About Lessons

Individual Lessons

The Lesson Program includes 38 weekly individual lessons.

  • Students learn and master new skills, with an emphasis on a relaxed and comfortable physical set-up, mastering technique, creating a beautiful tone, and developing musicality and expressiveness.
  • Parents or legal guardians must attend individual lessons and take notes, so they are able to facilitate daily practicing at home during the week.
  • 30 minute, 45 minute, and 60 minute lessons are available.
  • Lesson times are scheduled after completing registration.
  • All lessons take place at Leanne’s home studio in west Edmonton or online.

Group Classes

The Lesson Program includes 9 monthly group classes.

If you are unable to attend class, please fill out this Absentee Form.

  • Who: All registered Book 1 and Book 2 private students, along with their parents.
  • When: Monthly on Saturdays mornings between 9:00-12:00. Students will be contacted with their class time. See calendar here.
  • Where: Leanne’s home studio
  • Why: Group class is a wonderful opportunity to make music with others, which is one of the best parts of being a musician! Just a few benefits of group class:
    • Builds community. It’s an opportunity to get to know other families and make life-long musical friendships!
    • Builds ensemble skills and teamwork. Being able to play as part of a group is fun, and prepares students for orchestra and chamber music later on.
    • Motivation. Seeing and playing with more advanced students can inspire your child, and seeing and playing with less advanced students lets your child be a role model.
    • Builds expressive playing. Playing in a group can be a safe environment for students who might normally be more reserved, to be bold and play with gusto!
    • Experience playing solo. Students have opportunities to play solos in a safe environment, and build confidence as a solo performer.
    • Reinforce technique, repertoire, and skills through games and group activities.
    • Learn new techniques and musical knowledge
    • Enriching for parents. You get opportunities to watch your child in action, using the skills they have worked on, and enjoy their playing. You might get new ideas to try at home!

Teaching Philosophy

Teaching is a passion of mine. I have had the opportunity to teach a wide variety of students, from beginners to advanced college-level, three years old to adult, and always find great satisfaction and fulfillment in doing so. I feel that sharing my passion, knowledge and experience with others is a responsibility but also a huge joy.

I follow the Suzuki philosophy, which I find to be especially effective for young beginners. Because the idea is to learn music the way you learn a language, it is a very organic approach where the student is nurtured by the teacher and parent, and gains deep musical understanding and skill in a natural way. I am very pleased to be offering group classes as well, which enriches students’ musical development in a variety of ways. See more about Suzuki below.

As students progress, they may participate in music festivals, summer programs, play with other ensembles, including the Edmonton Youth Orchestra, and complete Royal Conservatory of Music (RCM) exams.

I feel very strongly that students also should learn about sharing music with others in the community, and with family and friends. Experiencing firsthand how music connects us is one of the most important lessons students can learn. All students have the opportunity (and are expected) to perform in our community concerts throughout the year, as well as other performance opportunities that come up or that students themselves organize.

About the Suzuki Philosophy

(Taken from the Suzuki Association of the Americas website)

Every Child Can Learn

More than fifty years ago, Japanese violinist Shinichi Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.

  • Parent Involvement As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.
  • Early Beginning The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age three or four, but it is never too late to begin.
  • Listening Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately. Repetition Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
  • Encouragement As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.
  • Learning with Other Children In addition to private lessons, children participate in regular group lessons and performance at which they learn from and are motivated by each other.
  • Graded Repertoire Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.
  • Delayed Reading Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music.
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