Katie Caulley, piano and voice teacher
Bachelor of Music Performance, University of Oregon
Nationally Certified Teacher of Music
My Teaching Philosophy
The goal I have for my students is that they will fall in love with making music and have the freedom to do whatever they want with music through a well-rounded education. From the beginning my students develop skills in improvisation, rhythm and note reading, theory, technique, composition, ear training, and musical interpretation. I focus on classical, jazz and popular styles. I teach by the discovery method which makes learning more active for the students so they grasp concepts better and develop the ability to learn independently. I understand that each student’s learning style and interests are different, and I respect my students’ needs. I try to make lessons fun yet challenging and teach the art of self-discipline with grace.
Opportunities for Students
I am part of the Oregon Music Teachers Association (OMTA). The OMTA offers many great programs for my students to be a part of. Recitals, competitions, composition workshops, and syllabus evaluations are a few of the opportunities available to the students of OMTA members. I recommend the Syllabus program to many piano students because it provides a solid foundation in music theory, ear training, performance, and an understanding of musical literature. Through syllabus, students prepare pieces of different periods and work on theory, ear-training, and technical skills in preparation for a private evaluation each year with an adjudicator who is a respected expert in piano education. Studying the Syllabus is great preparation for college music courses.
Through the Harmony Roadhouse Music Studios our students have opportunities to perform at public venues. We sometimes have students play with teachers or with other students to make a small band. In addition to these performance opportunities, I offer winter and spring recitals each year and occasional group classes.
Active Listening Classes
Active listening is important for mental health and clarity. Group classes are offered occasionally to teach active listening skills. Group classes are available for nonmusicians, singers, and instrumentalists with varying focuses for each group. Please contact me if you are interested in an active listening class and I will let you know the schedule for upcoming classes. The cost for the group class is $10.
Policies:
In-person lessons at Harmony Roadhouse are:
$30 for 30 minutes
$40 for 45 minutes
$50 for 60 minutes
$60 for 75 minutes
$70 for 90 minutes
Online lessons are:
$25 for 30 minutes
$35 for 45 minutes
$45 for 60 minutes
$55 for 75 minutes
$65 for 90 minutes
Group Lessons:
Group lessons are recommended in addition to individual lessons because learning the piano is too often a lonely activity. During group lessons we may work on duets, improvisation, theory, and aural skills (listening). If students want to arrange small group lessons with friends in addition to their private lessons, they may split the normal fee. If a parent and child want to take lessons together without having separate individual lessons, it can work very well. I often arrange a few large group classes per year and a few recitals per year in which all my students are invited. I plan to have occasional sessions of beginning group piano that I will advertise.
How to choose the right length of lesson:
The length of lesson depends on the student’s attention span and the amount of material that is comfortable to learn each week according to one’s practice time and learning speed. Daily practice time should match the length of the lessons. Voice and piano lesson time may be combined in an hour-long lesson or longer. Most people find that one lesson every week is ideal, but some prefer having two lessons per week for young children. A lesson every other week is only recommended for busy teens or adults that are independent learners and self-disciplined. Lessons every other week may not be available at certain times.
Practice Expectations:
During practice time everything that was covered during the lesson should be practiced multiple times. Theory workbooks, composition work, and flashcards may be included during that time as long as the material for practice is getting enough time. It is recommended that both your lesson and your practice time are scheduled in your calendar with reminders. Setting a timer for practice time will help to avoid watching the clock during practice. Students will write their assignments down during lessons and will log their practice time each day during the week next to the date in their practice notebook. If the student is a minor the practice log should be signed by a parent or guardian. Digital practice logs are just as good for online lessons.
Lesson Expectations:
Students should come to lessons with their music and a practice notebook. Students should be honest with their teacher, open to trying new things, and should stay on task. For online lessons a fast internet connection is needed on a tablet, smart phone or computer. Students will access the same Zoom link each week and it is recommended that you save the email or the link somewhere easy to access. It’s important for piano lessons that the camera for the device is pointed down at the keys from a height of about 5 feet or more beside the piano. It is important for online voice lessons that the student has an extra device that can access Google Drive and other sources to play music for them to sing with. Having these things prepared ahead of time saves precious time during the lesson.
Evaluations:
I will send an email out monthly with an evaluation of the students’ progress. The evaluation will summarize attendance, preparation, and practice, and how the students’ progress with all the elements of music is coming along. Also, on most songs a grading system is given for each element that is relevant to the piece, scoring how well the student did in each category. Furthermore, piano students have an opportunity twice a year to take state testing through the OMTA’s Syllabus program.
Cancelations:
If a student needs to cancel or reschedule a lesson, please provide as much notice as possible. Lessons may be rescheduled the week of the missed lesson or the following week. Only one scheduled lesson may be canceled without charge per month except for extreme circumstances.
Payment:
For the first month of lessons students should pay at each lesson. After the first month they may either pay every lesson or once a month. Preferably, students pay at the beginning of the month for the number of lessons they plan to receive. If they have not paid by the end of the month, students or parents of students will receive an email invoice. Cash, check, Venmo, PayPal, and Zelle are all accepted forms of payment. If I ask a regular in-person student to reschedule for an online lesson, they will pay the online rate. In contrast, if an in-person student asks to switch to an online lesson they will still pay the in-person rate unless they have given me a week’s notice. This is because I still have to pay rent for the normal time I reserve at the music studio. If we arrange a regular schedule of in-person and online lessons that I can plan around, you will pay both rates according to what has been arranged.
The Needed Materials
*Piano students need to have daily access to a tuned, working piano or digital piano in a place that is free from distractions. A keyboard will work for the beginning stages.
*Voice students will need to use a device to play recorded accompaniments for practice. I often share recordings through Google Drive or email attachments.
*All students will be expected to have occasional access to a computer and the internet to look up and listen to music. Apps may be recommended for sightreading, note recognition, rhythm drills, etc.
*Many students will need to bring a notebook or notebook paper in a three-ring binder to each lesson. The notebook will be used for assignments to be written in during the lesson and for practice times to be recorded. Next to the recorded practice time, parents may initial to vouch for their children’s practice. I will also record payment information in the back of the notebook and it can serve as a communication tool between parent and teacher. A three-ring binder is very helpful for holding additional papers that a student may need.
*Most students will need lesson books and extra sheet music that may be bought at a local store, ordered online, or printed from a digital resource.
Autobiography
I started begging my parents for piano lessons as soon as my friends started getting lessons and finally when I was ten I got a piano for Christmas and started lessons. In Junior High School I was begging my parents to quit, but by the time I was in High School I knew I wanted to be a professional pianist. The main reasons for the change were: 1) I started lessons with a teacher who was filled with a passion for music. 2) I started playing piano for my church and the use of my skills was fulfilling and exciting. 3) I found friends that also played piano and we had group lessons in addition to our private lessons.
I worked through the ten levels of the OMTA Syllabus, then auditioned for the Piano Performance program at the University of Oregon. I was accepted and received full scholarships. I studied classical piano, jazz piano, voice, choral directing, composition, harpsichord and organ. I studied the organ with the renowned performer and pedagogue, Barbara Baird for three years and I earned my Bachelor of Music Performance, specializing in the Organ in 2005. I was a music ministry assistant with the recording artist Julia Brown following my graduation. It was then that I discovered that I truly loved teaching and I started teaching full time. I also work in music ministry and youth ministry. My husband and I are the adoptive parents of three beautiful girls and the birth parents of one beautiful boy. I also love animals, being out in nature, reading and writing.