Frequently Asked Questions (FAQ)
When should I start my child in music lessons?
Mozart began composing music when he was 4 and went on his first concert tour when he was just 5 years old. Beethoven’s father hoped his son would equal Mozart as a prodigy, and forced him to practice long hours at a young age. We often hear about children performing violin concertos or complex piano pieces before they are mature enough to understand all of the nuances of the music. But for the average American child with varied interests, the best time to begin traditional music instruction is between ages 5-7, or somewhat younger with the Suzuki method. At CMS, we offer the opportunity to arrange for one trial lesson. This way, the CMS instructor can give you personal advice regarding your child’s readiness.
The public schools generally start instrumental instruction with recorders or song flutes in about grade 3 and then start the children on band instruments in either grade 4 or grade 5. There are a number of reasons for waiting, since most band instruments do not come in children’s sizes and require considerable fine motor skills to play. Piano, violin and guitar are instruments that are easier to start at an earlier age. The Kindermusik program is also an excellent way to introduce music instruction.
When can my child start voice lessons?
Although there are exceptions to every rule, it is our best advice to wait until a child is 12 or 13 (around puberty) to begin private voice lessons. Prior to that, singing in groups such as school choruses and church choirs is the best way to begin your child’s vocal education. At CMS, we do offer a group class for younger children to encourage good vocal production and to learn some of the basic techniques of singing. This is a fun way to get started in voice lessons!
Do you ever send teachers out to people’s homes?
No, all of our teachers teach here at the music school. This allows them to make the best use of their time and assures uniformity of facilities and, in the case of pianos, instruments. It also lends a degree of formality to lessons, helping children associate learning music with a special place and time.
How long should children practice every day?
Making a practice routine a part of music lessons from the very beginning is very important to the eventual success of the student. Most of our instructors would be happy to see 5 and 6 year olds practicing 10-15 minutes a day several times a week. As they grow older, children should practice more. Typically, children in elementary grades (2-6) should practice 30 minutes a day, perhaps with a "day off" each week. Length of practice time is not the only important factor – the quality of the practice is also important. Speak to your child’s instructor for "how-to's" and their personal recommendations. If your family is struggling with practicing issues, talk to the instructor for some motivational techniques. Some students, for example, do better by practicing in 2 short periods each day rather than 1 long period. As a parent, your positive feedback is very helpful - rather than complaining about a problem, praise a small improvement, or simply say, "I like the way you’re working so hard on that piece."
It is particularly important for children learning in group classes to practice according to their teacher's recommendation. If some of the students in the group do practice and others don't, it is quite likely that some will excel and some will lag behind and get discouraged.
Do you sell music?
We do not sell music, but will be happy to order music books for you. There are several other sources in the area – follow the link called “Resources” in the toolbar.
How do I know what size violin to order for my child?
If you bring your child to CMS, we can measure him/her for you. If that is not convenient, have them stand up straight with their arms down at their sides. Use a tape measure to measure from the shoulder seam of their shirt down to the tip of their middle finger.
Under 19" - 1/16 or 1/10 size violin
19-20" - 1/8 size
20-22" - 1/4 size
22-24" - 1/2 size
25-26" - 3/4 size
over 26" - 4/4 (full) size
If you rent the wrong size, rental companies will be happy to exchange for the right size, so it’s not crucial that you be correct. They will also exchange as your child grows. We would suggest that you do not purchase a violin smaller than 1/4 size, since children grow out of them so quickly! If you have an outgrown violin to sell, CMS may be able to take it on consignment for you, or to offer a trade-in towards a new larger instrument.
If I take piano lessons, do I need to own a piano? Is a keyboard ok?
In order to practice daily, you should have a piano available. You can use a keyboard for a while instead if it is full sized (at least 60 keys) and has "piano action" or is "touch sensitive" with weighted keys. There are several differences in technique between pianos and keyboards that make it undesirable to use a keyboard for too long past the beginner level. CMS students who are available prior to 2:00 in the afternoon may come to the music school and use one of our pianos any weekday. Several of our adult students and home-schooled students take advantage of this opportunity.
Pianos can be purchased new or used, and they can often be found quite inexpensively if you are willing to pay moving expenses. We maintain a bulletin board with announcements of instruments for sale.
Does the music school accept donated instruments?
The quick answer is "sometimes". Instruments that need costly repair are not particularly helpful to us with the exception of violins. Pianos are too large for us to house in most cases, although we’d be happy to try to connect donors with students who need instruments. Instruments that are in good condition and desirable to our student body are gladly accepted. Please speak with our Director if you think you have an instrument that could be put to good use. And thank you!
Do students need to continue lessons through the summer?
It is up to you and your schedule. Many of our teachers are available during the summer. Sometimes we are only able to coordinate a few lessons between student and teacher vacation schedules, but that’s fine. We will schedule between 1 and 8 lessons in advance.
Do you teach adult beginners?
Lots of them! Children are not the only ones who begin music lessons. Many adults who never played any instrument before start lessons; others resume lessons that they had abandoned when younger. If you are an adult thinking about taking music lessons, consider this: There is no one standing over you telling you to practice; there is no one to answer to except yourself (and your teacher); and there is no greater satisfaction than being able to sit down at a piano or picking up a guitar or a flute or a violin and recreating the music of your choice, whether it is Beethoven or the Beach Boys, ballads or blues. Adults learn quickly because they know what music is supposed to sound like, and have a lifetime of experience as listeners. They are also more efficient and productive at practicing than children are. Give it a try – it’s very rewarding!
What if my child starts lessons but changes his/her mind?
New students in their first semester at CMS have the right to withdraw from lessons after 9 weeks, and will receive a refund for the remaining lessons. This amounts to about 1/2 of a semester, and seems a fair amount of time to make an informed judgment. After that first semester, registering for lessons is a commitment for the full term.
Sometimes, children are disappointed that they can't play well after a few weeks of lessons -- they had expected it would be easier. Parental support to get over this "hump" can make all the difference. Be sure to take your children to recitals, where they will see the progress that others have made. If you're having problems at home, be sure to tell the instructor, who will have some helpful advice or be able to modify the lessons to help your child.
Are there any orchestras or advanced choruses for children in this area?
Yes, there are several, but none are terribly close. That’s why CMS has started our String Ensemble, Junior String Orchestra, Jazz Ensemble, and Chamber Musicians. Here are the other organizations, which you can "Google":
Eastern Connecticut Symphony Youth Orchestra, New London
Shoreline Youth Symphony, Branford
Greater New Haven Youth Band, Orchestra, and Wind Ensemble, New Haven (through Neighborhood Music School)
Greater Bridgeport Youth Orchestra, Bridgeport
Trinity Boy’s Choir, New Haven
Elm City Girl’s Choir, New Haven
Does my child have to be in a recital?
No. Most of our instructors hold a recital at the end of each term, but they do not force all of their students to participate. If your child is nervous about recitals, we strongly recommend that they attend in the audience. Recitals are very valuable in a number of ways, one of which is to allow the child to see more advanced students.
What if my schedule changes and I need a new lesson time?
When you sign up for lessons, you commit to a timeslot. If your schedule changes, we are happy to try to rearrange the teacher’s schedule to accommodate your needs, but can’t guarantee it. The good news is that the most common reason for schedule changes is school sports, and often more than one student in a teacher’s schedule needs to switch at about the same time of year. The bad news is that many of our teachers are here only one day a week, so that if the day of week is the problem, there’s no other day to switch to. We will do our best. By the way, if your child is assigned "randomly" to a sports team that meets the day of your music lesson, it is possible that you can change teams rather than change the music lesson.
Is it a good idea for a parent to sit in on a lesson with their child?
Again, this depends on the child. Most parents do sit in on at least some of the lessons with young children. Older children generally prefer to be by themselves. The teacher is happy to work either way. If you or the teacher sense that one way would work better than the other, by all means, make the change. I know that with my own children, they were more focused and did much less "acting out" if I was not in the room.