I’ve always known that I would be a music teacher. When I was in the third grade, I used to invite friends over and give them “piano lessons.” Even then, music had always been a source of freedom and emotional gratification. I felt it was my duty to share music with the world and empower other people to do the same. Years later, my intrinsic urge is still the same but my methodology has changed for the better. Throughout schooling, I learned a variety of instruments and specialized in guitar and voice while piano took a back burner. It was through teaching that I was able to rekindle my relationship with piano and discovered new approaches that I implement today. Students who take lessons with me thrive in an organized structure with clear and concise goals. By using linguistic, demonstrative and tactile methods, my students walk away from each lesson with a clear concept of their short and long term goals as musicians. I work with students to create goals that are attainable and in line with their hopes for private lessons. 

When people learn language, they learn through mimicry, recitation, observation and memorization. They also experience the world around them; facial expressions, tone of voice, objects being pointed at etc. Musically, students benefit from activating the same parts of their brain used to learn language. Not only do they learn vocabulary with me, but by saying note names and rhythms out loud and answering questions about the music verbally, they are forced to engage more of their brain. This expedites the learning process and makes it easier for them to remember their materials, vocabulary and so on. Students are asked open-ended critical thinking questions such as describing how things look or feel. 

Singers have the unique challenge of air’s invisibility. With singers, I use a variety of hand motions and mirror demonstrations. We clearly identify and label the parts of the voice and their functions which makes each motion detectable and comprehensible. My students over time become sensitive to functions such as air placement, diaphragmatic control, larynx position and muscle relaxation. Singers also learn best through mimicry, so I make an active point to demonstrate safe singing in their range when possible. 

People are often concerned that they can only learn when things are fun and engaging. All people function like this regardless of age. Thus, I do my best to make the lesson as enjoyable as possible. However, my job as an instructor is to implement discipline and structure that benefits the student musically and beyond. I do not believe in persuading students to enjoy music. Conversely, I think this creates a false sense of security if they choose to become a career musician later on. Instead, I give them attainable and enjoyable short and long term goals that make them feel accomplished while growing. Until the age of seven or eight, they are instructed to complete their task as many times as they are years old. Their practice routine at this age should take no more than ten minutes a day and can be divided as they and their caregivers please. Parents and families of younger students are often enlisted to encourage students to practice so that they can build up the resistance and routine needed for long term success. I’ll often assure students that I love biking but some days I get a little sleepy and don’t want to. “It’s ok to not like it every single day, but you have to do it anyway so that Future You will have endurance and strength!”

The specific materials that I use vary depending on the individual needs of the student. For a list of preferred resources and methods, please visit danniarena.com/methods-materials to understand the specific sources and exercises I use with my students. Materials include but are not limited to Alfred, Piano Adventures, Junior Hanon, Mel Bay Guitar, and the Anne Peckman Vocal Exercises and techniques by Berklee Press. 

Since I began giving guitar lessons at the age of fifteen, I have realized that it’s not enough just to teach students how to read notes and play chords. It’s my duty to empower them for self sufficiency. As a teacher or instructor, it is my job to teach them to be self sufficient and disciplined. After working with me students are able to learn repertoire on their own. They are able to clearly communicate musical concepts with appropriate vocabulary. My students are able to perform with other musicians and learn from a variety of settings. When I first graduated college, like everyone else, I thought I knew it all. I strongly believe that since graduating from Berklee and having had more life and work experience, I have developed a stronger sense of empathy with my students and have become more receptive to their needs as individuals. Although I have always been very interested in computer integration and software, the global pandemic has fast-tracked the need for video conferencing, online classrooms and media related data. I have been making a conscious effort to keep group classes organized through online platforms and am in the process of building my SingWell and PlayWell apps. These apps are additional resources for my private students. Both apps are designed to host information taught during the lesson and reinforce in person content without the overwhelm caused by search engines and video sharing sites. 

To conclude, my approach towards teaching has drastically changed over the last decade, but my passion and drive remains the same, if not amplified. I have learned new skill sets, discovered new materials and approaches. I hold my students to a high yet attainable standard. They are both reassured of their emotional safety and well being, while being pushed to grow and face challenges as musicians. Technological integration has increased the accessibility of information, but it is my duty to pace, create and organize materials so that students are not overwhelmed and feel a strong sense of accomplishment. I hope to continue growing and changing with my students and to enrich their lives for the better.