CELLO LESSONS

​I teach lessons at the Music Settlement in Cleveland, and locally in Mentor, Brecksville-Broadview Heights, Lakewood and also out of my home in Bay Village, Ohio. Students of all levels of development are welcome, from the beginner to the highly advanced. The majority of my students are middle school or high school aged, but I do teach elementary school aged students, college-level students, and adult amateurs as well. Click on the links below to learn more about my teaching.

Why Study Cello (and music in general)?

Music is a language capable of an extraordinary range of expression.
It allows us to explore ourselves and the world around us more deeply and to express ourselves in unique, interesting, and complex ways. As such, exposure to and immersion in musical pursuits can be a powerful catalyst for personal growth and inspiration. It can stimulate us, divert us from our worries and problems, and affect us profoundly. Music is so abundant in our lives for good reason. Spoken word is not enough for complete expression of the human condition. We have a natural need to experience music all around us, and I believe we need to create it too!

Musicians develop tools for life.
Learning music is more than just working on technical mastery and ear training. Musicians are developing the tools for a successful life! The jobs and careers of the future are increasingly likely to require creativity, problem solving skills, discipline, communication skills, emotional intelligence, collaborative and leadership abilities, and the ability to perform in front of strangers. These are skills that are practiced in abundance in music, arguably more than in any other endeavor.

Music connects people.
It brings together communities for events and activities and gives performers and audience alike opportunities to meet new, diverse people. It gives us another place to belong, and provides many opportunities for poignant moments and good laughs. It is a shared experience and so forms a basis for new relationships to form and old ones to flourish.

Music helps you stand out for future opportunities.
It probably does not also need to be mentioned that colleges and employers consider dedication to artistic activities desirable in candidates (though it seems I have just mentioned it), and advanced players can even get scholarships at some schools for participation in orchestra regardless of major area of study.

​And on top of everything else, music is FUN!

​My Teaching Philosophy and Curriculum

My teaching philosophy begins with the above understanding of what music does for us. Regardless of desired or achieved level of advancement, there is much to be gained by the study of the cello. Each student has different strengths and different challenges to overcome, and everyone learns in their own way and at their own pace. I approach each student with attention to their learning style, age and level of advancement, and with consideration to his or her overall growth and development on a holistic level. I use research based educational techniques, pedagogical techniques learned from some of the great masters with whom I have studied, and a general approach refined by my experience of 15 years of teaching. Below is a short list of challenges I help my students navigate (on a level appropriate for each student's age and advancement) along their quest for mastery of the cello.
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  • The cognitive challenges: Deciphering the music, reading, ear training (eurhythmics, intonation), as well as practice technique, troubleshooting and problem solving.

  • The physical challenges: Complete technical instruction in all aspects of cello technique (posture, bowhold, shifting, vibrato, etc.) and its practical application, the ultimate goal always being to make playing comfortable, eliminate tension, and maximize efficiency and control.

  • The musical challenges: Interpretation, expression, understanding and appreciation of the music.

  • The mental challenges: Self awareness, focus and discipline, conquering stage fright. 

  • The social challenges: Collaboration, understanding and relating to an audience, leading and following. 

  • The contextual challenges: Understanding the related Physics, Math, History, Culture, Language, Psychology, Physiology, & more.

Cello Lesson Information / Frequently Asked Questions

How often do lessons occur?
Lessons occur weekly, with a few exceptions. Regular lessons are very important for development on any instrument and that is why I schedule them in a weekly interval. You will be given a precise schedule at the beginning of every session of lessons.

What length of lessons do you offer? What is the cost?
I offer 30, 45, and 60 minute lessons. I charge an average monthly tuition over each schoolyear or summer session of lessons, determined by adding the cost for all scheduled lessons, and dividing that total evenly over the months involved. Lesson cost is calculated based on a $50/hr rate. 

Can I pay tuition using on-line services like PayPal?
Yes, I accept payment using Zelle, PayPal, CashApp, and ApplePay, as well as check or cash.

What if I miss a lesson?
Missed lessons will be made up, as long as advance notice is given of an expected absence, in case of emergency, or if I must cancel. I will give you a full lesson-policy letter at the beginning of each session.

Are you offering virtual lessons during the pandemic? What about in-person lessons?
I can always offer virtual lessons using Zoom, FaceTime, Google, or Skype. In-person lessons are trickier right now as many lesson venues are closed. As long as I have a space available, I expect to offer in-person lessons to students who choose to have lessons this way.

How long should my lessons be?
Each student has different needs, so any recommendations are only going to be loose guidelines. I generally recommend students do 30 minutes until Suzuki book 4, then they should move up to 45 minute lessons. 60 minute lessons are recommended for the most serious students, playing advanced repertoire, potentially seeking entrance into elite ensembles, or who are considering majoring or minoring in music. But again, this is a very loose recommendation. I’d be happy to offer a more tailored recommendation that takes into account your specific situation.

How much will I be expected to practice?
This is a very tricky question. Highly simplified answers certainly exist, but I don’t like to work that way. Each student is different, and answering this question requires a careful balancing of many factors, including the student’s goals and needs, repertoire, current level of advancement, priorities, other activities, and even things like learning style. It is best determined with the student, rather than dictated to the student, and should take into account the above-mentioned factors.
www.jeffsingler.com 
​​jsingler@gmail.com