Music Lessons at Xeper Studio
I AM OFFERING IN PERSON LESSONS AGAIN, and asking people to wear a KN95 or N95 mask if there are any sniffles or recent travel. I trust your transparency in communication with me. (We can meet on line too!) I have the air filters and the windows open and we wash hands and try to keep each other healthy in our shared space.
I AM STILL OFFERING VIDEO LESSONS FOR THOSE WHO ARE MORE COMFORTABLE MEETING ONLINE, OR WHO LIVE OUT OF TOWN. I AM TOTALLY FINE TEACHING ONLINE. I PREFER ZOOM BUT CAN ALSO SKYPE OR VIDEO-CHAT. SEVERAL STUDENTS GO BACK AND FORTH WITH LIVE AND ONLINE LESSONS. THAT IS FINE WITH ME.
Xeper (pronounced: Zepper) is from the ancient Egyptian hieroglyph which translates: "to come into being."
My mantra: Music is fun.
My Studio and Teaching Philosophy
Piano, guitar, voice, theory, composition, songwriting, improvisation are all studied in my home studio that I call Xeper. Music helps us to coordinate brain, body and emotion. Recent advanced brain studies have shown us the proof that playing music is good for us! It is the ONLY activity that activates all of the areas of the brain at once, creating coordination in ways that no other activity can. For adult considering music education, we have also learned that the brain remains elastic and that stimulating new synapsis, such as learning music helps to ward off deterioration of the brain/dementia as we age.
Music helps to sculpt a human being in many ways. As a child matures to adulthood, music helps to teach discipline, while creating tactical understanding, and introducing a thoughtful, soulful relationships to music, enriching the whole person. For over 25 years my private teaching has been a major focus in my life. I work with adults, young children, "tweens," and teens. I teach in various styles, reflecting my own diverse love for music in many genres including classical, jazz, americana, rock, pop, contemporary, and original composition. I was a ranked adjunct professor at Cornish College of the Arts for 11 years. I hold a Dalcroze Teaching Certificate. I designed music programs at Seattle Emergency Housing, First Place School, Happy Medium (Giddens School), and Seattle Conservatory of Music (for toddlers and young children).
Location
My studio is located on North Beacon Hill in Seattle, with street parking as well as short term parking in the adjacent library lot. I am walking distance to two cafes, Red Apple grocery store, and across the street from the Beacon Hill Light Rail Station, and bus lines. Please email me for the address: [email protected]
Teaching Children
I consider it my privilege to foster and nurture your child's curiosity and love for music. I am passionate about participating in sparking and nurturing the love for music which will remain through the whole of your child's life. I combine several teaching methods with each student's individual learning style, creating the correct balance for each student. My certificate in Dalcroze is based on a teaching ideology (not methodology) that incorporates: "Eurhythmics" (teaching rhythm and nuance of music through the body), "Solfeg" (sight singing and ear-training), and improvisation. Dalcroze is based on the principle that the first instrument is the body. The Eurhythmic component is especially helpful with young children as their large motor skills are dominant to the smaller muscles in the fingers. In a lesson, we might walk away from the instrument and move around the room to feel a rhythm, or we might move our bodies to the music in order to feel a musical phrase or nuance with the whole body. I have several percussive instruments which provide opportunities for jam sessions and rhythmic study. I have notation software that not only aids in the understanding of music notation, but provides published sheet music for compositions.
Practicing
I work with students and their parents to develop a practice plan that makes sense for everyone. Incorporating music into the realities of busy lives that people lead today requires finesse and patience. I have a high success rate with students staying with, and developing a lasting relationship with music. I do not shame children when they do not practice, because fear and pressure of failure often result in children wanting to quit music. If the child is not prepared for a lesson, we simply practice together that week. That is not to say that regular practice is not encouraged, and practicing techniques guided. I think it's important to add at least 10 minutes a day– or on specific days of the week– to your schedule for playing music at home. We work together to encourage that window of time to increase, if possible. Incorporating music into your life's routine is by far the most successful (but not the only) way to build an inspired and strong connection to your instrument(s) and to music.
Here are some practice tips for children:
– Have a practice goal. Start with 5 minutes for children under 6 years olds. 10 minutes a day for 6yrs-8 yrs old, 15 min for 9 yr olds, increasing it in increments.
– Practice at the same time every day, for example, immediately after dinner. Perhaps between dinner and dessert. Maybe before school. Let practice become a part of your routine.
– Unless your child is very independent (or resistant to your input), sit with your young child during the practice time. They also may need you to help decipher my handwriting:-)
– Ask your child to show you what we did in our lesson. Ask them to teach you the song. Or say, "can you play that song again. I like that."
– Consider a reward system. Not a bribe. For example: If you practice every day this week for __ minutes we will go get some ice-cream (or a stuffy, etc) on Sunday. Sticker systems work well too.
– If your child likes organization, create a practice chart that they can fill in each day. Maybe a sticker on each day? I can help with this. Just ask.
– It's very important to not let one or two days go by immediately following a lesson without reviewing the work we did in the lesson because the child will not remember it. It's simply how our brains work.
– Try not to struggle with your child about practice. Power struggles lead to rebellion which translates as dislike toward music instruction, and can add tension in your relationship around music. We want to foster love for music. Eventually, if not immediately, the success (goal) is when your child chooses to practice. This is a long game.
– If your child is playing music that is not part of their lesson/practice specifics, it's ok! I encourage improvisation, exploration of any kind. Exploration is great.
– If you think it appropriate, share with your child the known benefits of regular music practice. Playing music makes the neurological connections stronger, creating better coordination and communication between areas of the brain. Not to mention, the more you practice the better you get. The better you get, the more music that you love will be available to play. And admittedly, that is a hard concept for young children to grasp. (I draw silly anatomically incorrect pictures of the brain to show how synapsis fire.)
Especially in this digital era, immediate gratification wins the excitement of most children. In addition, all of us gravitate toward what comes easy to us. It is important to communicate to children, and adults for that matter, how much time and regular music practice is required to get really good at an instrument. Those kids on Glee, for example, rehearsed every day for 14-16 hours a day to make it look that easy and that spontaneous. We don't see the struggle involved when watching a finished video or hearing a song on YouTube or TikTok. Kids translate the time it takes them to learn a song as "I'm not very good at this." This assumption needs to be guided and re-directed. I do my part to make music enjoyable at the lessons, and communicate this topic. Reinforcing this at home will assist us in communicating that learning music is a journey.
Please listen to or play music together at home. These activities will benefit your child's music experience. (More on this topic below.)
Anxiety and Perfectionism: Over the last few decades that I've been teaching- and especially since Covid- more and more I see a heightened level of anxiety in some children. Some can get extremely upset when they make a mistake. I've even heard through tears that they are upset because they are not "perfect." I don't know all the contributing factors to what I see as an increase in anxiety in some children, but I imagine the world that we live in, with its uncertainties, global pandemic, climate change, social media, etc., and picking up on our own anxiety have all contributed to anxiety in some children. I also suspect the lack of the "sausage making" I mentioned earlier is a contributing factor. To reiterate, the kids who watch a lot of YouTube videos, and TikTok, and other platforms– where they see children their age or slightly older with a remarkable finished product, don't grasp how many hours went in to creating that "perfection." (I remind children often that no one is perfect, that no performance is perfect; and that creating, and mastering something takes regular practice.)
I hope these words are taken as helpful information: I often see parents of young children understandably clapping and "yaying" when their child accomplishes something. I try to encourage parents to offer praise in more of a "this is what we do" attitude toward music. You know your child best, and I am not saying not praise them when they accomplish finishing a song for example. On the contrary, encouragement is great. There are, however, music pedagogical studies that show that overly praising a child can lead to performance anxiety in some children. I praise when something is accomplished. Of course. I just don't go overboard. Rather: Good job. This is what it takes. This is what we do. I see you've been practicing. I can tell. That was really good. It is a delicate balance. Most importantly, I aim to create an environment of safety here in my music studio.
Listening at Home
I encourage families to have music playing at home whenever possible. Turn off the TV and listen to and dance to music. Music can be a group activity, shared and enjoyed as a part of your lives. As a parent, your relationship to music will often determine how your child will relate to music. If you show that you love music, and love to sing for example (regardless of your opinion of your voice), you will share that loving relationship with music with your child. In contrast, if you hate to sing and say out loud in front of your child that your voice is terrible, or that you are not musically inclined etc, your child will likely pick up your discomfort and can copy it. Singing is an imperative tool in training the ear, and strengthening improvisation, as well as creating those neural connections in the brain. I am often surprised and saddened when a kid proclaims they don't sing. They learn that some place. Many places. Let's have the home not be one of those places.
Theory & Composition
I apply music theory to help students understand theory through composition (and the music on the page). When studying a scale for example, the student immediately creates melodies using that scale. They learn the chords in the key and create harmonies to that original melody. They write their songs down on staff paper. They learn how to draw clefs, and notes and rhythms. Music notation software is available at my studio for the student to deepen the learning experience; to enrich their relationship to their music; and to see their original music published on a sheet of paper with a title they created– and with their name on the page as the composer. I also have recording capabilities, so we can record their playing of an original piece, or a piece from a music book, or improvisation.
Technique and the Instruments
I encourage ergonomic playing and good technique early on- in age-appropriate ways, such as hand exercises that look like spiders and flowers, animals or rainbows. I have adjustable stools for the piano so that the child can sit at a proper height, thus training the correct muscles while they play. I often assist with the purchase or rental of a piano that will be in good working order while fitting into the family budget. I often help parents to purchase a guitar or to choose an instrument that is suitable to the size of the child. At my studio, I have different sitting options to provide a balanced guitar stance, which encourages healthy guitar–holding muscle memory patterns at an early age.
I have knowledge of the workings of the piano and guitar (acoustic and electric), and can assist you in the care of your instruments.
I am trained and well-versed in vocal techniques that ensure a healthy voice , while singing the music you love. Many students play more than one instrument and we combine the training of voice and piano and/or guitar coordination for example.
Material
A vast library of music in my studio and online is available to all of my students. I welcome the students' ideas, passions and opinions in the music choices that they fit their desire. I encourage students to bring music that they like to listen to, and want to play- regardless of style. Rock, pop and hip-hop are invited, and I have a library of classical, standard, pop and jazz choices as well. I will consult with the parents about any new score purchases; and I charge an additional 5% on music that I purchase for the student, to cover my material costs. If you would like to save that 5%, feel free to go shopping and I will be happy to help you to choose the best music for your purpose. I have an account with several online sheet music stores, and if we access those, there is an additional 5% charge to help cover my costs for ink and paper.
Recitals
We have two recitals a year: a Holiday Recital in December and an End of School Year Recital in June. These are informal, fun, potluck parties with music performances and social time. The student is not required to perform, but always welcome to attend. Families and friends are welcome.
We had three Zoom-only recitals and one hybrid recital since Covid - all of which went very well. Being on line offered the opportunity for family and friends from all over the world to attend- even from Japan! The best compliment was from a nine year old who said, "It was just like a real recital!"
I plan to continue streaming the recitals- an unexpected benefit of the pandemic:. Streaming has changed the way we experience live events. So grandparents from across the country are welcome.
Teaching Adults
Adults sometimes bring music that they have created, or music that they started to learn on their own; or the adult student simply starts at the very beginning. I like to assist you in discovering new skills, or to help you hone the ones you already have. I work with you to find music that is enjoyable to play. I am knowledgeable and patient with all styles and learning levels, including adults whose motor skills and coordination don't always match their desire to play (or their competence with other various skills in their lives). This seeming lack of motor control of small muscles can be frustrating for some beginning adult students, especially if their children are moving with more ease- which is not unusual. I work with beginning, intermediate and advanced levels of players. With more advanced players, we work toward finding more beautiful and clear phrasing; and to strengthen your understanding of music theory, and physical techniques to allow for better ease of playing.
My Teaching Experience
Although I've been teaching music since I was a teenager, and have complimented my life teaching part-time while a returning student in higher education, my teaching focus began in 1998. My students have ranged in ages from 19 months (I taught classes at the Seattle Conservatory of Music for 7 years) to 70+ years old. I have designed several music/movement programs for very young children and teens, including at Seattle Emergency Housing, First Place School, Happy Medium/Giddens School, and Seattle Conservatory of Music. I have taught workshops at the Experience Music Project (formerly EMP, now MoPOP) and Boys & Girls Clubs of America (Bonnie Raitt Guitar School for Girls). I taught and designed several courses at Cornish College of the Arts from 2003-2014: Ear Training, Rhythm, Theory, Composition, Inter-Disciplinary Art, Music for Dancers, Audition for Actors; and I co-developed and music directed the Senior Cabaret class. I was "Resident Musical Director" and "Composer–In–Residence" in the Theatre Department at Cornish for most of those years there.
Schedules, Policy & Rates
Lessons are conducted in my home studio.
RATES BELOW ARE BASED ON REGULAR ONCE A WEEK LESSONS
$60 for a half hour
$75 for 45 minutes
$85 for an hour
(Family savings rate of two family members sharing the same hour)
RATES BELOW ARE BASED ON LESS THAN WEEKLY LESSONS, INCLUDING "TRIAL LESSONS," ONE-OFF LESSONS, OR LESS THAN WEEKLY LESSONS (INCLUDING BI-WEEKLY):
$70 for 30 minutes
$85 for 45 minutes
$95 for 60 minutes
(*Need based scholarships and negotiation are available. I never want money to stand in the way of a music education)
(Family savings rate of two family members sharing the same hour)
I accept payment through Venmo, Zelle, cash and check.
A full enrollment at Gretta Harley Music (Xeper) means that you are reserving a weekly lesson with me. Payment for the month is due at the first lesson of each month. All payments are based on four lessons per month. There are four five week months, and with holidays we'll also "see" three week months. By keeping the payments the same amount each month, I hope it is easier on everyone. So, for example, if you are taking one lesson a week for a half hour at my studio, you pay $240 each month. In December and January we may take three lessons per month due to the seasonal holidays, depending on which day of the week your lesson falls. In long months (five weeks) you will still pay $240. Your payments are based on 48 lessons per year. I take two weeks of vacation in the summer. We start our fiscal year in September. Each July /August I reconcile my books and any missed lessons, overpayment or underpayment will be adjusted accordingly. If you underpaid, I'll take a day off. If you've overpaid, you are owed a lesson or a credit.
Missed Lessons Due to Your Schedule Illness, etc...
If a lesson is missed due to your vacation, or illness, etc., and there is advance notice of at least 24 hours, I do my best to make up that lesson (but cannot guarantee it). Payment is due for any missed lesson regardless of whether or not the lesson has been made up. If there is one lesson missed in a month, it is usually not a problem to find a time to make that lesson up. I do require that the lesson is made up within the month of the missed lesson (unless it is the end of the month. And this policy is negotiable for health and other challenges).
(Another advantage of technology is that if you are feeling contagious but not ill enough to cancel a lesson, we can have the lesson over Zoom- any time! Also, I've taught lessons on Zoom during family vacations to the Methow or Florida...)
If you have an extended vacation, a few makeups become more unrealistic due to busy schedules on all sides. If you are going to be gone for an extended period of time, I would need payment to ensure that your lesson spot remains open. If you choose to leave your spot, I can not guarantee that it will be there for your return. My schedule fills up quickly and I often have a wait list.
If a lesson is a "no-show" or cancelled on the day of your scheduled lesson (for any reason other than sudden illness), there will be no make-up, but the lesson is to be paid for.
If I cancel a lesson due to an illness, a performance, or out of town excursion outside of the outlined schedule above, I will compensate those missed lessons accordingly.
Illness
IF THE STUDENT IS SICK, PLEASE LET ME KNOW and WE CAN MEET ON ZOOM OR RESCHEDULE.
We all share this space and I am adamant about providing a safe space for all. Covid is still spreading. I am strict on this issue. If there is a cough or sniffle, I will politely ask you to leave.
I have K-N95 masks in my studio (adult and child sizes). If you or your child shows up in a surgical mask or a cloth mask, I will ask you to wear the one recommended by the CDC. I will not charge you for the mask.
Other
When you begin lessons with me, I have asked you to see my website and we have agreed to work together, it is my understanding that you have read and agree to all details on this page.
I am always open to communication about payments, practicing, scheduling and any issues that come up around your music lessons.
If you want to come for lessons periodically without a definite schedule, that is certainly welcome, however you will be at the "mercy" of the schedules of the regularly scheduled students. Please note that my schedule fills up quickly.
Bi-Monthly scheduled lessons are available. See fees above.
If you choose to cease your scheduled monthly or bi-monthly lessons, I need ONE MONTH advance notice. You will be required to pay your last month's tuition. Thank you.
Scholarships
I have a limited number of scholarships for students who cannot afford the regular rates. Other students are encouraged to contribute to the scholarship program, and I cut my rate substantially to allow for that student to take lessons. Please talk to me about availability if finances are an issue for you.
Thank you for making it through all of the details :-) I look forward to working with you!
Location
Please email me for directions to my North Beacon Hill studio.
I AM STILL OFFERING VIDEO LESSONS FOR THOSE WHO ARE MORE COMFORTABLE MEETING ONLINE, OR WHO LIVE OUT OF TOWN. I AM TOTALLY FINE TEACHING ONLINE. I PREFER ZOOM BUT CAN ALSO SKYPE OR VIDEO-CHAT. SEVERAL STUDENTS GO BACK AND FORTH WITH LIVE AND ONLINE LESSONS. THAT IS FINE WITH ME.
Xeper (pronounced: Zepper) is from the ancient Egyptian hieroglyph which translates: "to come into being."
My mantra: Music is fun.
My Studio and Teaching Philosophy
Piano, guitar, voice, theory, composition, songwriting, improvisation are all studied in my home studio that I call Xeper. Music helps us to coordinate brain, body and emotion. Recent advanced brain studies have shown us the proof that playing music is good for us! It is the ONLY activity that activates all of the areas of the brain at once, creating coordination in ways that no other activity can. For adult considering music education, we have also learned that the brain remains elastic and that stimulating new synapsis, such as learning music helps to ward off deterioration of the brain/dementia as we age.
Music helps to sculpt a human being in many ways. As a child matures to adulthood, music helps to teach discipline, while creating tactical understanding, and introducing a thoughtful, soulful relationships to music, enriching the whole person. For over 25 years my private teaching has been a major focus in my life. I work with adults, young children, "tweens," and teens. I teach in various styles, reflecting my own diverse love for music in many genres including classical, jazz, americana, rock, pop, contemporary, and original composition. I was a ranked adjunct professor at Cornish College of the Arts for 11 years. I hold a Dalcroze Teaching Certificate. I designed music programs at Seattle Emergency Housing, First Place School, Happy Medium (Giddens School), and Seattle Conservatory of Music (for toddlers and young children).
Location
My studio is located on North Beacon Hill in Seattle, with street parking as well as short term parking in the adjacent library lot. I am walking distance to two cafes, Red Apple grocery store, and across the street from the Beacon Hill Light Rail Station, and bus lines. Please email me for the address: [email protected]
Teaching Children
I consider it my privilege to foster and nurture your child's curiosity and love for music. I am passionate about participating in sparking and nurturing the love for music which will remain through the whole of your child's life. I combine several teaching methods with each student's individual learning style, creating the correct balance for each student. My certificate in Dalcroze is based on a teaching ideology (not methodology) that incorporates: "Eurhythmics" (teaching rhythm and nuance of music through the body), "Solfeg" (sight singing and ear-training), and improvisation. Dalcroze is based on the principle that the first instrument is the body. The Eurhythmic component is especially helpful with young children as their large motor skills are dominant to the smaller muscles in the fingers. In a lesson, we might walk away from the instrument and move around the room to feel a rhythm, or we might move our bodies to the music in order to feel a musical phrase or nuance with the whole body. I have several percussive instruments which provide opportunities for jam sessions and rhythmic study. I have notation software that not only aids in the understanding of music notation, but provides published sheet music for compositions.
Practicing
I work with students and their parents to develop a practice plan that makes sense for everyone. Incorporating music into the realities of busy lives that people lead today requires finesse and patience. I have a high success rate with students staying with, and developing a lasting relationship with music. I do not shame children when they do not practice, because fear and pressure of failure often result in children wanting to quit music. If the child is not prepared for a lesson, we simply practice together that week. That is not to say that regular practice is not encouraged, and practicing techniques guided. I think it's important to add at least 10 minutes a day– or on specific days of the week– to your schedule for playing music at home. We work together to encourage that window of time to increase, if possible. Incorporating music into your life's routine is by far the most successful (but not the only) way to build an inspired and strong connection to your instrument(s) and to music.
Here are some practice tips for children:
– Have a practice goal. Start with 5 minutes for children under 6 years olds. 10 minutes a day for 6yrs-8 yrs old, 15 min for 9 yr olds, increasing it in increments.
– Practice at the same time every day, for example, immediately after dinner. Perhaps between dinner and dessert. Maybe before school. Let practice become a part of your routine.
– Unless your child is very independent (or resistant to your input), sit with your young child during the practice time. They also may need you to help decipher my handwriting:-)
– Ask your child to show you what we did in our lesson. Ask them to teach you the song. Or say, "can you play that song again. I like that."
– Consider a reward system. Not a bribe. For example: If you practice every day this week for __ minutes we will go get some ice-cream (or a stuffy, etc) on Sunday. Sticker systems work well too.
– If your child likes organization, create a practice chart that they can fill in each day. Maybe a sticker on each day? I can help with this. Just ask.
– It's very important to not let one or two days go by immediately following a lesson without reviewing the work we did in the lesson because the child will not remember it. It's simply how our brains work.
– Try not to struggle with your child about practice. Power struggles lead to rebellion which translates as dislike toward music instruction, and can add tension in your relationship around music. We want to foster love for music. Eventually, if not immediately, the success (goal) is when your child chooses to practice. This is a long game.
– If your child is playing music that is not part of their lesson/practice specifics, it's ok! I encourage improvisation, exploration of any kind. Exploration is great.
– If you think it appropriate, share with your child the known benefits of regular music practice. Playing music makes the neurological connections stronger, creating better coordination and communication between areas of the brain. Not to mention, the more you practice the better you get. The better you get, the more music that you love will be available to play. And admittedly, that is a hard concept for young children to grasp. (I draw silly anatomically incorrect pictures of the brain to show how synapsis fire.)
Especially in this digital era, immediate gratification wins the excitement of most children. In addition, all of us gravitate toward what comes easy to us. It is important to communicate to children, and adults for that matter, how much time and regular music practice is required to get really good at an instrument. Those kids on Glee, for example, rehearsed every day for 14-16 hours a day to make it look that easy and that spontaneous. We don't see the struggle involved when watching a finished video or hearing a song on YouTube or TikTok. Kids translate the time it takes them to learn a song as "I'm not very good at this." This assumption needs to be guided and re-directed. I do my part to make music enjoyable at the lessons, and communicate this topic. Reinforcing this at home will assist us in communicating that learning music is a journey.
Please listen to or play music together at home. These activities will benefit your child's music experience. (More on this topic below.)
Anxiety and Perfectionism: Over the last few decades that I've been teaching- and especially since Covid- more and more I see a heightened level of anxiety in some children. Some can get extremely upset when they make a mistake. I've even heard through tears that they are upset because they are not "perfect." I don't know all the contributing factors to what I see as an increase in anxiety in some children, but I imagine the world that we live in, with its uncertainties, global pandemic, climate change, social media, etc., and picking up on our own anxiety have all contributed to anxiety in some children. I also suspect the lack of the "sausage making" I mentioned earlier is a contributing factor. To reiterate, the kids who watch a lot of YouTube videos, and TikTok, and other platforms– where they see children their age or slightly older with a remarkable finished product, don't grasp how many hours went in to creating that "perfection." (I remind children often that no one is perfect, that no performance is perfect; and that creating, and mastering something takes regular practice.)
I hope these words are taken as helpful information: I often see parents of young children understandably clapping and "yaying" when their child accomplishes something. I try to encourage parents to offer praise in more of a "this is what we do" attitude toward music. You know your child best, and I am not saying not praise them when they accomplish finishing a song for example. On the contrary, encouragement is great. There are, however, music pedagogical studies that show that overly praising a child can lead to performance anxiety in some children. I praise when something is accomplished. Of course. I just don't go overboard. Rather: Good job. This is what it takes. This is what we do. I see you've been practicing. I can tell. That was really good. It is a delicate balance. Most importantly, I aim to create an environment of safety here in my music studio.
Listening at Home
I encourage families to have music playing at home whenever possible. Turn off the TV and listen to and dance to music. Music can be a group activity, shared and enjoyed as a part of your lives. As a parent, your relationship to music will often determine how your child will relate to music. If you show that you love music, and love to sing for example (regardless of your opinion of your voice), you will share that loving relationship with music with your child. In contrast, if you hate to sing and say out loud in front of your child that your voice is terrible, or that you are not musically inclined etc, your child will likely pick up your discomfort and can copy it. Singing is an imperative tool in training the ear, and strengthening improvisation, as well as creating those neural connections in the brain. I am often surprised and saddened when a kid proclaims they don't sing. They learn that some place. Many places. Let's have the home not be one of those places.
Theory & Composition
I apply music theory to help students understand theory through composition (and the music on the page). When studying a scale for example, the student immediately creates melodies using that scale. They learn the chords in the key and create harmonies to that original melody. They write their songs down on staff paper. They learn how to draw clefs, and notes and rhythms. Music notation software is available at my studio for the student to deepen the learning experience; to enrich their relationship to their music; and to see their original music published on a sheet of paper with a title they created– and with their name on the page as the composer. I also have recording capabilities, so we can record their playing of an original piece, or a piece from a music book, or improvisation.
Technique and the Instruments
I encourage ergonomic playing and good technique early on- in age-appropriate ways, such as hand exercises that look like spiders and flowers, animals or rainbows. I have adjustable stools for the piano so that the child can sit at a proper height, thus training the correct muscles while they play. I often assist with the purchase or rental of a piano that will be in good working order while fitting into the family budget. I often help parents to purchase a guitar or to choose an instrument that is suitable to the size of the child. At my studio, I have different sitting options to provide a balanced guitar stance, which encourages healthy guitar–holding muscle memory patterns at an early age.
I have knowledge of the workings of the piano and guitar (acoustic and electric), and can assist you in the care of your instruments.
I am trained and well-versed in vocal techniques that ensure a healthy voice , while singing the music you love. Many students play more than one instrument and we combine the training of voice and piano and/or guitar coordination for example.
Material
A vast library of music in my studio and online is available to all of my students. I welcome the students' ideas, passions and opinions in the music choices that they fit their desire. I encourage students to bring music that they like to listen to, and want to play- regardless of style. Rock, pop and hip-hop are invited, and I have a library of classical, standard, pop and jazz choices as well. I will consult with the parents about any new score purchases; and I charge an additional 5% on music that I purchase for the student, to cover my material costs. If you would like to save that 5%, feel free to go shopping and I will be happy to help you to choose the best music for your purpose. I have an account with several online sheet music stores, and if we access those, there is an additional 5% charge to help cover my costs for ink and paper.
Recitals
We have two recitals a year: a Holiday Recital in December and an End of School Year Recital in June. These are informal, fun, potluck parties with music performances and social time. The student is not required to perform, but always welcome to attend. Families and friends are welcome.
We had three Zoom-only recitals and one hybrid recital since Covid - all of which went very well. Being on line offered the opportunity for family and friends from all over the world to attend- even from Japan! The best compliment was from a nine year old who said, "It was just like a real recital!"
I plan to continue streaming the recitals- an unexpected benefit of the pandemic:. Streaming has changed the way we experience live events. So grandparents from across the country are welcome.
Teaching Adults
Adults sometimes bring music that they have created, or music that they started to learn on their own; or the adult student simply starts at the very beginning. I like to assist you in discovering new skills, or to help you hone the ones you already have. I work with you to find music that is enjoyable to play. I am knowledgeable and patient with all styles and learning levels, including adults whose motor skills and coordination don't always match their desire to play (or their competence with other various skills in their lives). This seeming lack of motor control of small muscles can be frustrating for some beginning adult students, especially if their children are moving with more ease- which is not unusual. I work with beginning, intermediate and advanced levels of players. With more advanced players, we work toward finding more beautiful and clear phrasing; and to strengthen your understanding of music theory, and physical techniques to allow for better ease of playing.
My Teaching Experience
Although I've been teaching music since I was a teenager, and have complimented my life teaching part-time while a returning student in higher education, my teaching focus began in 1998. My students have ranged in ages from 19 months (I taught classes at the Seattle Conservatory of Music for 7 years) to 70+ years old. I have designed several music/movement programs for very young children and teens, including at Seattle Emergency Housing, First Place School, Happy Medium/Giddens School, and Seattle Conservatory of Music. I have taught workshops at the Experience Music Project (formerly EMP, now MoPOP) and Boys & Girls Clubs of America (Bonnie Raitt Guitar School for Girls). I taught and designed several courses at Cornish College of the Arts from 2003-2014: Ear Training, Rhythm, Theory, Composition, Inter-Disciplinary Art, Music for Dancers, Audition for Actors; and I co-developed and music directed the Senior Cabaret class. I was "Resident Musical Director" and "Composer–In–Residence" in the Theatre Department at Cornish for most of those years there.
Schedules, Policy & Rates
Lessons are conducted in my home studio.
RATES BELOW ARE BASED ON REGULAR ONCE A WEEK LESSONS
$60 for a half hour
$75 for 45 minutes
$85 for an hour
(Family savings rate of two family members sharing the same hour)
RATES BELOW ARE BASED ON LESS THAN WEEKLY LESSONS, INCLUDING "TRIAL LESSONS," ONE-OFF LESSONS, OR LESS THAN WEEKLY LESSONS (INCLUDING BI-WEEKLY):
$70 for 30 minutes
$85 for 45 minutes
$95 for 60 minutes
(*Need based scholarships and negotiation are available. I never want money to stand in the way of a music education)
(Family savings rate of two family members sharing the same hour)
I accept payment through Venmo, Zelle, cash and check.
A full enrollment at Gretta Harley Music (Xeper) means that you are reserving a weekly lesson with me. Payment for the month is due at the first lesson of each month. All payments are based on four lessons per month. There are four five week months, and with holidays we'll also "see" three week months. By keeping the payments the same amount each month, I hope it is easier on everyone. So, for example, if you are taking one lesson a week for a half hour at my studio, you pay $240 each month. In December and January we may take three lessons per month due to the seasonal holidays, depending on which day of the week your lesson falls. In long months (five weeks) you will still pay $240. Your payments are based on 48 lessons per year. I take two weeks of vacation in the summer. We start our fiscal year in September. Each July /August I reconcile my books and any missed lessons, overpayment or underpayment will be adjusted accordingly. If you underpaid, I'll take a day off. If you've overpaid, you are owed a lesson or a credit.
Missed Lessons Due to Your Schedule Illness, etc...
If a lesson is missed due to your vacation, or illness, etc., and there is advance notice of at least 24 hours, I do my best to make up that lesson (but cannot guarantee it). Payment is due for any missed lesson regardless of whether or not the lesson has been made up. If there is one lesson missed in a month, it is usually not a problem to find a time to make that lesson up. I do require that the lesson is made up within the month of the missed lesson (unless it is the end of the month. And this policy is negotiable for health and other challenges).
(Another advantage of technology is that if you are feeling contagious but not ill enough to cancel a lesson, we can have the lesson over Zoom- any time! Also, I've taught lessons on Zoom during family vacations to the Methow or Florida...)
If you have an extended vacation, a few makeups become more unrealistic due to busy schedules on all sides. If you are going to be gone for an extended period of time, I would need payment to ensure that your lesson spot remains open. If you choose to leave your spot, I can not guarantee that it will be there for your return. My schedule fills up quickly and I often have a wait list.
If a lesson is a "no-show" or cancelled on the day of your scheduled lesson (for any reason other than sudden illness), there will be no make-up, but the lesson is to be paid for.
If I cancel a lesson due to an illness, a performance, or out of town excursion outside of the outlined schedule above, I will compensate those missed lessons accordingly.
Illness
IF THE STUDENT IS SICK, PLEASE LET ME KNOW and WE CAN MEET ON ZOOM OR RESCHEDULE.
We all share this space and I am adamant about providing a safe space for all. Covid is still spreading. I am strict on this issue. If there is a cough or sniffle, I will politely ask you to leave.
I have K-N95 masks in my studio (adult and child sizes). If you or your child shows up in a surgical mask or a cloth mask, I will ask you to wear the one recommended by the CDC. I will not charge you for the mask.
Other
When you begin lessons with me, I have asked you to see my website and we have agreed to work together, it is my understanding that you have read and agree to all details on this page.
I am always open to communication about payments, practicing, scheduling and any issues that come up around your music lessons.
If you want to come for lessons periodically without a definite schedule, that is certainly welcome, however you will be at the "mercy" of the schedules of the regularly scheduled students. Please note that my schedule fills up quickly.
Bi-Monthly scheduled lessons are available. See fees above.
If you choose to cease your scheduled monthly or bi-monthly lessons, I need ONE MONTH advance notice. You will be required to pay your last month's tuition. Thank you.
Scholarships
I have a limited number of scholarships for students who cannot afford the regular rates. Other students are encouraged to contribute to the scholarship program, and I cut my rate substantially to allow for that student to take lessons. Please talk to me about availability if finances are an issue for you.
Thank you for making it through all of the details :-) I look forward to working with you!
Location
Please email me for directions to my North Beacon Hill studio.