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Piano Lessons Fauquier County, VA

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Our music lesson students will have the opportunity to take lessons from the comfort of their own home or in one of the teachers studios. Careful attention is placed on each student to ensure a custom lesson plan. Our music teachers understand that every student has different needs and abilities and therefore the lessons will be planned with that knowledge in mind.

lessons are available in the following areas:

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Featured Piano Teachers In Fauquier County

Here are just a few of the many teachers offering piano lessons in Fauquier. Whether you are looking for beginner piano lessons for your kids, or are an adult wanting to improve your skills, the instructors in our network are ready to help you now!
Penny A

Penny A

Instruments: Piano

My experience as a piano instructor dates back to the years when I taught while a conservatory studenit--about about 25 years ago! (I'll do the math for you: I'm a very young 46-year-old.) Back then, I taught mostly college-age students who had no (or not much) experience at the piano. My teaching, of course, has since branched out to the point where my youngest student has been 18 months of age--but, actually, that was my then-toddler who is very musically prodigious!). My youngest [non-related] student is 3, and my oldest is over 80. I perform (professionals) considerable chamber music, which I view as an important type of music for us pianists to learn, so that is now an internal part of the programs at my studio.

Victor D

Victor D

Instruments: Piano, Guitar, Violin, Cello, Viola, Trumpet, Trombone, Saxophone, Flute, Clarinet, Drums

My objective and my intention is to continue the process of children musical education, to bring mycontribution to improvements in the studying of musical instruments, so that children can become goodspecialists, be able to work with the most prestigious bands and orchestras, and continue their studies in specialized institutions of higher learning. Regarding this matter, I, as a teacher, hold a majorresponsibility, to shape the students' aesthetic taste and good performing abilities on the instrumentsthey -study, to contribute to a more profound studying -ofmusic and the respective instruments, so thatthey can attain a high-level performance on these instruments. That is why, beginning with the firstIessons, Lhave a duty 'to pay special attention 10the student's rational and constructive atrimde towardmusic, especially concerning mastering the instrument, the emission of sound, position, and therespiratory system.From this moment on, my duty as a teacher will be to support and stimulate the student's interest•toward studying the favorite instrument.The repertoire is also an important factor. The repertoire has to be selected in a manner thatcorresponds to the student's level of technical competence and to his or her musical abilities. Thestudent's familiarization with the musical piece begins with explanations pertaining to form, content,and to the specific features: tonality, dynamics, metro-rhythmic structure, 'information about thecomposer.Then comes the stage when the main goal of instruction progresses towards an increased mastery ofthe instrument and of musical works belonging to various genres, forms and temper specifics. It -IS aknown fact that first and second year students have difficulty navigating through the musical text, andthat is why before commencing to decipher the musical piece it is necessary to check whether thestudent is clear about musical terms, standard notations, and the piece itself. In the beginning theinstructor 'introduces the musical text, the content and the form of the piece, the tempo, dynamics,markings, establishing the terms of the performer's breathing, and only after that they can move on tothe practical stage, to performing the actual piece. Among the various means of musical-aestheticeducation of students, one that plays a major role is listening to music.

Rebecca D

Rebecca D

Instruments: Piano, Voice

Teaching Methods: For beginning piano students I recommend Alfred, John Thompson, or Piano Adventures books.  (If you already have books that you have used on your own r with aother teacher, I am happy to use those as well!)  Additionally, I will choose a recital piece applicable to their level that the student will work on for a few weeks/ months at a time to be performed at their first recital performance.   For beginning voice students, we will work with a few pieces throughout the semester, in addition to sight-reading and theory exercises.  From these we will pick a piece to be memorized and performed at the student's first recital. Adult piano and voice students:  I work with you to figure out your goal and what you are interested in and will guide and tailor my instruction accordingly.

Teaching Styles: I work to foster a love of music and a desire to excel in each of my students.  I want them to practice because they love it and want to succeed!  I also feel that it is important to be a well rounded musician, so we will focus on theory, sight reading, composition, musicianship, performance-practice, and other important and fun aspects of music.  I believe that it is important to be grounded in a classical foundation (for both piano and voice students), but I also make sure to bring in pieces of the student's favorite style- which I find helps motivate them to practice and enjoy lessons even more.  I am passionate and creative and look forward to bringing on many new students of all ages and levels

Meghan W

Meghan W

Instruments: Piano

Teaching Methods: For all beginning level students, regardless of age, I use the Faber and Faber Piano Adventures series. If a student already has experience with the piano we will determine during the first lesson what level would be most appropriate for them to start with. For older beginner students, this same series offers Accelerated/Adult books. Each level has a collection of books that focuses on basic repertoire, performance pieces, technique, and theory. I believe that this approach gives each student a well-rounded educational experience and allows them to be as successful as possible in learning this instrument. Once the student has mastered the basic techniques of the piano and has a firm grasp on reading music I typically introduce music to them outside of the Faber and Faber series according to their interests. For students of all ages and skill levels (except for extreme beginners) I place an equal amount of emphasis on technique and musical expression.

Teaching Styles: I believe in catering my teaching style and lesson plans to each student's individual needs, such as with the pace and the types of visual/audio/verbal activities that we do to learn various concepts. I also incorporate age-appropriate activities during each lesson to ensure each student will remain engaged. Each student progresses at their own pace so I use my best judgement to set realistic goals, often consulting with the student and parents to gauge if any adjustments need to be made to my lesson plans. I encourage consistent practicing to all of my students but do not punish them if they are unable to get in all of their minutes. I require each student to have a practice notebook so that I can record their assignments and what they should work on during their practice sessions. I find that this is helpful not only for me and the student, but for the parents as well. Overall, I believe that music lessons should be fun and engaging. I want my students to learn as much as possible but I also want them to love what they are doing.

Cossie C

Cossie C

Instruments: Piano, Voice, Organ, Synthesizer, Keyboard

My teaching style is based on your students pace. I do require both performance and written homework every week in order for the student to learn both the instrumental and written fundamentals needed to be a successful artist. Individual goals are set for each student and each week they are rewarded for what they have accomplished. I have both a spring and Holiday combined recital for all of my students of every level to participate in. I also prepare my advance students for college and professional performance auditions according to the requirements needed for each audition.

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