Teacher Feature
Learn about other guitar teachers’ experiences as each issue we compare notes from two teachers. This issue we feature Al Summers from Wiltshire and David Millar from County Armagh, Northern Ireland…
GT: When did you start teaching guitar, and what/who inspired you to take up teaching?
Al: 1973, inspired by the 'buzz' of students improving and growing in confidence. In 1975 I also worked as a peri in a public school while continuing my own studies privately. My lute and guitar tutor at this time, David Stanley, gave me my ability to research and musically I owe more to him than any other person.
David: I first started teaching guitar in 1991 when a music store asked me to provide some lessons for them. I had always been interested in training and tutoring as well as the attraction of the financial reward.
GT. What do you enjoy most about teaching guitar?
Al: The variety and appreciation, as well as the musicality you can bring to the job.
David: Passing a skill on to students, seeing them develop and progress - enriching their lives through music.
GT: What are the downsides of the job?
Al: The hours. When a student ends up playing like me - happily, it's only happened once!
David: The time demands and hours of work can be difficult and challenging.
GT: How do you balance your teaching commitments with other aspects of your life?
Al: I have an understanding and supportive wife! Gigging became a chore so I've all but given it up as of this year.
David: Becoming an expert at using your diary is the best way around this - plan in time for your family life, social life, as well as teaching and performance commitments - this is essential so that as a teacher you are also a 'complete' person.
GT: Summarise your approach to teaching guitar.
Al:
When asked 'what do you do?' I say 'pass on knowledge'; it's also about
encouraging students to keep asking and researching - allowing them to become
the musician they want to be, and only poking an oar in when needed.
David: Inform: pass on and demonstrate information about playing techniques, understanding music etc. Encourage: a really important aspect of learning, which may include preparing for and participating in an exam or performance. Inspire: bring out the ability to create music and communicate it with the listener - perhaps the most difficult aspect to teach but the most rewarding when you see and hear the results.
GT: Where do you teach your students and what kind of facilities do you provide?
Al: My purpose-built soundproof tuition studio next to my house that has everything needed to teach.
David: Currently I teach from my purpose-built teaching studio at home, in schools and a music store. My studio facilities include a separate waiting area, amplifiers, recording facilities and computer-based tuition aids.
GT: What styles of music do most students want to learn?
Al: Classical, jazz, theory, improvisation, composition.
David: Most students tend towards electric guitar and rock/blues/pop music, however an increasing number also favour acoustic guitar playing styles.
GT: Do you find the RGT exams useful?
Al: I believe confidence building is the single most important thing, and exams can help. The motivation of something to aim at is good.
David: The RGT exams are extremely useful in providing a structured guitar education programme for students. As well as gaining a recognised qualification, students benefit from having targets to aim for when learning, and the sense of achievement they enjoy when they pass their exams. Providing exams is also a big winner with parents who in many cases provide the financial support for the students’ music lessons.
GT: How do new students find out about you?
Al: Most are from recommendations, with a number of students via the RGT website.
David: Referrals come from existing students, websites, music shops, other music tutors – even if you have a waiting list it is important to keep your profile visible.
GT:
As well as teaching privately, do you teach in any schools or colleges?
Al: I sometimes work with institutions as a freelance.
David: Yes, what is important in schools is to work closely with the school's head of music and integrate the tuition to what is relevant in the school either through the GCSE/A level exams or school performances, as well as offering the RGT/LCM exam options. It is also worth noting that different schools have different approaches towards music education so be prepared to be flexible or selective.
GT: How do you encourage students to practise?
Al: Most are hungry to learn; we just have to tap into each individual's way of learning and keep a very holistic view.
David: I recommend that they plan a specific practice time for each day, rather like watching a favourite TV programme or keeping an appointment. Also during the practice time have a small objective to achieve. Keeping lessons enjoyable and providing encouragement are vital to helping students progress and maintain regular practice habits.
GT: Do you have any tips to pass on to new guitar teachers?
Al: Invest: not just money and resources, but time. Never stop learning and take opportunities - I once spent a year when I couldn't use a broken fretting hand finger learning how to play slide guitar. Try to find a mentor and helpful colleagues. I've known some extraordinary musicians and every one has a figure they look up to. Tips from my long experience are available in my booklet 'So you want to be a full-time guitar tutor' published by Luniver Press.
David: Whether teaching on a full or part-time basis bear in mind that becoming a guitar teacher is a career choice, and developing a professional approach in all aspects is essential to be successful. The RGT, by providing a wide range of guitar syllabus options, accredited examinations and qualifications, has done a great deal to enhance the status of the profession. Education is a lifelong process so no matter how good you are as a musician or tutor, there will always be something new to learn and teach.
