Studio Business

Freebie: Lesson Attendance Sheet Updated for 2016-17

I have just finished updating one of the studio business forms from the Printables page for the 2016-17 school year.  It is called the Record of Lesson Attendance & Payment PDF.  I do not currently use this form myself anymore, but I have received quite a few requests from teachers who used it last year so I was happy to update it again this year!

In case you haven’t seen this, here is how the form works: Write your students’ names in the first column.  Each week, write the lesson date (in a month / date format) in the column for that week.  This is how you can track attendance.  The small circles in each cell are where you can write checkmarks indicating tuition payments.  Whether you charge by-the-week or by-the-month, you can place a checkmark by each paid lesson date.

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Download it below or on the Printables > Studio Business page.

P.S.: Here is a link to where I explain my current system for tracking payments received.

Music Learning Theory, Professional Development

Joy and Amy Talk About Music Learning Theory

Greetings! Back from our Boston trip for GIML training, Amy and I thought it would be fun and constructive to have a conversation to debrief, and at the same time create a video to share, about Music Learning Theory (MLT). Here’s what is covered in our video:
  • 3:00 Who was Edwin Gordon.
  • 9:45 Who is Marilyn Lowe.
  • 13:25 What is audiation and how is it developed.
  • 22:00 How we each plan to start incorporating elements of MLT into our lessons.
  • 25:45 What resources are available for teachers who want to learn more about MLT.
Books mentioned in the video: Just for kicks, here’s one more video. Amy and I had a bit of fun in the car on the drive back home from Boston playing the alphabet car game using MLT terms that we learned during the course. 🙂 Related:
Music Learning Theory, Professional Development

2016 GIML Training (3): Wrap-Up Post

[See previous post: 2016 GIML Training (2): A Great First Week]

On Saturday, I returned from a fruitful and enjoyable two-week stay in Brookline, Massachusetts, receiving Piano Certification training through the Gordon Institute for Music Learning. I am still processing everything I learned, but am excited to begin sharing about the experience with you all.

As I mentioned in the last post, we were in class from 9:00am-4:30pm each day. It was like being back in school!

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Our teachers for this course were Marilyn Lowe, Jennifer Fisher, and intern Janna Olson.

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Marilyn is the author of the Music Moves for Piano method, the only piano method to-date that is based on Edwin Gordon’s work.

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We spent class time listening to lectures, discussing learning theories, and participating in movement and singing activities.

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In the evenings, we studied and read from Dr. Gordon’s tome, “Learning Sequences in Music.” Eating cannoli made the studying even sweeter.

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Each day, we were assigned to compose a melody in a particular mode (major, harmonic minor, dorian, phrygian, etc.). The following day, we shared our melodies with the group.

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Between the two weeks of training, we found time to explore Boston.

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Here we are exploring the Harvard campus in Cambridge.

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And here is a group of us enjoying dinner at a classmate’s home nearby. (Thanks for hosting, Rachel!)

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Here I am with Marilyn, after receiving certification.

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And here I am with my travel buddy, Amy Chaplin of PianoPantry.com.

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By the way, Amy and I used Airbnb.com to find a place to stay during the course. This was our first experience using Airbnb, and I can happily say it was a positive one. We stayed in a third story of an old Victorian home. Our apartment was absolutely perfect for us. I definitely intend to use airbnb for future trips.

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Here is a group photo of our entire class.

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In upcoming weeks and months, I look forward to incorporating what I learned into my teaching. Stay tuned for more on this.

In the meantime, be sure to check out the blog post that Amy just posted with her own summary of our experience in Boston.

Happy weekend, friends!

Update: Read more about Music Learning Theory (MLT) here

Conferences, improving as a teacher, Music Learning Theory

2016 GIML Training (2): A Great First Week

[See previous post: 2016 GIML Training (1): The Adventure Begins]

I’ve had a great first week in Boston for the Piano Certification Course training sponsored by the Gordon Institute of Music Learning (GIML).

Here is a photo of Amy and I standing in front of Brookline Music School, which is hosting the training.

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Continue reading “2016 GIML Training (2): A Great First Week”

Announcements, Studio Business

2016 Studio T-Shirt

Look at what arrived in the mail recently! I love how our T-shirts turned out this year.

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Since 2012, I’ve ordered studio T-shirts each summer as a gift for my students. It’s a fun way to show appreciation for being a part of my studio and build camaraderie among my students. And it’s good marketing, too.

Just for fun, here’s a peek at the designs from past years.  Continue reading “2016 Studio T-Shirt”

Piano Teacher Institute, Professional Development

Fall 2016 Online Course – Piano Teacher Institute

2014-Piano-Teacher-Institute-logo-2

Just sending out a quick email today to announce that registration for the upcoming Fall 2016 session of my Piano Pedagogy 101 online course will be available this Friday (July 29) at 9am Eastern time.

Are you wondering if this online course is right for you?


“Joy Morin’s pedagogy course is an excellent learning tool for new piano teachers or teachers wanting to refresh their pedagogy knowledge.”

–piano teacher in Canada


Here is our calendar for the upcoming session.

  • Week 1: August 29-September 4
  • Week 2: September 5-11
  • Week 3: September 12-18
  • Week 4: September 19-25
  • Week 5: September 26-October 2
  • Week 6: October 3-9

Continue reading “Fall 2016 Online Course – Piano Teacher Institute”

Composition, Music Camps

2016 Composition Summer Camp: Day 4/4

[Click to view Day 1Day 2, or Day 3.]

On our final day of camp, students reviewed the drafts of their composition that I had updated and printed from Finale the previous evening. We made small tweaks and reprinted as needed.

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Students took turns using the piano and keyboard to practice their compositions, so that they could perform them for the group.

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A group selfie taken during our snack break.

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Then, it was time to share our compositions.

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It was fun to hear each student’s piece.

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There were a number of other games and activities we used throughout the week, but I mostly wanted to highlight the process of guiding all ten of my students to complete a composition by the end of the week. It wasn’t easy!

What helped was to create daily goals and clearly communicate those goals along the way. I was proud of how the students rose to meet the challenge.

Here are a few of the resulting compositions.

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I used guiding questions to help the students figure out how to dictate the rhythm and properly notate their compositions.

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I made very little critique of the student compositions. The goal for this four-day camp was to experience the process of expressing something through the piano and writing it down. Honing of their compositional skills can occur during later opportunities! I have no doubt that this group of students will be composing more pieces down the road, sooner rather than later, at which time we can spend more time on refinement during their private lessons.

All in all, I couldn’t be happier with how the week went and with the resulting compositions!

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Composition, Music Camps

2016 Composition Summer Camp: Day 3/4

[Click to view Day 1 or Day 2.]

The goal for Day 3 was to have our compositions basically finished by the end of the day. With that in mind, we spent time discussing form (AB, ABA, through-composed, etc.) as well as various aspects of proper music notation.

My cat, Coda, loves to help my students with their compositions.

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It is exciting to see our compositions taking form!

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Halfway through each day, we enjoyed a snack outside on the patio. On this particular day, one of my students brought in a birthday snack to share: homemade ice cream sandwiches!

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Composing is hard work. 😉

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That evening, I updated each student’s composition in Finale and printed nearly-completed drafts for students to work from the following day.

[Click here for Day 4.]

Composition, Music Camps

2016 Composition Summer Camp: Day 2/4

[Click here for Day 1.]

On Day 2 of our composing camp, our goal was to get a good amount of our pieces composed and written down by the end of the day.

We used the piano or keyboard to improvise until we found music we liked.

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Then, we started writing it down on staff paper.

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I had two stations arranged: my piano and my keyboard with headphones.

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Students worked at the table and then took turns using the piano/keyboard.

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I went from student to student, helping them as needed.

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Hard at work, yet having fun!

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It’s exciting to see the compositions taking form.

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That evening, I took it upon myself to enter each student’s composition so far into Finale. I printed these drafts out for students to work from the following day.

[Click here for Day 3.]

Composition, Music Camps

2016 Composition Summer Camp: Day 1/4

As mentioned previously, this week is the week: it’s composition camp for my students and me!

So, You Want To Be A Composer?
June 13-16, M-Th from 10am-noon
Throughout this camp, students will experience the joy of creation while composing their own music: from the energy of the initial creative urge, following the path of their personal inspiration, then settling it all into a captured vision. By the end of the week, each student will take home an illustrated copy of their composition, printed using professional music notation software. In addition to individual work, students will get to take part in group-based improvisation and composition throughout the week. For students ages 5-14. No previous musical background necessary.

As it turned out, ten students — all current piano students of mine — registered for this camp.

On the first day of camp, our goal was for each student to (1) chose a subject for their musical composition and (2) draw an illustration.

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It is so fun to see what each student chooses and how they choose depict the subject matter through their drawing.

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Later in the day, each student took a turn improvising at the piano inspired by his/her drawing. This allowed us explore and experience the process of expressing through sound.

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The rest of the group provided feedback about how the improvisation made them feel or what the music reminded them of.

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This is good preparation for Day 2, when we will start formulating the structure of our compositions and writing them down on staff paper.

That evening, I scanned each student’s illustration so that it would be ready to digitally insert into Finale software later in the week.

Stay turned for more photos of our camp week! [Click here for Day 2.]

improving as a teacher, Practicing

On Establishing A Daily Habit (Practicing the Piano or Otherwise)

Establishing A Daily HabitFor a long time, I have identified myself as someone who is terrible at remembering to take my daily multivitamin pill.

I wanted to do better. I believe in the benefits of taking multivitamins, and I wanted to take them daily.

I was motivated, but I just couldn’t seem to do it each morning.

So, I started experimenting with putting my multivitamin bottle in a certain place in the house that might help me create a daily habit of taking my multivitamin each morning.

First, I put the bottle in the kitchen on the countertop, in plain sight. I hoped that seeing the multivitamins when I came into the kitchen for breakfast would serve as a good reminder every day. This worked for a little while, but I didn’t like having the bottle sitting out. I like having clear countertops. And I didn’t want my multivitamins sitting out when having visitors, so I tended to tuck the bottle out-of-sight on those occasions…which caused me to forget the next day.

Next, I tried putting the multivitamin bottle in the bathroom, near my toothbrush and other getting-ready-for-the-day items. This didn’t work, either. The problem was that it wasn’t convenient to get a drink of water for swallowing the multivitamin. I had to find my water bottle (which tends to travel all over the house with me) or go to the kitchen for a glass. Because it wasn’t convenient enough, I ended up skipping my multivitamin most days.

Then, I tried putting the multivitamin bottle in the kitchen pantry, on the shelf just below the cereal boxes. I tend to eat a bowl of cereal every morning, so I thought this would be a good place. And I liked that the bottle was out-of-sight instead of out on the countertop. As it turned out, however, my eyes did not always see the multivitamin bottle there in the pantry. There were too many other cans and bottles in the pantry.

So, what finally worked? How did I successfully create a habit of taking my multivitamin pill every morning?

I put the bottle in the cupboard, next to the cereal bowls. Why did this work? This works because I always take out a cereal bowl every morning, so I can’t miss seeing the bottle. Being in the cupboard means that the bottle is never in plain sight or in-the-way on the countertop. Getting a glass of water is easy, because the glasses are within arm reach and so is the sink. I am reminded to do it each day, and it is convenient. 


This experience made me wonder: What other behavior changes can I make in my piano teaching or in other areas of my life? How can I apply what I learned about my new multivitamin habit to other habits?

How about this one: How can I help my students become consistent practicers?

We piano teachers tend to cite a lack of motivation when it comes to students failing to practice regularly. But what about when the problem isn’t a lack of motivation? Many of our students want to practice, but there are barriers preventing it from occurring daily.

Remember, in my case with the multivitamins, I wanted to take them but it wasn’t convenient enough and I didn’t have a sure way to remind myself to do it in the first place.

Instead of focusing on motivating our students to practice, what if we helped our students brainstorm and implement practical ways to eliminate the barriers that make practice difficult or inconvenient? What if we helped them come up with effective reminder systems for daily practice? How can we help students create their own opportunities to achieve “small wins” on their way to establishing new habits?

Please share your input in the comment section below.

repertoire / methods

Check Out Composer Sara Tomlinson’s Music

paper airplane coverGood day!

Today, I am so happy for my friend, Sara Tomlinson, who recently was accepted into Jennifer Eklund’s Composer Community through PianoPronto.com. Please take a moment to listen to Sara’s piece “Paper Airplane” via the video below.

Paper Airplane is a flowing, intermediate-level piece in the key of Eb. You can preview the digital sheet music and purchase via digital download here.

To receive notifications when Sara’s other compositions became available, please like her Facebook page or join the email list at her website.