History and Philosophy of the School
Music Program
On Practicing
When is it time to start your child on lessons?
What instrument is good to start on?
Do you teach Adults?
Instruments: Cost and Quality
The Suzuki Method
ABRSM Examinations
My Child Doesn't Practice
On Contract Options, Make-up Lessons, Missed Lessons, and Credits
The Alexander School was founded in 1997 by Alexander Starz, a Linguist, Musician, and professional teacher. Born and raised in Germany, he experienced firsthand the benefits of early childhood music and language instruction. After years of teaching at various language and music schools in Germany and the U.S. he decided that his vision for better instruction needed a home of its own.
The features of successful instruction include clearly defined acquisition goals, a flexible but well developed curriculum, and high standards.
No two learners are the same. Therefore no single approach to learning can yield the desired success in every situation. It is the teacher's and the school's duty to provide a variety of challenging and interesting environments that allow all types of learners to succeed.
back to topOur Music Program emphasizes the fact that Music enhances the quality of our lives. It has all the benefits for the individual that you have heard about: It improves motor and math skills, it teaches kids to focus, to be patient, and to be outgoing. It helps with stress management and the development of personality, builds character and self-esteem.
But there is another dimension to playing music. A dimension that is very often underappreciated: The interpersonal dimension that lets you relate to other people, listen to other people, understand other people. A dimension that connects the present to the past, that preserves our cultures, describes our ethnicity, creates our community, and thereby defines who we are. There is no room for competition here. There is only room for doing it, being part of it, creating it.
The Alexander School wants to provide that room for playing with others and for others. Music instruction with us can be both avocational or carreer oriented.
back to topVery often I get asked this question: How long will it take to learn to play this instrument? Since it would be impolite to give no answer or to say that there is no answer to this question, I usually start rambling about many factors that need to be considered, blah, blah. The answer really is: No matter what you do, whether you are a mechanic that repairs cars, or a carpenter that makes furniture, or a physical therapist that gives massages, if you intend to be on a professional level, you need to put in about 2,000 hours of work to master the techniques and acquire the skills and the knowledge it takes just to be good enough. Nobody can do it for you, you have to do it yourself.
That is no different on a musical instrument. 2,000 hours equals one working year, 8 hours a day, two weeks vacation, weekends off. 2,000 hours equals 11 years of 30 minutes daily practice, without any days off. If you play for a year and put in three 30 minute practices a week, you will have played about 78 hours at the end. Not everybody wants or needs to be on a professional level. Look at any other hobby for guidance: how much time do you spend playing ball, playing video games, etc. - and what level are you on? I would estimate that 100 hours of practice is the absolute minimum with a recreational goal in mind. You do the math.
Another question that is brought on to me very often is: How much should I practice? Answer: As much as possible. Don't practice on the days on which you don't eat. Shorter practice sessions more often will be more effective than long, single sessions. Taking the instrument out of its case, setting up the music, tuning, playing your favorite song, playing a song from start to finish - all that is not practice. Practicing means identifying problems and solving them. Practicing means listening to yourself, being critical with yourself, trying to make it better. Or different. Always ask yourself: What am I practicing? And make sure you know the answer before you start. Stay focused. And don't take on too much. Practice one thing at a time: a straight bow, the correct fingering, the right embuchure, then tackle the next problem. You can see that the quality of your practice is just as important as the amount of time you spend practicing. Twenty minutes of high quality practice time is worth more than two hours of fiddling around.
back to topMany parents are concerned about starting lessons too late or too soon. A very good indicator for when to start is always if your child asks: "Can I learn how to play an instrument?" If he or she in addition reads a little, can write their name, or copy words, then your child is a candidate for the Alexander School.
back to topYes. We teach private lessons to adults, and we offer Chamber Ensemble for Adults in Rockville and Arlington, which is very popular and loads of fun, even for beginning players. The orchestras rehearse every three weeks, perform twice a year, and organize a combined weekend retreat in the Fall.
back to topLet me start with an acknowledgement: You parents are all hard-working and try to give your children the best. There are a gazillion things kids do today that all need paying, and it's not easy. Now comes my plea:
Please don't save on the musical instrument you get for your child. You get what you pay for. The quality of the instrument defines its playability and therefore directly impacts the learning success of your child. If you rent an instrument and find yourself confronted with this question: "$18.00 a month for the basic student model, or $25.00 a month for the step-up model?" Then please don't hesitate to spend the extra $7.00 a month.
When you are done with your research and come to the conclusion that buying an instrument better suits your situation than renting, again: Please don't go bargain hunting on some bazaar in an unlit alley in the shadier part of town. If, say, a violin costs $100, THEN THERE'S A REASON FOR IT! Usually the reason is that it is a piece of *@&+. I am not saying that there are no bargains out there, but they are rare. Please ask for help. Your teacher, a builder, or some other professional can point out to you what to look for, and what warning signs to watch out for. Mostly, they'll be glad to help.
back to topBasically, you can start your child on any instrument that has the right size. Most stringed instrument will come in different sizes, made to adjust to the smaller physique of younger players. Recorder and piano also are a good choice. I personally tend to recommend the recorder, for the following reasons: 1) Instant gratification: the kids learn their first song in the first lesson, without having to wait for a long time until they mastered holding the instrument right, getting all the movements down, etc. 2) It's portable 3) Ear training is built-in: Unlike for example violins, the pitch of the recorder needs no (or very little) adjusting. That gets the child's ears aquainted with the 'right' sound from the beginning. Switching to a different instrument will be much easier later. 4) Your initial investment: About $15 for a decent instrument and a first book.
back to topYes, we do teach the Suzuki Method. But what most parents don't realize is the committment that is required on their side. In general, students will be more successful the more the parents are involved in their child's music education. The Suzuki method pushes this concept to extremes in teaching very young children, ages three and sometimes even younger, through highly involving at least one parent. Most families I know are not structured in a way to make this possible. Let's talk about it.
back to topIn an effort to create an even better Music Program, we have decided to offer preparation for examinations held by the Associated Board of the Royal Schools of Music (ABRSM) starting in the Fall of 2002.
ABRSM provides a curriculum with high standards that can be integrated into any teaching method and existing curriculum, and allows the student and the teacher to measure their progress in a steady and structured manner. It gives purpose and motivation to practicing, and confers meaningful certificates for each level of testing that are accepted worldwide.
Please click here to find out more.
For some people, playing an instrument is a hobby, for others it is a calling. Both ways are valid and beneficial, and both can be fulfilling. And of course I have to sell you a music lesson here, so don't let them and don't make them stop. Kidding. But truly, I consider it a big part of my job to keep them playing and progressing until they decide for themselves what they want to do with it. Playing with a group of friends or under the Christmas tree is just as important as playing on stage. Not everybody can do the latter, not enough people in my opinion are content with the first.
back to topSometimes I wish I could take the Washington Post on all the days that I don't read it and send it back and get a refund. Or the Metro section. I never read the Metro section. Can't I get the Post delivered without the Metro section and pay less?
Of course not. If that were the case, the Washington Post would have no way to make projections of revenue, calculate cost, plan future investments, set advertising rates, etc.
It all comes down to predictability, security, stability. We all want that, if only to a certain degree. I want that, too, and I want it for my school. When I created the existing tuition rate system, I had the following things in mind: a) attract good teachers by paying a competitive rate. b) attract students through flexibility and reasonable tuition rates. c) cover the cost of a program that offers more than just private lessons. d) make a living.
(...) You choose a weekly time slot, which we will reserve for you. There are NO MAKE-UPS OR CREDITS for lessons missed on your side. That is the level of committment we need for that price. If you feel that this is not fair, or that you cannot commit yourself on this level, (...) please (...)see what our competition has to offer.