After many years of teaching, it became evident that there were very few group instrumental music methods on the market for elementary age students. So, we have developed our own collection of more than 250 woodwind, brass and string books created specifically for students in Kindergarten through fifth grade. Written by Larry Newman, these books are used in all Children’s Music Workshop programs and are available world-wide via amazon.com and at musicfunbooks.com.

Our small group lessons vary from six to twelve in a class. The number depends on the type of instrument, ability level of the students and the duration of the class. We wait to create classes that will be successful after the registration process is complete.

No, our classes are grouped by instrument and playing level. It would not be unusual for a second grader to be in the same class as a fourth grader if both are learning the same instrument and have been playing the same amount of time. Multi-grade classes are a very positive part of the music class experience.

Students with piano background usually do better than those without it. Piano lessons aid the orchestra student in reading, counting, developing musicianship and much more.

The first year of playing is more of an exploratory year. Students should play at home three to four times a week but daily practice is not expected. The second year students should be practicing five days per week for 15 to 20 minutes per session. See our webpage on home practice for more information.

The violin is a great first instrument for even the youngest musician. It comes in many sizes and is fit to the size of the child. Each instrument has its own challenges. For some children, the flute can be very difficult – for others it is easy. The important thing is for your child to find an instrument that produces the kind of sound they want to make rather than the instrument’s appearance or reputation as difficult or easy. Your music teacher will let you know early on if there are some physical issues that may make learning a particular chosen instrument a challenge.

We only allow students to play brand name, quality student instruments approved for school music program. For a list of approved instruments, click here.

We offer full refunds through the third week of classes. After that time, there are no refunds so that we know the class is properly funded for the school year. Our retention rate is very high and drop-outs are rare. Of course, student enthusiasm can eb and flow over the course of a school year, so parental involvement and encouragement is very important.

Now more than ever, children need the creativity and emotional release that music can provide.

The most powerful benefits of music education are those that are intangible and sometimes difficult to describe. The abilities to confidently perform music, to respond to music in an informed way, to exercise creativity by imagining new music, and connect music to other areas of life are so beneficial that they are sufficient to justify music as a curriculum to be made accessible to all. They also establish a foundation upon which students can pursue personal growth that will serve them throughout their lives.

Recent efforts in research and standards policy lends credence to an argument that music educators have made for years: that music education helps students in their social and emotional development. Even a cursory glance reveals several compelling explanations why this might be the case: music itself and the activities it involves are laden with social and emotional processes; music educators often work with the same students for multiple years, positioning them well to positively impact students’ individual growth; all people, especially youth, appreciate some music, and students frequently report that participation in music is their favorite part of school.

Music classes also incorporate community-advancing activities, presenting students with opportunities to develop relationship skills. Students in music work collectively toward shared goals, exercising skills including collaboration, communication, and conflict resolution. Cooperative music-making experiences can also positively impact students’ proclivity for empathetic thinking and behavior, leading to them becoming more socially aware. Social awareness and relationship skills, combined with self-awareness and self-management skills, enable students to act and reflect in more informed and critical ways, ultimately supporting them in responsible decision-making.

In addition to music practice and music-making, the lives of students are enhanced and enriched by participation in music education. While it may not be possible to recreate all the conditions that produce all of the extra-musical benefits described here in a virtual platform, Children’s Music Workshop teachers are aware of the need to promote and embed social and emotional learning into instructional practice whether working with students face to face, virtually, or both during the 2020-2021 school year.

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