Private lessons are generally either 30 minutes or 60 minutes, but there are occasional 45 minute time slots.

Should students be unable to schedule a suitable time for a private lesson, there are spots available in the Middle School Ensemble class on Saturdays.

Kinderflute students who sign up for KinderFlute-Academy must have an individual lesson each week, in addition to the Saturday morning class.

Lessons on Mondays, Tuesdsays, Wednesdays and Thursdays are taught at the Perfect 5th Musical Arts Center in Mechanicsburg.

Lessons on Fridays are at Mechanicsburg Senior High School in Mechanicsburg.

Lessons on Saturdays are at the Pollock Center for Performing Arts in Camphill.

Lessons at State Street Academy of Music are generally only during the weekdays (varies, depending on the semester).

Please refer to the lesson policy at the Perfect 5th Musical Arts Center, which is a similar policy used in all locations for the Fluteplace. http://www.theperfect5th.com/pdffiles/lesson-policy.pdf

Makeups for students missed lessons (regardless of reason) are not guarenteed.  If students tell the instructor in advance of a missed lesson, the instructor opens that spot up to all the other studetns to makeup a missed lesson (first come, first serve).  Many students make up most of their missed lessons with this system.  

Full payment is due the first lesson of each month.

1) Accountability: Private lessons with a teacher provide accountability and make students want to prepare their lessons and improve.

2) Goal setting: Private lessons allow a student to know which goals need to be set and help the student learn how to practice, improve listening skills, reduce tension, improve sound, become more musical, improve confidence in playing, develop vibrato, read music, an improve many more aspects of playing the flute. Setting goals with each student and working on the goals one at a time has proven to be effective in helping each student achieve the level of playing that they desire. The relationship between the student and the teacher must be a positive one. Gentle encouragement is usually all that is needed. With young children, tangible prizes such as ribbons or treasure-chest toys are used as rewards. Verbal discussion also is helpful in exploring ways to work on individual goals and also explore reasons why a student may not be reaching the goals that they set.

3) Methods and Exercises: Method books and flute repertoire are selected to provide optimum learning. Molly designs activities and exercises that are intended to help the student grow and learn in a way that is fun and engaging. Recognizing that everyone learns at his or her own pace, Molly is able to adapt methods to suit differences in each student, regardless of age or abilities. While fundamental exercises are highly important in lessons, Molly provides these with a balance of beautiful and interesting repertoire so that each student can gain joy from playing music. New literature, methods and repertoire are frequently explored to keep teaching fresh and provide optimum understanding of the nuances and limitations of the instrument Molly has also been successful in teaching students that have attention deficit disorders, autism, and cognitive impairments.

4) Experimentation and Feedback: Lessons provide the feedback needed that a student might not otherwise have when playing alone. Students who understand that learning an instrument involves experimentation and feedback and are willing to purposefully alter their stances and technique do well. Having been a music therapist and also having studied counseling in graduate school, Molly has developed high levels of observation skills that allow her to offer constructive feedback all many aspects of playing the instrument. Relaxation skills, breathing techniques, and dealing with stress and anxiety when performing are also frequently covered in lessons.

5) Modeling: Students learn by listening to the teacher play the flute and emulating sounds and expression. Often, many flute students have never heard a professional flutist play, live or recorded. Experiencing music played by the teacher in classes and lessons is sometimes the motivation needed to encourage the student to become a better flute player.

6) Quality of the instrument does matter: Recognizing that optimum learning occurs more frequently on high quality instruments, Molly is able to provide her students with expertise on which instruments to buy within each person’s price range. Lessons can be set up to help a student choose between instruments, as well. Molly regularly checks each student’s flute to determine if repairs are needed, and hand delivers the flute to her flute technician for quick and high-quality repairs. Instruments are also available to purchase or rent through her technician or through her own business. Advise is also given as to what models can be problematic, as well.