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One of the biggest mistakes that I see early in a students way of practice is to rush the speed of the music before taking control. Students tend to rush the tempo of their music too early before fully locking in the coordination between their instrument and the sheet music. If a musician doesn’t have control of the music at a slow tempo, they won’t have full control when they start to increase the tempo. The best way to handle this is to separate the music you know as a list

Students often become convinced of “I’m not improving,” when they haven’t practiced the ability to hear what is holding them back. Mistakes often become the focus rather than mastering the music. When I notice this in a lesson, I quickly change the approach. We focus on repetition rather than stopping every time they make a mistake. We choose a few measures surrounding the troubled measure(s), and set a goal of five to ten repetitions. The expectation of this exercise is not

After teaching many beginner lessons, t here is one consistent hang-up that students often struggle with: Students are familiar with what it is they are playing, but they often get hung up on the idea of the end result of what the song sounds like. They have the vision in mind—which is great—but their minds are ahead of what their muscle memory is ready for. Going back to basics is something I focus on with students getting caught up in the frustration of mastering a piece of