Every teacher is different, but here are some ideas of what you might expect when you take your first instrumental lesson with your new college teacher.
Before the semester starts: When you have your login information, check your new university email and LMS (it might be something like “Canvas,” “Blackboard,” or “Moodle”—a site you can log into to see announcements, assignments, etc. for each of your classes). Check in daily to see if there are updates from your new teacher, like a lesson schedule or other instructions. When you arrive on campus, locate their office and check their door or bulletin board for information. If they are inside, they would probably be happy to say hello and answer your questions.
Usually lessons are scheduled on a one-on-one basis. I look over my students’ course schedules, decide when I am going to have each student’s lesson, and post a link to an online calendar on the LMS, plus a copy on my door. Other teachers sometimes have a system for you to sign up for your own lesson time. Do this ASAP so you can get a time that works well with your schedule!
The teacher might have instructions for you to show up with something prepared to play, or not. Usually I personally don’t expect them to have prepared anything for their first-ever lesson, and instead we will spend that time getting oriented and assigning materials to prepare for the next week’s lesson. (Returning students usually know what will be expected, and should show up with some scales, an étude, and the repertoire piece we picked out at the end of the previous semester.)
If you have previously taken lessons or have worked on études or repertoire pieces on your own, make a list of those.
The day of your lesson: If you can possibly squeeze it into your schedule, find a practice room and warm up a little. Pick out a good reed if applicable.
Gather your materials:
- Your instrument and all accessories
- Your list of previous repertoire, if you have any, and your copies of the most recent ones you worked on. Your teacher may find this helpful in evaluating your level and deciding which materials to have you work on next.
- Something to take notes with. I personally don’t mind if you use a digital device for this, but some teachers might prefer that you don’t have your phone out during your lesson. Bring a notepad to the first lesson just to be sure.
- A pencil. In fact, stock your instrument case, backpack, etc. with pencils. Keep one in your pocket or purse. You will need one for every lesson, practice session, and rehearsal. Pencil, not pen.
Lesson time: Show up at least a few minutes early, with your instrument assembled and ready to play. (You may or may not actually play in this first lesson, but it’s good form to come prepared.) If you feel nervous, take a few deep breaths. Use the restroom. Mute your phone.
Some teachers tend to run a little late, and they might be finishing up the previous lesson when you arrive. Unless they have instructed otherwise, I think the best thing to do is go ahead and knock right at the stroke of your lesson time so they know you are there. Give a real knock that they can hear, not a timid/quiet one they might miss. Then wait patiently if they take a few more minutes to finish up with the previous student.
Call your teacher by their academic title (like “Dr. Pimentel” or maybe “Professor Pimentel” if you’re not sure), unless they tell you to call them something different. You might be able to figure this out by reading their biography on the university website, or by checking to see how they sign emails they send to you.
Don’t try to write down everything they say, but taking a few notes might be appropriate. If you need another moment to write, or you’re afraid it will be rude to look down at your notepad, you could try asking, “Do you mind if I write that down?” Definitely write down what they assign you to work on for next time.
Depending on your teacher’s personality, the teacher might dive right into lesson stuff, or may want to spend some time getting to know you.
After the lesson: Review your notes and edit/clarify if needed while it’s still fresh in your mind. Make a practicing plan for the week to make sure you prepare your assigned materials as best you can for next time.
If your teacher asked you to purchase some repertoire or other materials, do this right away! I usually try to help my students out with a photocopied page or two so they can get started while they wait for their own copies to arrive, but some teachers may expect you to get it on your own and be prepared by the next week. (Tip: if you’re at a large music school, the university library might have copies of some materials, which you can use until you get yours.)
If, during the week, you realize you are unclear or have forgotten something, visit your professor during their office hours (probably posted on the LMS and/or their door) or send an email. Much better to ask for help while there’s still time to practice, than to show up unprepared at your next lesson.
Make friends: You will hopefully be meeting some other students who play your instrument and take lessons from your same teacher. (If you arrived on campus early for marching band camp, that’s a nice advantage.) Those people remember what it was like to be brand new, and if they are nice (they probably are!) they won’t mind answering some questions about the teacher, giving you a few lesson tips, and maybe even loaning you an old étude book while you order your own. Sometimes the students know the processes and procedures (signing up for classes, getting your ID card, logging into the LMS) better than the professors do.
Have a great semester!
Quite Right!
I did my university music in Montréal, Québec where smoking was still permitted indoors. For the past 20 years, I’ve lived in Ontario, where smoking is much more strictly prohibited…. Now, I find it hard to go back…
I don’t want to debate the relative harm of marijuana versus alcohol, but I will say that I recently cut coffee by more than half and refined sugar almost entirely (even cakes and stuff). I cannot begin to describe how much my “witts are better about me” and how much more in my control reactions to any given situation have become.