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Linda Schneider, M.A.
Every teacher has skills and abilities that are working effectively in their teaching practice.  This, of course, is not the area we concern ourselves with here.  We simply want more of what already works well and we want to add competence to areas that are less effective. We want results – we want our students to have vitality, enthusiasm, to learn the discipline and satisfaction of achievement when working hard, the satisfaction and pride from that work well done, the fundamentals and techniques of quality playing, performance, composing, discernment and listening.
 
When we work with the young, we are equally instrumental in the composition of who they are becoming. Music is such a beautiful, expressive art which has meaning, noble value and an ability to soothe or influence the life of listeners.  Teaching music to children brings a further responsibility to use the opportunity as a forum or metaphor, for the development of a life of quality imbued with an awareness of beauty, of skill, of expressiveness, of relationship and of meaningfulness.  As teachers we also model good communication, self-awareness, authenticity, and other qualities necessary for a substantive, meaningful life 
 
Every skill developed, every problem solved, every landmark achieved, lends itself to skills that transfer to who the child becomes as an adult in the world.  For instance, the ability to follow through or not in learning a piece transfers to finishing job assignments later in life, or papers in college.  Learning to communicate equally and respectfully transfers to excellent communication and social skills, as do manners.  Manners teach behavior that allows the child to learn positive ways of interacting so that he or she is integrated and welcomed into the lives of others, rather than shunned or avoided.  When children are guided and encouraged through all interaction to learn these skills, it also enhances and establishes greater self-esteem which will serve them well throughout their lives, in their decision-making and in relationships.
 
My interest and awareness of these issues developed while training early on with concert pianists.  Additionally my formal and informal education included personal growth courses in communication, counseling skills, an undergraduate degree in Human Development, a graduate degree in Interdisciplinary Human Consciousness studies, a Montessori teaching credential, a community college teaching credential, and later, certifications in the therapeutic hypnosis of Milton H. Erickson, M.D.  I consider myself extremely fortunate to have been led to the piano technique and pedagogy of Abby Whiteside.  All of these combined in a body of knowledge which led me to the need and awareness for the education of the whole child even in the short span of a weekly piano lesson given over many years.
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Kristal is now teaching harp students at Valley Christian Conservatory Valleychristianconservatory.org
Valley Christian School is pleased to announce that they have become harp-friendly. The vision of creating a preparatory conservatory of music program at Valley Christian School was launched in 2006 with the help of professional violinist and teachers, Scott Homer and Lily Koh Homer. This new conservatory has a mission,''To discover and develop the extraordinary God-given talent of young artists and to reclaim the arts as an expression of God's love among the varied cultures of the world''. In the spring of 2008, with the success of this...

Making a fairy tale match up with music can be a challenge. However, sometimes we find the perfect fairy tale to match with a llittle music, and then opportunity knocks!
 
Opportunity knocked on my door right after we'd visited a Chinese exhibit at  the DeYoung Museum in San Francisco, where I'd purchased a really adorable book of Chinese fairy tales.  I was especially intrigued by one of them, titled simply "Plop!"
 
I didn't expect to be laughing hysterically for the next few minute as I read the story, but that's what I did.  I longed for a chance to share it!  The chance came.  My school at that time was hosting an event called the "Music Sampler".  In that event, there were many short sessions where groups of kids -- ten or fewer -- could spend a short period with an instrument, do an activity, then move on to try another instrument.  The whoe day allowed at least four different instruments.
 
     Well, I had the...

Q: What’s so different about the WPPI program?
A: 1) the WPPI teaches Advanced techniques even to the elementary level student. Students should not have to study for years before they learn mastery of their instrument.but should receive this training from the beginning. A comparable program for students does not exist anywhere in the world.
2) Current "method books"for learning the piano limit the student to the middle range of the instrument, while the materials of the WPPI explore the complete keyboard both in...