VERY YOUNG

Please consider the following issues very carefully when scheduling a young child (under 7) for the first consultation meeting. The care you take in preparing for and setting up the first meeting can make all the difference in the world how your child approaches lessons henceforth. A minor false-step early-on can create a block or other problem than cannot be corrected even if totally unrelated to the quality of teaching at the lessons.

Pets: Be sure your child has no fear of pets (specifically cats), as we have three cats at the studio. The cats normally remain outside of the actual teaching studio rooms, and therefore allergies are normally not a problem. However, just the sight of a cat can be alarming if the child has a fear of cats.

Time of Day: Very young children can be cranky, shy or misbehaved at certain times of the day, and this fact may make the experience unpleasant. Choose a time when you know your child will be most receptive to meeting new people and going to a new place (especially under age 5).

Distractions: At this first meeting, the parents, teacher and child need to discuss many things. If at all possible, leave unaffected siblings and babies at home, as too many distractions can create problems at this meeting. This meeting is FOR the benefit of the child taking lessons and it is important that the time be dedicated specifically for that purpose. If you must bring younger siblings, please read #7 in the suggestions below to help prepare them for the visit. Younger siblings are always welcome to the regular lessons, where the parents are able to discipline them and/or monitor them in another room. (See DAYCARE).

Process With Your Child: Before you come to the consultation, be sure to prepare your child for the visit. Many children respond/react differently to strange adults, and strange places. This is especially true for younger children. Try these simple processing procedures to get your child ready:

1. Ask your child every day if she/he wants to study piano. Word it differently: "Are you excited about piano lessons on Friday?" "Won't piano lessons be so much fun once you start them Friday?" etc.;
2. Remind your child that he/she will be meeting with the piano teacher (today, tomorrow, day-after-tomorrow, etc.) for several days prior to the meeting. This can be coupled with the first procedure;
3. Talk to your child about what piano lessons mean (practice, one-on-one teaching, homework, fun things to do, etc.);
4. Explain what home work is, if the student is not yet in school;
5. Explain to your child that the piano teacher will ask her/him to do things and she/he needs to do them. No playing around, being shy or being reluctant. Explain that lessons mean lots of following directions;
6. Explain to your child the importance of good behavior and that piano lessons are like school only there are no other children there;
7. Explain to younger siblings that the lessons are not for them, but only for their older brother/sister. Let them know they will have their chance soon (Music Together is a good option here). We have crayons, paper and games for younger siblings. Feel free to bring your own. They can be entertained in the adjacent room without disturbing the lesson/meeting.
8. Assure your child that you will be there to help her/him both at the lesson and for the homework.
9. Point out examples of music performance in every day activities (TV, outdoor concerts, etc.) and ask your child, "Wouldn't you like to be able to do that?" "What kind of instrument is that?" "Don't they look like they are having so much fun?" etc.
10. Explain that piano lessons cost money and that "playing around" wastes time which wastes money. It is important to behave well, pay attention and do what you are told.