• Christina E Condon

    performer, teacher, clinician
 

About

Biography

Christina Condon Profile

Christina Condon enjoys having a multi-faceted career as pedagogue, soloist, orchestra musician, and clinician. She has gained inspiration from her primary teachers, Randy Bowman, Jill Felber, Diane Gilley, Leslie Maaser, and Pamela Endsley and from masterclasses with notable performers such as James Galway, Marianne Gedigian, Jill Felber, Claudia Anderson, Angeleita Floyd, Jan Gippo (piccolo), Ervin Monroe, and Bonita Boyd. Christina has performed on flute/clarinet/saxes for over 40 musical theatre orchestras, including the Festival Playhouse, Showbiz Players, and Muse Machine of Dayton.

Christina maintains a competitive flute and clarinet studio in Centerville, Ohio. Her students have placed in several national flute solo competitions such as with the National Flute Association, Flute Society of Kentucky, and the Firebird Chamber Ensemble. Her flute and clarinet students have been accepted into music programs at schools such as the College-Conservatory of Music at the University of Cincinnati, University of Illinois Urbana-Champaign, Ohio State University, Miami University, and Ohio University. Her students’ flute ensemble have performed at the Central Ohio Flute Association convention at Ohio State University and local churches and nursing homes. Christina also directs one of the New Horizons Band ensembles through the University of Dayton Music Department.

Christina Condon has a unique and distinctive background, as her music studies included extensive experience on multiple instruments at a young age. Her love for music began with recorder at age 9. Upon beginning in the school band, Christina began with flute and with the encouragement of her band director, Julie Canaday, she proceeded to learn trombone, trumpet, clarinet, saxophone, euphonium, and oboe and played them in the school’s concert bands, OMEA Honor Band, and OMEA Honors Jazz band before finishing 8th grade.

The foundations for a musician with a strong background on multiple instruments continued in high school for Christina where she played trombone, flute, oboe, alto saxophone, and French horn in her high school’s ensembles and sang in the choir. At age 16, Christina continued her formal flute studies with Ms. Diane Gilley. She was also 2nd trombone in the Springfield Youth Symphony and 2nd trombone in the Dayton Philharmonic Youth Orchestra. Not to be outdone by her brass accomplishments, Christina performed with the Muse Machine of Dayton’s pit orchestra for their annual musicals on flute, piccolo, clarinet, and alto sax all throughout high school under the direction of David Düsing. While still in high school, Christina continued her flute studies at Wright State University with Dr. Leslie Maaser and clarinet studies with Dr. Randall Paul.

Christina Condon Bio

Christina’s music studies continued at Wright State University focusing on flute and clarinet. She played both in the top ensembles, sang in the top vocal ensemble, and played trombone in trombone ensemble. As a sophomore with a passion for music and the German language, she was awarded a scholarship to attend the International Handel Festival in Göttingen, Germany for the week-long early music festival. The following year, Christina was again awarded a study abroad scholarship for the RENEUUS program, a semester long study beginning at the Goethe Institut Berlin and completed at the Fachhochschule Jena in Jena, Germany. During her time studying at Wright State University, Christina was the only music student to become a paid professional musician for the Wright State University musical theatre program’s pit orchestra, playing flute, piccolo, recorder, clarinet, bass clarinet, and alto saxophone.

After completing her undergraduate studies, Christina completed her PreK-12 Music Teaching certification at the University of Dayton in 2006. During this time, Christina performed on woodwinds for many churches and orchestra pits, sang in the Westminster Church Choir and the Bach Society of Dayton, and developed her private music studio of flute and clarinet students.

Since 2005, Christina has maintained a high-level music studio of flute and clarinet students of all ages and been an active free-lance musician on woodwinds. She has performed for the Festival Playhouse Orchestra, Showbiz Players in Cincinnati, Springfield Arts Council, the Kettering Adventist Orchestra, the Boarshead Feast, amongst many others. As a dedicated educator, Christina has continued her flute studies after college with Randy Bowman, Jill Felber, and Dianne Gilley and performed on master classes with Sir James Galway, Jan Gippo (piccolo), Jill Felber, Marianne Gedigian, Ervin Monroe, and Bonita Boyd.

Christina accepts students of all ages and levels of playing, with focus on students that want to learn at an advanced pace. Her teaching incorporates goal-oriented learning, targeted practice techniques, and planned, organized practice. Students receive weekly one-on-one individualized lessons to customize learning and home practice to achieve their goals. Other studio activities include monthly performance classes, workshops, recitals, and ensembles.

In her free time, Christina enjoys inline speed skating with her husband, Bill Numerick, and traveling to races and skating events across the country. She currently skates for Speed Revolution, an organization committed to promoting women speed skaters by highlighting good sportswomanship, promoting women’s races, and providing support to help them achieve their goals.

 

Lessons in the Condon Music Studio

Teaching

I meet with my students for weekly private lessons at my teaching studio. Younger and beginning students have 30 minute lessons and older (8th grade and up) and more advanced students have one hour lessons. All students meet for monthly studio performance classes as part of studio membership. We have multiple solo recitals and chamber music recitals throughout the school year, including performances in preparation for Solo & Ensemble.

Why lessons at my teaching studio instead of the school?

I have found that the students that take lessons at my teaching studio at my home consistently make quicker and greater progress and outperform those students who take lessons at their schools. When my students come to lessons at my teaching studio they are in a better mindset to receive the information they are learning in their lessons and integrate it into their playing and practicing. During the school day, students are quickly whisked from one activity or class to the next, although they do receive daily assessments and instruction. For private lessons, students receive instruction only once per week. A learning atmosphere outside of the school without distractions and stressors allows students to focus and be mentally available for lessons.

Studio Performance Classes

Group studio classes include students from many different schools to foster friendship, collaboration, and sharing of music in a supportive environment while learning how to perform. As a performing art, learning to perform is surprisingly overlooked as part of educational instruction. Frequent performing teaches students the skills they need to be successful musicians, especially in situations like band seating auditions, honor band auditions, solo & ensemble, scholarship auditions, and more. We often also cover other topics (tone, technique, etc.) that may be best covered in a group in these classes.

Longer Lessons for Older Students

As musicians progress in their studies, it takes more instruction time to properly cover their greater skillset. In lessons, we properly warm up, review and learn fundamental patterns (scales, arpeggios, etc.) and skills (articulation, technique, etc.), listen to and asses assignments, assign new assignments and give instruction, and cover basics of music theory. A 30 minute lesson once per week will not do justice to the purpose of education for an older or more advanced student desiring noticeable improvement to his/her playing.

Foundational Skills

When basic skills are solid, young musicians can progress more quickly. Posture, breathing, hand position, and tone are all related on a wind instrument and those foundational skills need frequent reminding for most students. Vibrato for flute students is taught and incorporated into music within the first year or two of playing. Basic skills of reading music fluently, basic interpretation of music, and common patterns (scales, arpeggios, etc.) help the student to play the music they most desire!

Teaching Without Limits

I believe in teaching students to reach their full potential. With efficient and effective instruction, students are not limited to sounding like junior high/high school musicians. They are able to mature into fine musicians with skills that they can use for a lifetime of musical enjoyment. Whether students want to improve their skillset or prepare for conservatory auditions, private lessons in the Condon Music Studio will help them achieve those goals. From playing as community members to auditioning for top music schools across the country, studio graduates continue to use their musical skills to contribute musically beyond high school.

Studio Flute Ensemble and Clarinet Ensemble

The flute ensemble started out to assist in teaching my flute students how to play in tune and create a supportive and friendly environment amongst students who may be competing for first chair. With only one person per part, students learn independence of parts and leadership. When the ensemble members participate in honor band, they already have experience playing together, playing in tune together, and are able to contribute more to the ensembles with a blended, in tune, ensemble sound (including piccolo!). The ensemble has evolved to include piccolo and auxiliary flutes (alto and bass) and also clarinet, bass clarinet, and sometimes even contrabass clarinet! I have since incorporated clarinet ensembles and other smaller chamber ensembles into my studio for the same educational value.

 

Past Competition Finalists and Honor Band Participants

Student Accomplishments

  • Baldwin Wallace Conservatory Summer Institute For Winds

    2018
    • Hannah Holtz, flute, 10th grade
  • Blue Lake Fine Arts Camp Merit Scholarship Recipient

    2018
    • Hans Snyder, flute, 7th grade
  • Oberlin Flute Academy

    2018
    • Sachi Wilson, flute, 10th grade
  • National Symphony Orchestra Young Associates' Program (Washington D.C.)

    2018
    • Amanda Welch, 11th grade
  • Dayton Philharmonic Youth Orchestra

    2018-2019
    • Morgan Gangaware, flute/piccolo, 12th grade
    • Sofia Geelhood, flute, 10th grade
    2017-2018
    • Morgan Gangaware, flute/piccolo, 11th grade
    • Isabel Schutte, flute, 12th grade
    2012-2015
    • Rebbeca Krupa, principal flute/piccolo, 10th-12th grade
  • American Youth Philharmonic Orchestras

  • 2018-2019
    • Amanda Welch, flute/piccolo, 12th grade, Symphonic Orchestra
  • 2017-2018
    • Amanda Welch, flute/piccolo, 11th grade, Symphonic Orchestra
  • 2016-2017
    • Amanda Welch, flute/piccolo, 10th grade, Concert Orchestra
  • Cincinnati Symphony Youth Orchestra - Philharmonic Orchestra

  • 2018-2019
    • Morgan Gangaware, flute/piccolo, 12th grade
  • 2016-2017
    • Michael McCann, flute/piccolo, 10th grade
  • Interlochen High School Flute Institute

  • 2018
    • Morgan Gangaware, flute, 11th grade
    • Amanda Welch, flute, 11th grade
  • 2017
    • Isabel Schutte, flute, 11th grade
  • 2016
    • Michael McCann, flute, 9th grade
  • Central Ohio Flute Association (COFA) High School Soloist Competition

  • 2017
    • Michael McCann, flute, 3rd place,, 10th grade
  • Central Ohio Flute Association (COFA) Junior Soloist Competition

  • 2018
    • Sofia Geelhood, flute, 1st place, 9th grade
  • 2017
    • Sofia Geelhood, flute, alternate, 8th grade
  • 2016
    • Michael McCann, flute, 1st place, 9th grade
  • 2015
    • Michael McCann, flute, 3rd place, 8th grade
  • All-Virginia Band Symphonic Band (top band)

  • 2018
    • Amanda Welch, piccolo, 1st chair piccolo, 11th grade
  • Flute Society of Kentucky Solo Flute and Piccolo Competitions

    2010
    • Rebbeca Krupa, flute, 2nd place, 7th grade
  • National Flute Association High School Flute Choir Competition

    2016
    • Michael McCann, flute, 9th grade
    2014
    • Rebbeca Krupa, flute, 11th grade
    • Caleb Dilsavor, flute/bass flute, 12th grade
    2013
    • Caleb Dilsavor, flute/bass flute, 11th grade
  • Daniel L. Pierson Young Musicians Concerto Competition

    2016
    • Isabel Schutte, flute, 10th grade, Honorable Mention for performance of 3rd Movement of the Stamitz Concerto for Flute
  • Fred Moore Sr. Solo Flute and Piccolo Competitions

  • 2018
    • Piper Gillam, flute, 2nd place, 11th grade
    2017
    • Ruthie Keller, flute, 2nd place, 12th grade
    • Isabel Schutte, piccolo, 2nd place, 11th grade
    • Jenna Powell, flute, alternate, 11th grade
    2016
    • Megan Lavilla, flute, 1st place, 11th grade
    • Sophia Murray, piccolo, 2nd place, 11th grade
    2015
    • Miranda Hayes, flute, 1st place, 10th grade
  • 2014
    • Annie Stedje, flute, 3rd place, piccolo, 2nd place, 12th grade
    2013
    • Annie Stedje, flute, 3rd place, 11th grade
    2012
    • Rebbeca Krupa, flute, 3rd place, 9th grade
  • Sandra Graef Junior Solo Flute Competition

  • 2017
    • Sabrina Holford, flute, finalist, 7th grade
    2015
    • Amanda Welch, flute, 2nd place, 8th grade
  • Tri-State Honor Band (Wright State)

    2018
    • Ethan Parks, 2nd chair flute, 12th grade
    2017
    • Morgan Gangaware, 1st chair flute, 10th grade
    • Ruthie Keller, flute, 12th grade
    • Megan Lavilla, flute, 12th grade
    • Jenna Powell, flute 11th grade
    • Ethan Parks, flute, 11th grade
    2016
    • Taylor Abair, flute, 12th grade
    • Piper Gillam, flute, 9th grade
    • Emmaline Hall, clarinet, 12th grade
    • Miranda Hayes, flute, 11th grade
    • Ruthie Keller, flute, 11th grade
    • Megan Lavilla, flute, 11th grade
    • Michael McCann, 1st chair flute, 9th grade
    • Mikala McGowan, 1st chair bass clarinet, 11th grade
    • Sophia Murray, flute, 11th grade
    • Ethan Parks, flute, 10th grade
    • Isabel Schutte, flute, 10th grade
    2014
    • Caleb Dilsavor, 2nd chair flute, 12th grade
    2013
    • Kaitlyn Woods, clarinet/Eb clarinet, 12th grade
    2010
    • Maura Wenk, clarinet, 12th grade
  • Ohio University High School Honor Band

    2017
    • Ruthie Keller, 1st chair flute, 12th grade
  • Springfield Youth Symphony Orchestra

    2015-2016
    • Michael McCann, co-principal flute, 9th grade
    • Megan Lavilla, flute, 11th grade
    • Isabel Schutte, flute, 10th grade
    2014-2015
    • Megan Lavilla, principal flute, 10th grade
    • Olivia Hall, clarinet, 12th grade
  • Middletown Youth Symphony

    2015-2016
    • Sophia Murray, principal flute, 11th grade
    • Ruthie Keller, flute, 11th grade
    • Piper Gillam, flute/piccolo 9th grade
    2014-2015
    • Piper Gillam, principal flute, 8th grade
    2014
    • Caleb Dilsavor, principal flute, 12th grade
    2011-2012
    • Rebbeca Krupa, principal flute, 9th grade
  • Maryland Classic Youth Orchestra Senior Flute Choir

    2015-2016
    • Amanda Welch, flute/alto flute, 9th grade
  • OMEA All-State Band

    2013
    • Kaitlyn Woods, clarinet, 12th grade
    2012
    • Kaitlyn Woods, clarinet, 11th grade

    Ohio University Honors Flute Choir

    2017
    • Sydney Barger, flute, 12th grade
    • Morgan Gangaware, flute, 10th grade
    • Ruthie Keller, flute, 12th grade
    • Jenna Powell, flute, 11th grade
    • Sachi Wilson, flute, 9th grade
    2016
    • Morgan Gangaware, flute, 9th grade
    • Piper Gillam, flute bass flute, 9th grade
    • Isabel Schutte, flute, 10th grade
    • Sachi Wilson, flute, 8th grade
    2015
    • Miranda Hayes, flute, 10th grade
    • Sophia Murray, flute, 10th grade
    • Megan Lavilla, flute, 10th grade
    • Piper Gillam, flute, 8th grade
    • Michael McCann, flute, 8th grade
    • Amanda Welch, flute, 8th grade
    2014
    • Kelly Cholvat, flute, 12th grade
    • Katie Kwon, flute, 12th grade
    • Caleb Dilsavor, flute/bass flute, 12th grade
    • Jessica Shuman, flute, 12th grade
    • Miranda Hayes, flute, 9th grade
    • Sophia Murray, flute, 9th grade
    2013
    • Kelly Cholvat, flute, 11th grade
    • Katie Kwon, flute, 11th grade
    • Mary Catherine Wynn, flute/alto flute, 11th grade
    • Rebbeca Krupa, flute/piccolo, 10th grade
    • Tansy Wang, flute, 10th grade
  • Ohio University Honors Clarinet Choir

    2017
    • Camryn Horning, clarinet, 12th grade
    2016
    • Merrie Robinson, clarinet, 10th grade
    • Michael Smith, clarinet, 11th grade
    2015
    • Olivia Hall, clarinet, 12th grade
    • Emmaline Hall, clarinet, 11th grade
    2013
    • Kaitlyn Woods, Bb/Eb clarinet, 12th grade
    • Olivia Hall, clarinet, 10th grade
    • Chris Jenkins, clarinet, 10th grade
  • OMEA High School District Honor Bands

    2018
    • Morgan Gangaware, 2nd chair flute, top band, 11th grade (D13)
    • Camryn Horning, 2nd chair clarinet, top band, 12th grade (D13)
    • Daniela Pence, 1st chair flute, 7th grade honor band (D13)
    • Margaret Krupa, 4th chair flute, 7th grade honor band (D13)
    • Sabrina Holford, 7th chair flute, 8th grade honor band (D13)
    2017
    • Sofia Geelhood, 1st chair flute top band, 9th grade (D12)
    • Morgan Gangaware, flute, top band, 10th grade (D13)
    • Camryn Horning, clarinet, top band, 11th grade (D13)
    2016
    • Michael McCann, 1st chair flute top band, 9th grade
    • Megan Lavilla, 2nd chair flute top band, 11th grade
    • Taylor Abair, flute, 12th grade
    • Logan Cornele, flute, 12th grade
    • Camryn Horning, clarinet, 10th grade
    2015
    • Megan Lavilla, 1st chair flute top band, 10th grade
    • Miranda Hayes, 2nd chair flute top band, 10th grade
    • Emmaline Hall, clarinet top band, 11th grade
    2014
    • Caleb Dilsavor, flute, 12th grade
    • Jessica Shuman, flute, 12th grade
    • Rachel Gruszecki, bass clarinet, 9th grade
    • Liam Gruszecki, clarinet, 10th grade
    2013
    • Kaitlyn Woods, clarinet, 12th grade
    • Tansy Wang, flute, 10th grade
    2012
    • Kelli Scarpa, flute, 10th grade
    • Sarah Byrde, clarinet, 10th grade
    2011
    • Maura Wenk, clarinet, 12th grade
    • Kelli Scarpa, flute, 9th grade
  • OMEA Middle School District Honor Bands

    2017
    • Keara Connolly, flute, 7th grade (D12)
    • Sabrina Holford, flute, 7th grade (D13)
    2015
    • Amanda Welch, flute, 1st chair flute top band, 8th grade
    • Piper Gillam, flute, 2nd chair flute top band, 8th grade
    2014
    • Piper Gillam, flute, 7th grade
  • Fairfax County, VA District XI All-District Band

    2018
    • Amanda Welch, 1st chair piccolo, Wind Symphony, 11th grade
    2017
    • Amanda Welch, flute, Symphonic Band, 10th grade
    2016
    • Amanda Welch, piccolo, Symphonic Band, 9th grade
  • University of Louisville Honor Band

    2018
    • Morgan Gangaware, 1st chair flute, Symphonic Band, 11th grade
  • Muse Machine

    2017 Hairspray
    • Michael McCann, flute/piccolo/recorder/clarinet/soprano sax/alto sax/tenor sax
    2016 Mary Poppins
    • Michael McCann, flute/piccolo, 9th grade
    2015 Oliver!
    • Michael McCann, flute/piccolo, 8th grade
    2014 Seussical!
    • Caleb Dilsavor, flute/piccolo, 12th grade
    2011 Summer Production
    • Maura Wenk, clarinet, graduate
 

Lessons in the Condon Music Studio

The Argument for Studying with a Great Teacher

Why Study With a Great Teacher? (For any instrument or subject)

When children first begin school, we hope they get the best teachers for all their school subjects. For example, for a child that has trouble with math, we hope for the best math teacher to help strengthen weaknesses and catch the child up to his or her peers. This will, in turn, increase confidence and even rekindle curiosity in the subject. For the child that loves math and wants to be an engineer, we hope for the best math teacher that will challenge the student’s abilities, even surpassing peers, and allow the student to advance at an accelerated pace. This child will become well-prepared for a future in math, should he or she choose. A great teacher is able to and will help a student make progress no matter their future professional goals. Just like in the academic subjects, it is important to have a great music teacher at all ability levels.

First, a great teacher is able to quickly identify and correct problems the student has, thus alleviating frustration and allowing the student to overcome problems and make quick progress. Noticeable progress is motivating and keeps students satisfied and improves confidence. Second, a great teacher also teaches the students how to practice effectively and efficiently to maximize learning and progress. Even students that begin lessons hesitantly because of the work have realized that the efficient practicing that is required for lessons allows them great gains over a short period of time. Lastly, students that would like to earn scholarship or participate in selective ensembles maximize their chances by studying with an absolute expert in teaching the subject from the very beginning of their studies.

Students that start with taking lessons with a great, experienced teacher either at the very beginning of playing or within their first year are at a great advantage. Starting lessons earlier in a student’s musical career helps develop great habits for playing. Also, studying with an amateur teacher or an inexperienced teacher can allow students to develop beginner habits that hinder growth. Students that start taking lessons after a few years of playing often take significantly longer time to unlearn habits that have led to frustration (and sometimes wanting to quit altogether), such as improper hand position, embouchure, fingerings, and breathing problems. These students should expect a period of 3-6 months to break habits and develop foundational tone and technique. At the same time, the students that start private lessons earlier find more satisfaction, motivation, confidence, and success and are less likely to quit.

A great teacher is concise and effective. If your child can learn to do multiplication well in 1 month with a teacher or in 6 months with added frustration, the choice is easy to make.

 

Reviews

Reviews and Recommendations

 

Condon Music Studio

Studio Opportunities

Activities to make the most of your musical studies. Click each item for more information.

 

Condon Music Studio

Flute Ensemble

The studio has had a number of student-named ensembles over the years. The flute ensembles consist of private students interested in performing different types of music and various venues. The ensemble includes piccolo, flute, alto flute, and bass flute. We play a variety of music including new music with extended techniques. We perform every year at local churches, nursing homes, and the Central Ohio Flute Association (COFA). At Christmastime we form small ensembles to provide Christmas music to local nursing homes during dinner.

Flute Ensemble

For non-students, small ensemble coaching is available at $15/student/hour.

 

  • Danse Bacchanale for Beatbox Flute Choir arr. Kuhns performed by the Woodwinds of Change
  • Danse Macabre arr. Hinze performed by the Woodwinds of Change at COFA 2018
  • John Williams Fantasy Medley performed by Twisted Trillers Spring 2017
  • Star Spangled Banner at the Dayton Dragons game Spring 2017
  • Twisted Trillers at COFA 2017 playing Ian Clarke's Within
  • Twisted Trillers play Christmas Jazz Suite 2016          
  • Twisted Trillers play Jupiter Melody from Holst’s Planets May 2016
  • Twisted Trillers play Norwegian Dance by Grieg May 2016
  • Twisted Trillers at COFA 2016 playing Wil Offermans’s Bamburia
  • Twisted Trillers at Chicago Flute Club 2015 playing Magic and Mystery Suite
  • Twisted Trillers Sakura arr. Lombardo performance at COFA 2015
  • Zig Zag Zoo by Ian Clarke performance at COFA 2014
  • Snow break by Kütt at COFA 2014
  • Carol of the Bells Christmas 2014
  • Go Tell it on the Mountain Christmas 2012
 

Lessons in the Condon Music Studio

Frequently Asked Questions

Lessons vs. Band class

In band class, students learn teamwork through ensemble playing and get exposed to different kinds of music. A band program’s biggest asset is students taking lessons from highly qualified private teachers. When the individuals in the band can play at a high level with beautiful tone, intonation, and musicianship, the band music can also play to those standards. A band director has a huge job to teach 60+ students on 15+ instruments for a <1 hour period. It would be unfair to expect a band director to teach each student individually in such a large class on such a mix of instruments, with a large variety of idiosyncrasies per instrument and per student. Qualified private teachers are key!  

Why one-hour lessons?

Within one lesson, we need time to time to warm up, assess and correct assignments, and teach new skills. Thirty-minute lessons work well for beginners to build a base for learning. Once a student has a foundation, an intensive hour is needed to properly build upon those foundational skills to develop advanced musicianship!

In a one-hour lesson, I break it down so that students will have the best use of their lesson time. It takes about 15-20 minutes to warm up properly and learn to improve tone through tone studies. We then spend another 15-20 minutes working on scales and scales patterns (the foundation for all music, i.e. band and solo music) and technique studies. We then spend the remainder of the lesson on etudes, difficult parts of band music, and solo repertoire to learn musicality, interpretation, and theory of music. Within the lessons, I make a point to teach the students how to practice, not just play through, the music at home, how much time they should spend on each item, and what the goals are for each item. I believe that it is important as a teacher to teach the students practice techniques for home practice to ensure efficient progress and use of time.

When should I start taking lessons?

Students that start taking lessons earlier develop good habits from the start and get past the frustrating beginning stages of playing more quickly. Students that start taking lessons later spend more time unlearning bad habits and relearning basics properly in order to make the gains they desire.  Many of my best students have started as young as elementary school or first year of band.

Why take lessons? Can’t I learn it in a book?

A good book will tell you which buttons to press down and the rhythms will tell you when. However, a book doesn’t give you feedback on tone, hand position, posture, breathing, musicality, phrasing, and everything that makes making music a form of human expression. A great teacher can quickly identify problem and instruct the students how to correct them. A great teacher is going to help a student move past the frustrating beginning stages of playing more quickly than a book, helping the learning process become more rewarding.

Can’t I learn to make a good sound from listening to recordings?

You should learn what a great sound is through listening to recordings, but only a qualified and experienced private teacher can tell you exactly what to do with you mouth, lips, jaw, tongue, tongue, throat, posture, etc. to get you to make your best sound. Everyone has their own voice on an instrument and everyone’s voice can be developed into something beautiful!

Who should I take lessons with?

It is important to find a teacher with an expertise in teaching that instrument and will challenge the student to be his/her best. An effective teacher will quickly identify problems and teach the student how to fix them. An effective teacher will insist upon the basics being learned first and teach the student to build upon them. An effective teacher will insist upon only the best from each student and will not allow mediocrity.

What should I learn in lessons?

For a checklist for finding a new teacher, click HERE. In lessons, primary attention should always be given to the foundations such as posture, hand/finger position, breathing, tone, and scales so that they can be built upon with etudes and repertoire. Learning foundational skills will make all music you play much easier, from band music, to solo music, to audition music! This means you will be able to play more types of music! .

My cousin/sister/friend/uncle played X instrument in high school. Isn’t he/she “good enough” to teach me?

For a teacher to be “good enough”, please consider this - When a student takes math, english, science, we want them to have expert teachers that have been trained to teach in that area at a high level. Even if a student doesn’t plan to become an engineer, writer, or scientist, we want the best trained teachers! But why? Because a great teacher is effective and efficient! That means that the students are able to improve quickly, minimizing frustration. A frustrated student that is not improving is frequently turned off of the subject due to lasting frustration. Conversely, a student that makes quick progress feels more enjoyment and satisfaction and is more likely to be encouraged by the progress to go farther. A cousin/sister/friend/uncle who has played the instrument at a high school level does not have the expertise to effectively and efficiently teach a student. Qualified professionals are key to successful band programs and musicians!

What do I need to do to take lessons with you?

If you have a curiosity for music, want to improve quickly, have a positive attitude and willing trying new things, and are ready to commit to regular practicing (at least 5 days per week at 30 min/day for jr high or 1 hr/day for high school and above), please inquire about openings in the studio!
 

Condon Music Studio

Resources For Parents

Useful Information for parents and other supporters of developing musicians.

 

Condon Music Studio

Contact

For inquiries about private lessons, performances, or clinics, please contact me below with your name, a bit about yourself and the inquiry, and contact information. I will get back to you shortly!

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