground, making it much harder to pick up where they left off.

Think of it this way: if a child were learning a spoken language, would it make sense to stop speaking it for months at a time? Of course not! Consistency is key. Music works the same way—it’s cumulative. Every note read, every technique mastered, every performance experienced builds upon the last. The students who truly thrive are the ones who treat music as an ongoing part of their lives, not a seasonal activity.

Ironically, when parents are surveyed, most say they deeply value music education. They love the social benefits, the confidence-building, the brain-boosting effects that translate into better grades in math, reading, and science. They recognize that music teaches perseverance, goal-setting, and critical thinking. And yet, despite knowing all this, many still hit the brakes on lessons when schedules get tight.

Here’s something to consider: music lessons are one of the least time-consuming activities a child can be involved in—usually just 30 to 60 minutes a week. At our studio, we’ve even structured our program to minimize the at-home practice burden, making lessons more manageable for busy families. The reality is, stopping lessons isn’t about a lack of time—it’s about prioritization.

Of course, as a music school, we prefer our students to continue year-round—yes, that’s good for business, but more importantly, it’s what sets children up for real success. When lessons are treated as a temporary activity, students rarely reach a level where they can truly enjoy playing on their own. And for those who quit entirely? The only regret we ever hear is, “I wish I had kept going.”

Music isn’t a sprint; it’s a marathon—one that’s both rewarding and fun. Our goal is to support students for the long haul, ensuring that their musical education isn’t just a fleeting moment in childhood but a lifelong skill. So before making that ‘break’ decision, consider what’s truly best for your child’s growth. Because the gift of music isn’t just about today—it’s about their future.

Every so often, we encounter a familiar pattern. A student—perhaps a pianist or violinist—has been with us for years. They’re thriving. They can sight-read fluently, perform with confidence, and, most importantly, they genuinely love music. Parents are happy with their child’s progress, and everything is going well. Then, out of nowhere, we receive the 30-day notice that they’re switching to private one-on-one lessons elsewhere.

Of course, parents have every right to make decisions they believe are best for their child, and we respect that. But here’s where things get a little puzzling—these students are already succeeding in our program. Why the sudden switch?

The Real Reasons Behind the Change

We often hear a variety of explanations:
​
“We just feel it’s time for private lessons.”
“A friend’s child is loving their one-on-one teacher.”
“We think this will be better for our child’s progress.”

But experience tells us that the stated reason is rarely the full story.

Understanding Our Lesson Model

At our studio, we primarily offer a small group lesson model that has consistently proven to be highly successful in helping students of all ages and levels become musically fluent and strong sight readers. Students learn to work independently, gain confidence in their abilities, and develop skills that will stay with them for a lifetime. It’s a structured, research-backed approach that produces excellent musicianship—so when a thriving student suddenly leaves, we naturally wonder why.

That said, we also offer private one-on-one lessons on a limited basis for advanced students and when teacher-suggested/approved. These lessons are designed for students who have reached a level where individualized instruction is necessary for continued growth. Parents who are interested in this option should always feel comfortable discussing it with us before making a decision.

Financial Concerns

More often than not, the real reason is financial—someone has offered a cheaper option, and traditional private lessons still carry the perception of being the “gold standard", even at a lower price. While one-on-one instruction certainly has its place, we also know from decades of experience that it’s not necessarily the most effective way to create independent, confident musicians.

The Role of Outside Influence

Sometimes, parents feel pressure from peers or social circles. It’s a bit like the “social media effect”—where everyone else seems to have found something amazing, making you question your own choices. A friend raves about their private teacher, and suddenly, a parent wonders, “Are we missing out?” But what’s often overlooked is that different teaching models suit different students, and just because something works for one child doesn’t mean it’s the best fit for another.

The Importance of Expertise & Communication

One of the most interesting aspects of this phenomenon is that parents initially seek out lessons because they recognize they are not the experts in music education. They trust a teacher or a studio to guide their child’s progress. But at some point, without consulting that very expert, they suddenly feel confident making a major change. Why abandon expertise without a conversation?

What’s most surprising is that, in many cases, parents assume they don’t have options. They don’t ask the opinion of the teacher or studio they've so greatly trusted if there are options available. Or, if there are financial solutions for committed students (we do!). Instead of reaching out, they quietly make a decision and move on.

We understand that life gets busy and money is always a factor—our teachers are parents, too. But we also know that making changes based on assumptions rather than conversations can lead to missed opportunities. If a student is thriving, happy, and making great progress, we encourage parents to talk with their teacher(s) before making a switch. Great teachers are always open to discussing scheduling challenges, financial concerns, and alternative lesson structures. The goal is to keep great students engaged in music, not just to fill a time slot.

A Thought for Music Parents, Wherever You Take Lessons

If you’re ever considering a change in your child’s lessons, ask yourself: What results am I really looking for? If your child is progressing, enjoying music, and gaining skills that will last a lifetime, then the value of a program goes beyond just the monthly fee. And if you’re unsure about your options—just ask! A good teacher and a strong program will always be willing to work with you.

As for the student who prompted this reflection? We’re reaching out to their family to discuss possibilities, and we’ll see what happens. Whether they stay or go, we of course wish them well—because, at the end of the day, we all want the same thing: for every student to find lifelong joy in making music.