It is long overdue to highlight our most experienced and versatile instructor Madeline whose passion for teaching music never diminished throughout many years and in various settings she worked. After many years of teaching music in public schools in New York and South Carolina, Madeline came to the Academy to keep sharing her love for music through teaching piano and leading our outreach Kidzymphony orchestra program in which students in underprivileged communities get to learn and experience playing instruments at no cost to them. She is an inspiration to our team. It is true pleasure to learn more about her as she shares her thoughts and beliefs she's developed throughout her music journey.


-How did your music journey bring you to teaching?

When I was seven years old, I began piano lessons with a teacher who instilled in me the joy of making music. She had high expectations for me which made me want to work hard to be the best pianist I could be. I found it very satisfying and enriching. As I got older and more advanced as a musician and pianist, I began to consider which direction the music would take me. While at the music conservatory, I had many performance opportunities and requirements to meet. I came to the conclusion that pursuing the life of a solo performer did not match my personality. Becoming a teacher and collaborative pianist seemed ideal because it would allow me to continue to do what I loved, but also to share the passion of music-making with others. Later, I became a conductor of choruses and orchestras--which is also teaching.


-What are some of the most important goals in your work of instructing music students?

My most important goals as a teacher of music are to share the joy of emotional expression through music and to build self-esteem and confidence in my students.


-What excites you the most about teaching?

I get excited about teaching when a student meets and/or exceeds my expectations on any level and for any reason.


-How did teaching online during this past year change the way you teach music?

Teaching online was a scary proposition at first because the technology was new for me. Once I got past that, I found that I liked it--despite the intrinsic limitations (such as being unable to check posture, hand position, the tension in the shoulders and neck, etc.). Some of the things I have consciously altered while teaching online:

-I work slower, checking to be sure that the student understands the directions by addressing all learning styles (kinesthetic, auditory, visual).

-I must be sure there are measure numbers in the music for quick reference.

-I don't speak or demonstrate until the student looks at me and/or stops playing.

-I use the program 4score to annotate the students' music and then send it to them to copy the notes into their music.

-I keep a copy of the students' weekly agenda and send a copy to them so that we are both on the same page for the next lesson.

Some of the students that I have taught online throughout this COVID 19 year seem more comfortable taking their lessons at home, not intimidated by a more unfamiliar setting (even if they have been coming to the Academy's campus for a while, home is far more familiar).


-How do you want your students to remember this year? What do you wish for them to learn from it?

I want my students to feel a sense of accomplishment at having been able to make really good progress despite the limitations they have had to face. I want them to know that "where there's a will, there's a way." I'm fond of pointing out to them where they started at the beginning of this year and where they are now--proof positive that when you set your mind to it, and you have grit, you can accomplish great things.


-What age of students do you like working with the most?

I love them all! I especially like to work with students that have learning challenges. Often music will be a pathway to communication that is unparalleled.


-Was there a memorable moment in your teaching career that made you particularly proud and rewarded?

I've always felt that the study of music is more about the process than the product. Preparation for an audition, concert, or recital is more important to me than the "product" of a successful performance. That being said, I have nevertheless felt proud of my students who were accepted to the High School of the Arts, college music programs, and professional venues due to our work together. It's always satisfying to help someone succeed at their goals.


-What, in your opinion, is unique about your teaching style?

I bring a varied background to my teaching. I studied piano as my major instrument, but I also studied violin and viola in high school and college. In pursuing a Master of Music in Education I minored in voice and learned to teach every instrument. I've been a conductor of choruses, bands, and orchestras of young children to adults. I've also studied jazz piano and played in a rock band. I've written musical arrangements for the band, chorus, and orchestra. I'm presently learning about approaches to teaching piano to autistic students. When all of these experiences are stirred together, I guess you could say I bring a widely unique and varied perspective on music to my students.


-What advice would you give to families who are considering education choices for their children or themselves?

My advice to families who are considering music lessons:

-Listen to music at home - all genres. Talk about how it makes you feel.

-Go to concerts.

-If you want to give a child music lessons, become familiar with instruments. Listen to youtube videos about each one so you can make an informed choice of which instrument you like. Go backstage after a concert and talk to the instrumentalists and see the instruments.

-Putting aside, for a moment, the intrinsic satisfaction of making music, some studies have found that kids who spend four years or more in formal music lessons perform better on standardized tests. That is assuredly not the goal of music teachers, but it's a nice side effect! There are many more studies out there that show how brain development is influenced by music-making. Check them out!

-Not every child will be a virtuoso, but through music lessons, a child will become well-rounded, find satisfaction in making music and appreciate fine music. Playing an instrument opens doors for opportunities like nothing else. Students become part of a community of musicians. Life becomes richer with music.



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  • CharlestonAcademy ofMusic

Our faculty are the masterminds behind each of our student's progress and success. While most of our teachers are also performers, their incredible pedagogical work stays behind the scenes. It is time to shine a light on the amazing teaching skills of these inspiring individuals.


Today the spotlight is on violinist Nina Sandberg. Originally from Houston, TX, she has been teaching violin, viola, Suzuki classes, and Eurhythmics at the Academy for the past three years. We asked her some questions about her life as a violin teacher, and it is our pleasure to share her insight.

  • How did your music journey bring you to teaching?

I started teaching when I was studying violin performance at the Cleveland Institute of Music. I student-taught Dalcroze Eurythmics in the preparatory program and worked for the school's Distance Learning department, which presented educational programs for students and adults around the world through video conferencing. I enjoy being able to teach private and group lessons in addition to performing.


  • What are some of the most important goals in your work of instructing music students?

I would like my students to learn to enjoy the process of practicing. I think it can be difficult to enjoy the day-t0-day work, but it teaches us about patience and the value of hard work. In addition, I want the focus to be on the development of their character, rather than their playing ability. I think good music education fosters kind and compassionate individuals.


  • What excites you the most about teaching?

I love that every lesson is different. Some days I bring stuffed animals to Zoom and wear them as hats, and other days I get to talk about the details of articulation in Bartok.


  • How did teaching online during this past year change the way you teach music?

At the beginning of the pandemic, I recorded much of my students' repertoire, so they could play along with me, even though we couldn't meet in person. I don't think it's a substitute for in-person instruction, but I think it has changed the way many students practice at home, and I find myself using recordings more and more.


  • How do you want your students to remember this year? What do you wish for them to learn from it?

I hope their music lessons have provided a sense of stability in an unusual and stressful year. I think it's important to maintain a sense of connection with other people, even when a pandemic makes that difficult, and I hope they strive to maintain that in both music and other areas of their lives.

  • What age of students do you like working with the most?

I teach students aged three to adult, and I don't think I could pick a favorite age group.


  • Was there a memorable moment in your teaching career that made you particularly proud and rewarded?

I love hearing from students after performances, when they tell me how much fun they had or how exciting it was to play with piano. It's also rewarding to see young students make a breakthrough in the first year of lessons. Starting violin can be difficult and it can take a while to learn the basics, but it's fun to see them play through their first piece of music.

  • What in your opinion is unique about your teaching style?

With younger students, I try to involve the parents as much as possible. Many of my parents take lessons along with their children, which I think is wonderful. It becomes an activity they can do together, and it brings music to the center of the child's education and development.


  • What advice would you give to families who are considering education choices for their children or themselves?

It's never too late to start! I have many adult students who tell me that practicing violin helps them relax after work or better understand the tension they hold in their bodies. For families with children, I would encourage them to listen to music at home, to read children's books about instruments, and to enroll in a general music class or pick an instrument for private lessons.

You can hear Nina Sandberg play a beautiful Mediation by Thais here.


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  • CharlestonAcademy ofMusic

Just the time for SCARY stories on Halloween!


In one of her recent lessons, Ginger was sight-reading a new piece. NEW PIECE is always tricky to read at first sight, especially in front of YOUR TEACHER.


One must be very careful not to make mistakes, be very focused and alert. Sight Reading a new piece is like walking in the dark. You don’t know what the new piece sounds like yet, so you need to go slow and watch out for obstacles.


Everything was going well. Ginger is such a good music reader - she found her notes quickly and was proceeding at a steady pace, even observing correct dynamics and articulation, UNTIL…AAAAH!


Ginger stopped and exclaimed ‘Oh No! An Intruder! A dotted quarter note right in the middle of staccato quarter notes! Tricky - But I got ya!’ She played again, correctly, and we both laughed.


There is such a small visual difference between a quarter note with a dot on top and a dot on the side. But that tiny detail signals us to play that note in a totally different way.


There are so many details like this in music. That’s what makes music students so smart, actually. At times, all those details may seem overwhelming. But if presented the right way, the students will have fun with them and see them as ‘tricky intruders’, and not ‘another dotted quarter note.’


How Ginger Spotted an Intruder!

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