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Our music lesson students will have the opportunity to take lessons from the comfort of their own home or in one of the teachers studios. Careful attention is placed on each student to ensure a custom lesson plan. Our music teachers understand that every student has different needs and abilities and therefore the lessons will be planned with that knowledge in mind.

lessons are available in the following areas:

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Featured Piano Teachers In Essex County, MA

Here are just a few of the many teachers offering piano lessons in MA. Whether you are looking for beginner piano lessons for your kids, or are an adult wanting to improve your skills, the instructors in our network are ready to help you now!
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Stephanie P

Instruments: Piano, Voice

For beginning piano students I use a combination of Piano Adventures curriculum and Suzuki piano method. I like using Piano Adventures because it is a seamless and easy way to learn how to sightread. Suzuki is used to enhance performance skills and learn traditional repertoire. I supplement with other sheet music on the side and teach scales and technical work additionally. For beginning voice students the majority of initial lessons are spent on technique and students are encouraged to apply it in whatever repertoire they enjoy with occasional assigned peices. Read More

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Corbin C

Instruments: Piano

Beginning students start with a lesson book, theory book (written exercises for older students, coloring note naming exercises for younger students), and technique book that is appropriate for their age. As soon as a student is ready, I introduce them to books and sheet music written by other composers that make great recital pieces, and sometimes even compose pieces especially for them. I also add a classical piano literature book to the mix, and eventually drop the lesson book when the student has a good understanding of the fundamentals. Read More

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Seiko M

Instruments: Piano, Music

I love to teach students of all ages. Nothing is more rewarding than seeing one of my students develop a passion for music! Therefore, it's important that each student progresses at his or her own pace. I encourage this by setting realistic goals for my students at each lesson. Acknowledging accomplishments helps fuel a students desire to progress, and makes students eager to learn more. By trying to find out what inspires the student, I can successfully tailor my instruction to their wants and needs. Read More

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Tal T

Instruments: Piano, Violin

I am a passionate and motivated, violinist, student, and teacher. I have been playing violin since the age of 7 and continue to study and play at University of Massachusetts Amherst. In the past, I have put together string quartets and have played in a variety of ensembles for different settings; musicals, formal concerts, weddings, etc.... I have 2 years of experience teaching middle school violinists in my hometown through internships. Examples of my previous work include: - Received "Excellence in Fine Arts Award" in my Senior year of High school - Organized and arranged pieces for various ensembles - Play in a variety of groups for musicals, formal concerts, & gigs Read More

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Kyle H

Instruments: Piano, Guitar, Voice, Bass Guitar, Euphonium, Tuba

While still in college, I was a music tutor at North Star in Hadley For two years. I worked one-on-one with students in middle school on both voice and guitar. During my time there, I taught kids anything from different chords on the guitar, to breath support and passion in one's singing, to vocal improvisation and stage confidence. I've been away from teaching for a couple of years, but with the a Capella group, I have to accommodate for twelve different people and their learning styles. Read More

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Select all the days/times the student would be available to start lessons. Selecting "3pm - 7pm" means the student can start as early as 3pm or start as late as 7pm. It is important that you select as many days and the widest window of start times for each day as possible. That will help us make a match with one of our teachers.

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