Music lessons give students an opportunity to learn directly from an instructor, ask questions, correct problems, explore new material, and develop stronger musical skills.
But simply attending a lesson does not automatically guarantee progress.
Students can get much more out of their lessons when they learn how to use that time effectively.
At Los Angeles Music Teachers, our goal is to help students make steady progress while learning music that keeps them interested and motivated.
Here are several ways students can make the most of every lesson.
Practice Before the Lesson
One of the most helpful things students can do is practice the material from the previous lesson.
Practice gives students an opportunity to discover what feels comfortable and what still feels difficult.
That information is valuable.
A student may discover that one piano passage continues to cause problems.
A guitarist might struggle with a particular chord change.
A drummer may have trouble coordinating a certain beat.
A singer might find one phrase difficult to control.
Those problems give the teacher something specific to address.
Without practice between lessons, the teacher may need to spend valuable lesson time reviewing material the student has not attempted independently.
You Do Not Need to Perfect Everything
Students should not feel that everything needs to be perfect before returning to the teacher.
That is not the purpose of practice.
Practice is partly about discovering problems.
If something remains difficult, bring it to the lesson.
A student can simply say:
“I practiced this section, but I keep getting stuck here.”
That gives the teacher useful information.
Sometimes the student needs a different fingering.
Maybe the rhythm was misunderstood.
Perhaps the section needs to be slowed down.
The teacher can help identify the reason the problem continues.
Bring Questions
Questions make lessons more productive.
Students should not be afraid to ask why something works a certain way.
Questions might include:
Why does this chord work here?
How should I practice this section?
What fingering should I use?
Why does this rhythm feel different?
How can I play this faster?
What am I doing wrong with this technique?
Can we learn this song?
Good questions allow the lesson to become more personalized.
Tell Your Teacher What You Want to Learn
Music lessons should include fundamentals, but students should also communicate their musical interests.
If there is a song you want to learn, mention it.
If you are interested in improvisation, say so.
If you want to learn songwriting, ask about it.
If you want to join a band, tell your teacher.
If you have a performance coming up, bring the music to your lesson.
Teachers can often connect technical exercises and musical concepts directly to the student's goals.
Be Honest About Practice
Students sometimes feel embarrassed when they have not practiced much.
There is no reason to pretend.
Teachers understand that school, work, travel, family responsibilities, and other activities can affect practice time.
Being honest allows the teacher to adjust the lesson appropriately.
Maybe the student needs a review.
Maybe the assignment needs to be smaller.
Maybe a different practice strategy would work better.
The goal is to move forward, not to make the student feel guilty.
Write Down What You Need to Practice
It is easy to leave a lesson feeling like everything makes sense and then forget part of the assignment two days later.
Writing down the main goals can help.
For example:
Practice measures 12 through 20 slowly.
Work on the G to C chord change.
Practice the drum fill at 70 BPM.
Review the scale.
Work on breathing before the chorus.
These specific instructions are much easier to follow than simply remembering:
“Practice the song.”
Record Examples When Appropriate
Sometimes a short recording can help students remember what happened during the lesson.
A teacher may demonstrate a rhythm, chord progression, bowing pattern, or musical phrase.
If the teacher allows it, recording a short example can give the student something to reference at home.
This can be especially helpful when the concept is easier to hear than describe.
Keep Your Instrument Ready to Use
Practice becomes easier when the instrument is accessible.
If possible, create a space where the instrument can remain ready.
A guitar sitting on a stand is easier to pick up than one stored in a closet.
A keyboard that is already connected and ready to play removes an extra step.
A drum practice pad can be placed somewhere convenient.
Reducing small obstacles can make spontaneous practice more likely.
Practice Difficult Sections, Not Just Favorite Sections
Students naturally enjoy playing the parts they already know.
Those sections feel good.
But improvement usually happens when some practice time is spent on the parts that are not comfortable yet.
Find the section where mistakes happen.
Slow it down.
Work on a few measures.
Then connect that section back to the rest of the song.
Focused practice makes lessons more productive because the teacher can continue building instead of repeatedly fixing the same problem.
Bring Your Music and Materials
Students should arrive with whatever they need for the lesson.
Depending on the instrument, that could include:
Sheet music
Lesson books
Drumsticks
Guitar picks
Instrument cables
Notebook
Music stand materials
A song or recording being studied
Having everything ready helps the lesson begin smoothly.
Arrive Ready to Focus
Music lessons require concentration.
Students are listening, reading, moving, remembering, and responding at the same time.
Taking a moment to shift attention toward the lesson can help.
Put away distractions when possible.
Have the instrument ready.
Think about what happened during the previous week.
Remember which sections were difficult.
This gives the lesson a clear starting point.
Do Not Be Afraid to Make Mistakes
A music lesson is one of the best places to make mistakes.
The teacher is there to help.
Students sometimes become nervous about playing something incorrectly in front of their instructor.
But hiding mistakes makes it harder for the teacher to understand what needs improvement.
Play the section.
Let the teacher hear what is happening.
Then work together to fix it.
Mistakes are information.
Try the Teacher's Suggestions Before Deciding They Do Not Work
Sometimes a teacher will suggest a new way of practicing something.
It may initially feel unfamiliar.
That does not necessarily mean it is wrong.
New fingering can feel strange.
A different drumstick motion may feel awkward.
Slowing down can feel frustrating.
Changing a breathing pattern may require concentration.
Give the adjustment some time.
The purpose is often to replace an inefficient habit with something that will work better as the music becomes more advanced.
Focus on One Improvement at a Time
Students can become overwhelmed when they try to correct everything simultaneously.
A teacher may identify several issues in one section.
Instead of thinking about all of them at once, focus on one.
First, fix the rhythm.
Then work on the notes.
Then improve the dynamics.
Breaking the problem into smaller pieces can make it much easier to solve.
Use the Lesson to Understand How to Practice
One of the most valuable things a teacher can provide is not just telling students what to practice, but showing them how.
Students can ask:
How slowly should I start?
How many times should I repeat this?
Should I use a metronome?
Should I practice each hand separately?
Should I work on the entire song or only this section?
A good practice strategy can save a student a lot of frustration during the week.
Review the Lesson Soon Afterward
Students do not necessarily need to complete a full practice session immediately after a lesson.
But reviewing the material relatively soon can help.
Even five or ten minutes can reinforce what was covered while the information is still fresh.
Look through the assignment.
Play the new section once.
Review the teacher's notes.
This can make the first full practice session later in the week much easier.
Keep a Regular Lesson Schedule
Consistency is important when learning music.
A weekly lesson provides a regular opportunity to receive feedback and set new goals.
Students practice during the week, return to their teacher, make adjustments, and continue building.
That cycle helps maintain momentum.
Long gaps can sometimes make it easier to forget material or lose track of what should be practiced next.
Talk About Your Goals as They Change
Musical goals do not always stay the same.
A student who originally wanted to learn a few guitar songs may eventually become interested in soloing.
A piano student may discover an interest in songwriting.
A drummer may decide they want to play in a band.
A singer may become interested in preparing for an audition.
Let the teacher know when interests change.
Lessons can evolve with the student.
Parents Can Help Younger Students
Younger students may need some assistance remembering what happened during the lesson.
Parents can help by asking:
“What did your teacher ask you to work on this week?”
They can help create a regular practice time and make sure materials are available.
However, parents do not need to become the music teacher at home.
The goal is to support the routine while allowing the student to gradually take more responsibility for their own learning.
Adults Should Give Themselves Time
Adult students often expect a lot from themselves.
They may understand a concept mentally but become frustrated when their hands cannot perform it immediately.
Physical musical skills require repetition.
Understanding how a chord works is different from being able to change to it instantly.
Knowing what a drum beat should sound like is different from coordinating all four limbs.
Give the physical skill time to catch up with the understanding.
Progress Happens Between Lessons
Teachers provide guidance, but much of musical development happens during the days between lessons.
That is when students experiment.
Make mistakes.
Repeat movements.
Solve problems.
Build coordination.
Strengthen memory.
Then the next lesson gives them an opportunity to refine everything they have been working on.
A productive relationship between lessons and practice is what creates steady progress.
Private Music Lessons in Burbank
Los Angeles Music Teachers provides private music instruction for children, teenagers, and adults at different experience levels.
Students can study piano, guitar, drums, voice, violin, cello, and other instruments while developing technique, rhythm, reading, listening, and overall musicianship.
Lessons are personalized around each student's experience, musical interests, and goals.
We offer lessons at our Burbank location, along with in-home and online lesson options.
A weekly music lesson may only represent one part of the student's week, but what happens during that lesson can guide everything that happens afterward.
Come prepared.
Ask questions.
Practice the difficult sections.
Tell your teacher what interests you.
And remember that you do not need to arrive with everything perfect.
You simply need to arrive ready to learn.
Interested in starting private music lessons?
Learn more about Los Angeles Music Teachers or complete our Music Lesson Registration Form to get started.
Useful Links:
Los Angeles Music Teachers Website
Register for Music Lessons
Regional Center Music Instruction Registration