Students make the same mistake over and over when time is short. They assume twenty minutes is not enough to matter, so they either skip practice entirely or spend those minutes playing through things they already know. Neither of those options will help you. A short session can still be extremely productive if the student knows what to target and how to work. This applies to pianists, singers, violinists, guitarists, brass players, and just about everyone else. The details change from instrument to instrument, but the central idea stays the same: short practice works when the drills (and your mind) are focused. If you would like help building efficient, thoughtful practice habits with an experienced and caring teacher, contact Bucks County School of Music. We teach students in and around Doylestown, and we would love to work with you.
Read MoreMany piano students assume memorization happens automatically after enough repetition. Sometimes that is true for a page or two, or you may be able to play through the piece “by rote” when there isn’t any pressure. But then performance day arrives; nerves appear, and the piece that felt secure in the living room completely falls apart in front of a jury or audience. That is when students realize they did not really memorize the music. They memorized a sequence of hand motions and hoped it would hold together under pressure.
Read MoreParents ask this question all the time, and singers do too. A student loves Broadway, so the family assumes musical theatre lessons are the obvious choice. Another family hears that classical training is the “proper” foundation, so they start there instead. In reality, that is usually a false choice. For the first few years, most beginners do not need a narrow specialization. They need singing lessons. They need a teacher who can build healthy habits, choose smart repertoire, and use songs from the right style at the right time.
Read MoreMany singers start lessons thinking of acting as something optional, or something that comes later once you have learned all of your notes and memorized the lyrics. That is simply not true, especially for singers interested in musical theatre. If you are singing text for an audience, you are already acting. The only question is whether you are doing it well, or doing it poorly.
Read MoreIt takes courage to start learning how to sing. But for many students, the motivating factor is the opportunity to sing their favorite songs. These can be pop songs, country tunes, arias, hymns, and more, but we hear about one preference over and over: songs from Broadway musicals.
Read MoreSummer break gives young performers the perfect chance to grow and express themselves. Bucks County School of Music runs a musical theatre camp where every student gets serious stage time, and families looking for a fun and rewarding arts experience will feel right at home. Here is a clear look at what musical theatre camps are like (not just at our camp), from day programs to overnight intensives.
Read MoreIf your child dreams of singing, dancing, playing an instrument, or writing music around likeminded peers in high school, the Bucks County School of Music in Doylestown can guide them toward that goal. Our lessons build the technical skills, musical confidence, and audition readiness needed for precollege-level auditions and entrance exams. We stay close to each student’s unique path and help them prepare with purpose and artistry. Get in touch for piano lessons, voice instruction, or anything else.
Read MoreStudents in Bucks County who want to prepare seriously for music in college have many opportunities close to home. Local ensembles, choirs, and orchestras provide high-level training and valuable performance experience that strengthen skills and build confidence. At Bucks County School of Music in Doylestown, we complement these opportunities through private lessons, ensemble coaching, and our own youth chorus. Families who want to prepare their children for auditions or pre-college programs can start right here in the community with high level teachers and performance practice.
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