FAQs

Where are you located?

We are currently looking for a physical location in the northeast part of the United States, focusing on western Connecticut. All programming is online as of this moment, but we are working constantly to acquire a site! Updated Sept 2022.

Are there really such big differences between adults and kids in terms of teaching and learning?

Absolutely. Let’s look at it from a few perspectives. In practical terms, the relationship between teacher and student takes on a different dimension when both are adults: and while the steps to proficiency are the same (with room for variation to a degree), adult students tend to be compelled by the reasoning behind the methodology. Explanations can be deeper, and more philosophical. Conversation can be more of a two way street.

Adult students bring life experience to the table: knowing what it takes to get good at difficult things, their own intrinsic motivation, the time and dedication required to develop a productive practice.

Adult students also tend to be much more risk averse: our society rewards expertise much more than process, and it’s important to discover and respect each individual’s set of goals and comfort level with things like lesson pacing, progression through the repertoire, performances, and anxieties about perceived failures and things like playing in front of others. It’s not that adults are any worse than children are in these contexts. It’s that kids are by and large less sensitive to the stigma attached to imperfection. Because of this, it’s important to create a joyful, productive environment for adult learners of all levels to feel safe enough truly learn. Learning requires vulnerability. Learning is a constant, ever-renewed acquaintance with things we are not perfect at. Our faculty understands this terrain, and can pull from each student’s expertise, life perspective, and individual strengths to keep learners moving forward in a way that respects who they are.

I’ve heard that kids are just better learners. Is that what you’re trying to say?

Not at all! Kids are just different learners. And every human, regardless of age, really does carry a full complement of characteristics that make some things easier and some things harder. There is a contingent in education academia that worships the plasticity of the young brain as the standard against which all other learners fail pitifully: the study of linguistics especially points to how easily children pick up multiple languages and can speak with native accents—something adults struggle with. And it is true, the brain is wildly plastic during this time! It absolutely is an advantage for kids learning any number of things. But there is much evidence that the neurobiological edge younger brains seem to possess is matched nearly every time by an adult brain that is tenacious. It’s also important to make a distinction between the way we develop linguistically and musically. These functions have some overlap in the structure of the brain (music is processed as a sort of language, and much of language is intoned and articulated like song), but are distinct in what is required to manufacture the respective skills. Click here for a thoughtful take on the adult cognitive approach to music learning.

One of the most common things that stands in the way of adult students of music is the time devoted to feeling bad about where they are in their learning process. A large part of our mission is to provide context to create the right goals, assumptions, and perspective so many adult learners are missing. It is easy to fall prey to comparison: look at where these other people are in their journey; look at how good this other musician is; how come I found this passion so late; etc. From experience, our faculty can tell you this: there is no reason you can’t get to where you want to be as an artist, even if you’re just starting. This is not about unrealistic feel-goodery (although progress does feel really, really good). This is about seeing yourself clearly, being bolstered by faculty that respects your goals, and together, trimming obstacles from your musical development so you can get to work and generate your own momentum.

How does your programming fit in with my usual lessons, ensembles, camps, and practice?

We are here to offer supplemental programming, not replace the things you already love! Many of our faculty attend festivals for the same purpose: to be inspired in a way that propels us all year. We want you to leave feeling like you have place to belong. Teachers who remember your name. Colleagues who you can progress with. Time to work hard, and time to relax and reflect. Programs as short as two hours, and as long as two weeks (coming in 2022) to fit your schedule, goals, and budget.

I have an idea for a workshop. Are you open to suggestions or guest artists putting on their own programs?

Absolutely! Send our Director of Development an email your CV (if submitting a seminar, clinic, workshop, etc. that you would be giving) and the rough outlines of the idea, making sure to clearly illustrate who this this program is geared towards, and we’ll take it from there. The more excellent programming we can offer students, the better.