-Meredith Manley Teaching in a big city like Dallas has its pros and cons: on the plus side, we have more potential students, more connections, and more resources. But with a larger population, that also means we have more competition. There seems to be a teacher with space in their studio around every corner. In a competitive city, it is important for us to make sure that our studio stands out amongst the rest. One thing that differentiates us from other studios is our reward system. We’ve written about music bucks before, but I can’t say it enough- they REALLY work in helping students progress and reach their yearly goals. Students can earn Music Bucks for practicing, memorizing pieces, participating in classes outside of their lessons, or doing extra theory work. At the end of the month, they can spend (or save) their bucks to buy prizes. I’ve seen a lot of studios do prizes every 3 or 4 months or once a year, but in my experience the more often they receive rewards, the better! Another unique feature of our studio is that our early childhood curriculum was created by us based on our teaching experience and expertise. We’ve taken the favorite songs and activities from over the years and put them into a successful program. Ms. Stathia has been teaching these classes for over 15 years, and Ms. Meredith has been teaching Music Together for over 10 years, so we really know what works. Our preschoolers learn about different instruments, cultural music, and learn to identify notes and rhythm patterns. It’s a great program that is not only educational, but helps prepare them for private lessons later. Ms. Stathia and Ms. Meredith are also both board members of the Dallas Music Teachers Association. We feel it’s important to be active in this organization, and we make it a priority for our students to participate in DMTA events. We also encourage our students to take the state theory exam each year. Being involved in DMTA helps us stay connected in the teaching community, and elevates our expectations for our students. And last but certainly not least, our strong relationships with our students set us apart. We really feel that building trust and a friendship with our students is what really helps them blossom, and they want to make us proud. If there is no attachment, students typically don’t care about how well they do and tend to quit. We strongly believe in the teacher/student relationship and taking time to place each student with a teacher. Our students are very special to us and it’s this bond that we cherish the most. Not that other studios don’t feature these things, but it’s hard to find a studio that has ALL of these. If you are searching for a studio, please be sure to think about other things besides proximity and price- it is the quality of the teacher that it most important.
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-Stathia Orwig Every week, each teacher at Music SO Simple is able to pick one student who really “shined” that week. This is a tradition that I absolutely love and that I wanted to continue in my own business. You see, we can pick a student for any reason! It could be that the student showed up with their books for the first time in a while, or that they practiced more than usual. It could be that they blew their teacher away by memorizing a random piece, or that they learned one on their own. Maybe even that they had an attitude that was better than their “usual” attitude. The reasons are endless! The student(s) that are picked receive a certificate, 10 music bucks, and a “Student of the Week” yard sign for the week. Some people might think that recognizing a student every single week could get redundant. That’s a lot of music bucks and certificates given out! But you have to remember that we have 20-30 private students each. Theoretically, that would give each student a chance to be student of the week at least once during the school year. Now, do we give it to everyone? The answer is no, but we try really hard to find a reason to give them some recognition. I’ve seen some students in such a slump, with not a whole lot of practicing and on the verge of quitting. A little positive (public) encouragement gives a little lift. They are basically getting a high five that everyone around can see that just gives them the boost that they need. Even for the students who are used to doing well every week need a little recognition. My students always ask me why I picked them. And I’m honest! Even today, my student said, “Ms. Stathia, why did you pick me out of all the students you teach?” I told her that I saw so much improvement in her and that she totally surprised me by learning her holiday piece all by herself in just a week! She normally practices just a couple times a week, but when I had given her that piece, she practiced it almost everyday! These kids have so much going on with school, lessons, and other activities- they stay busy! My own kids are included in this!! We are busy parents too and not always giving our kids the attention and time that they need. When my daughter got Student of the Week a couple of weeks ago, her dad took her out to get a special stuffed animal- as a way of saying great job! She knew we were proud of her, and then proceeded to keep practicing every day without us asking her to! We need to make our kids feel special and recognize their progress, and at the same time encourage them to keep working hard.
-Stathia Orwig I’ve been playing sonatinas before I ever knew what a sonatina even was, so everytime I’m asked what a sonatina is, I am kinda caught off guard! As we are preparing for many of our students to participate in the Dallas Sonatina-Sonata Festival on December 10th, we thought we’d share why learning sonatinas are important!
Sonatinas are short sonatas, which means “a piece that sounds on a musical instrument” in Italian. They have been an important form throughout music history and were originally developed in the Classical Era (1770-1820). Hundreds of sonatinas have been written, and composers still continue to write them today. Sonatinas either have two, three, or four movements, and the movements tend to have more than one theme or melody. Each movement depicts a different character, and are usually differentiated from each other by tempo markings, meter, and/or mood. What each sonatina has in common is that they follow a certain form, or structure. For example, some movements of sonatinas are designed in three part form, or ternary form, labeled as ABA. There is the main theme (A), a second theme is introduced (B), and then the return of the main theme (A). Ternary form can usually be found in the first, second, and fourth movements, although you can see other forms in these movements as well. Third movements are usually in rondo form. In rondo form, the main theme (A) always returns before a new theme is introduced. So why play a sonatina? Playing a classical piece of music is important in the development of every budding pianist. Learning these classical pieces gives the student a way of learning sonatina form, completing a challenge, and the dedication of working hard on a piece. The sonatina festival is essentially a recital of sonatinas played by students from across the metroplex. Each student plays one movement from the sonatina from memory while they are critiqued by a judge. These critiques are wonderful to get- as much as what we tell our students help them improve, hearing it from a judge is fantastic!! Be proud of your student for learning a sonatina- they are learning a core piece of music as a pianist, and it’s not an easy task! -Stathia Orwig We all need a little motivation to work towards long-term goals, regardless of our age. For our students, we decided to continue a little incentive that I started quite a few years ago called Piano Bucks. The idea began around 2003 when I attended one of my first national conventions. I remember seeing music money being sold at one of the vendor booths and thinking that I could design something like that myself! When I got back, I designed a printed my own little “bucks” and rewarded my private students with them every time they did something great! It could have been answering a question, or working extra hard on a piece, or completing their theory work. These bucks became so popular with my private students that they began telling my (at the time) group students about them- which then led me to give them to my group classes. Once my students started earning bucks, they had to spend them! So, I came up with prizes for the students to buy; of course, they loved that! A prize box is brought to lesson at the end of every month. This really helps students to not get distracted every single lesson wondering what they can buy, and it also forces them to save a little too! Being able to visit the prize box each month gives them even more incentive to earn bucks because they see things that they want to buy! So, the student goes home and plans to practice every single day till their next lesson! The day of music buck prize box, students are always so proud of what they can buy and what they earned. Upon creating Music SO Simple, I really wanted to keep the piano buck tradition that my students loved so much. So, since we added voice to the mix, we decided to call the “music bucks” instead. Our students love music bucks- they help motivate our students to practice, officially making it a habit. We also use them as a reward for learning festival/recital pieces, memorization, and performances. In addition, we give them as gifts for Christmas, when they are chose for student of the week, and birthdays. Music Bucks are seriously a win-win! It’s not rocket science- it just works!
We are so excited to see so many bright and eager young beginners. We know that you must have many questions as to what this year will bring. This is to provide you with some information about what to expect and maybe a few words of wisdom...
How much practice is required? This depends on how well your child practices, but as a general rule, try to aim for 5 days a week. If you can help your child practice, that’s ideal.. It is especially helpful to practice with them the first couple of days after they get their assignment; after that, they can probably practice on their own, perhaps within earshot. At first your child will probably be practicing 5-10 minutes a day. I always say: "Practice each piece 3 times in a row. Then go on to the next piece." The pieces are short. Often we will encourage kids to count or chant rhythm on "ta" while they play or before singing, which helps with rhythmic accuracy. For piano, singing the words while playing may help some students. We ask that our students reread their assignments when they practice, and to mark their practice log since it is the only visible thing the teacher has to go on. (You will need to help them do this at first.) We give small rewards based on good practice habits and progress. Try to include practice with their daily routine: perhaps find a similar time each day. Treat it like "homework" (in a sense that it is necessary and not an option), only it's more fun! We have two recitals in December and May, and your teacher will be in touch with you about these. There will be much preparation ahead of time during lessons, and it is a great opportunity for students to showcase their hard work and gain self-esteem. Can lessons be made up? Music SO Simple has a 24-hour cancellation policy. Certainly, if your teacher has to cancel, the lesson will be made up. If you know your child is going to be absent, please let us know as soon as possible, and we will try our best to reschedule at a mutually convenient time. We appreciate close communication with our parents, as it will only make your child more successful. Feel free to call, email, or text anytime. You will receive a Music SO Simple weekly newsletter that will feature our “Students of the Week”, and a monthly newsletter with upcoming events via email. .Also you should "like" us on Facebook to see student achievements and news. Can/should you sit in on lessons? This is up to you and your teacher. Parents are welcome to sit in on private lessons at any time, and it may be helpful to attend so that you are able to help your child practice correctly at home. How long does it take to know if private lessons are the right thing for my child? We know that if you say "we're just going to TRY this to see if you like it", there will quickly come a time when your child says "I DON'T WANT TO PRACTICE! I WANT TO QUIT!". We recommend that either your child take lessons through 6th grade if he/she started early,, or for 3 years, -something long term without an easy out. We think that piano is a great instrument to begin on (and continue on), but after 3 years, they will have enough general knowledge of music that they will be equipped to pursue any other instrument they wish! What happens if they lose interest? Don't panic! Discuss the situation with your child and talk to your teacher to see what might can be done to rekindle their enthusiasm. Give them increased encouragement and support. Frustration typically sets in when they are not practicing enough, and that happens to everyone from time to time. Remind yourself that the habits of self-discipline that are learned in music study carry over into other areas of life. Your child is developing the confidence to master difficult tasks and to pursue challenging goals! Hopefully, you have found this information useful. If you have any more questions, please don’t hesitate to call or email us. If you would like to come in and talk in person, that would be fine! Learning an instrument is such a lifelong gift. Thank you for making it a priority! It's gonna be a great year! Sincerely, Stathia & Meredith Paige Kelley was a piano student of mine for 11 years, and she wrote this essay as part of her application to Vanderbilt University. She is now a senior in college and still plays piano for enjoyment. She has such a special place in my heart as my first piano student to graduate from high school! It's wonderful to know that the teacher-student relationship os two-fold! "Sitting at the piano, I squint at the sheet music in front of me. Frustrated, I continue to stumble through the next measure of the piece. I cringe. Something about the previous chord was not right. I slump, filled with chagrin. My piano teacher’s voice rings in my ear, “Not perfect yet. Try again.” Once again, I remind myself of the five flats in the key signature of “Clair de Lune” - B,E,A,D, and G. The thought of mastering this piece makes me want to bang my head against the white ivory keys looming in front of me, but I know that my teacher, Ms. Stathia, will lead me through the intimidating jumble of music in my Classics book. She is my guiding light - in many ways other than music instruction. Lessons learned from her, through the key of D-flat, are lifelong and everlasting. B – Blunt. Occasionally, an overwhelming amount of schoolwork hinders me from coming to a lesson well prepared. Although I may try to convince my teacher that I managed to practice, she can tell when I haven’t met my expectations. She is not afraid to let me know when my performance is sub-par. However, my teacher is also able to commend me when my discipline has paid off to transform a sheet of music into a piece of art. Her honesty has taught me to never expect any more – or less – than my dedication deserves. E – Encouraging. Performing in recitals has always given me the worst case of nerves. Despite my unfailing commitment and countless hours of practice, trembling hands can reduce my flawless production into something lackluster. At every recital, she sits besides the stage to mentally prepare me before I walk into the spotlight. Disregarding the times I have frozen in the middle of a piece and skipped to the final measures during a performance, she has never relinquished the hope that I have the ability to astound the audience with my artistic capabilities. Whenever I doubt myself, I can turn to her consolation and fortitude. A – Avid. My teacher’s passion for the piano proliferates every minute that I spend with her. It’s evident that she teaches children the beauty of music because she treasures the impact that it can make. Without hesitation, she will lower the tuition fee for a student from a struggling family. She will meet for a lesson at 7:00 on a Saturday morning or 11:00 on a Wednesday night. Regardless of the circumstance, she continuously stretches herself for the absolute wellbeing of those whom she teaches, influencing me to do the same. D – Delightful. Although my study of piano requires focus, the first ten minutes of my lessons are generally filled with light conversation. I look forward to sharing my week’s highs and lows with my teacher, as she proves to be a source of advice. Unlike the stereotypical piano instructor, she is understanding and easygoing, serving as an outlet for my venting. Because of her charming disposition, she makes every moment we share enjoyable as well as constructive. G – Greek. Both my teacher’s mother and father were born and raised in Greece, and her roots are evident even in her name – Efstathia Dimoulakis. Throughout the eleven years that she has served as my mentor and instructor, I have enjoyed learning about the various cultural characteristics of Mediterranean tradition. Not only have I been exposed to the customs of her country, but I’ve also experienced first-hand the characteristics of the typical Greek. She is vivacious and lives every moment as if it may be her last. She is faithful and hospitable, treating me as if I were not her student, but instead a member of her family. My time with my instructor has been a learning experience for the both of us. As heart rendering as it is to conclude my study of the piano, I will continue to carry the lessons that she has taught me as I embark on my journey of adulthood. As I face future disappointments, I will be reminded of my mastery of the five flats in “Clair de Lune” and my piano teacher, who lead me every step of the way, so that I can persevere and live the life I dream. B, E, A, D, and G."
-Stathia Orwig
There is significant meaning behind the name Music So Simple; here’s a little insight to how I chose the name of my music studio. I was taught a very “old-school” approach to teaching, especially in my toddler and preschool classes. Over time I realized how much I loved writing my own curriculums for babies, toddlers, and especially preschoolers; it is my passion! I find it fascinating how little ones learn and how much they can learn. I also see that in today’s world, music making has become so complicated. Honestly, I feel like life is already complicated enough without adding music to the mix. Music instruction is supposed to be simple, easy, effortless, and wonderful. When I’m teaching, I like keeping the classroom simple, giving caretaker and toddler time to just kick back and have fun, or the opportunity for the preschooler to express himself. I found that through being a parent myself, my children were often overstimulated in a couple of their activities. The rooms were super loud, lots of color on the walls, and there were too many activities to choose from. In music class, they were content sitting on my lap, playing instruments and singing. So as we began eliminating other activities, music class became the only activity that stayed. A few years later, I discovered that other parents felt the same way about my music classes. I miss those “simple” days with my own kids! This in a nutshell is how the name “Music SO Simple” came to be (the “SO” is actually my initials, Stathia Orwig!) I want there to be love in teaching and for relationships to be the heart of music making. The logo is traditional, musical, and exactly what I wanted (and I designed it myself!). Opening a studio is something I have been wanting to do for a while, but I just had to wait for the right time in my life. If the time ever comes to expand, the name “Music So Simple” will be a constant reminder that music making needs to stay just that- simple. I will always keep the student as the focal point of everything and hope to spread the love of music to as many families as I can. |
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