Parlin, NJ Piano Lessons
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Beginning students work from the Alfred Premier Piano Course, later transitioning to the Pathways to Artistry series by my former teacher, Catherine Rollin. We work on developing a curved hand position with relaxed wrists and strong finger joints. I use technical exercises to teach artistic expression rather than teaching these two elements separately. Beginning students count and sing note-names out-loud to integrate theory and note-reading with their playing. I accept piano students ages five and older. I do not accept piano students younger than five because their hands are too small to play comfortably.
My name is very unusual, so some students have difficulty pronouncing it. You pronounce the "y" as in "sky" and the "the" as in "breathe". My name has only one syllable. Don't worry if you're still having trouble with it--I'll help you out at our first lesson.
I grew up in southeast Michigan and have been in love with music for as long as I can remember. I started violin lessons when I was three years old and at five I became the youngest student ever accepted into the studio of James Waring, now-retired violinist with the Detroit Sy
After six years of violin study, I added piano lessons. I studied with Catherine Rollin, an internationally-known teacher and composer. Ms. Rollin's practical approach to technique and musicianship has been extremely influential in my own teaching, and I use her exercises and compositions with my students. I studied a wide range of repertoire with Ms. Rollin but my very favorite pieces were those by Bach, Chopin, and Debussy.
I sang in choirs throughout my childhood and began taking voice lessons in high school. I eventually decided to study voice performance at Westminster Choir College, where I completed my Bachelor of Music degree in 2004 and my Master of Music degree in vocal pedagogy and performance in 2008. While a student at Westminster, I performed the soprano roles of Ifigenia in Handel's Oreste, Amy in Mark Adamo's Little Women, and Janthe in Heinrich Marschner's Der Vampyr. I have coached with Daniel Beckwith, J. J. Penna, and Dalton Baldwin, and was privileged to sing in the Westminster Choir and the Westminster Symphonic Choir under Dr. Joseph Flummerfelt. With the Westminster Choir, I recorded the album Heaven to Earth and performed in Lakmé and I Capuleti e i Montecchi at the Spoleto Festival U.S.A. in Charleston, South Carolina. I also performed Handel's Messiah with Sir Neville Marriner and Nicholas McGegan, Mahler's Symphony No. 3 with Sir Michael Tilson Thomas and Lorin Maazel, Berlioz's Requiem with Charles Dutoit, and Beethoven's Symphony No. 9 with Lorin Maazel.
I have taught in the Princeton area since 2008, maintaining a studio of about twenty-five voice, piano, and violin students. In addition, I sing as cantor and soprano section leader at Queenship of Mary Catholic Church. I live with my husband, Jerome, in Plainsboro and I love to knit, crochet, and sew when I'm not teaching or performing.
My goal in teaching is to foster a love of music and a passion for the arts. I focus on developing my students as musicians in general and on a relaxed technique that will allow for the best possible artistic expression.
*** Studio Policies ***
There are 38 lessons each year, scheduled from September through June. The schedule will be distributed at the beginning of the 2017-18 academic year and may be found on the TakeLessons website.
30-minute lessons $34.00
45-minute lessons $45.00
60-minute lessons $56.00
Tuition encompasses lesson time and overhead costs including lesson preparation, office hours, event preparation, and studio recital performance opportunities. Lesson lengths are recommended by the teacher based on student age, level, and availability. Tuition is collected through TakeLessons.
Just as strong attendance is expected in school, strong attendance is expected at music lessons. As a courtesy of the studio, one make-up lesson is offered per student per academic year. Make-up lessons will be scheduled in late June. The studio shall not assume responsibility for the student's absences outside of this allotted absence.
In the event of a student cancellation, the teacher is to be contacted via email, text message, or phone call for notification as soon as the student is aware of the cancellation.
In anticipation of absence, students/parents may choose from the following options to facilitate continued progress:
• The student/parent may send the teacher a video recording (i.e. via DropBox). The teacher can provide an electronic critique, utilizing the lesson time to watch, listen, and write a critique and assignment for the week.
• The student/parent may elect to use the *Student Swap Directory.
If the student stays home from school or work on their lesson day due to contagious illness, or was excused early from school due to contagious illness, it is requested they not attend their lesson. The teacher has the authority to excuse a contagiously ill student from their lesson. In these situations, make-ups will be offered upon request outside of the allotted absence.
In the event the teacher needs to cancel due to an unforeseen circumstance, she shall notify students and parents of the cancellation as soon as possible through email and/or phone.
For every cancellation made by the teacher, two make-up date options will be offered to the student. The student is to select one. If the student cancels or does not attend the scheduled make-up lesson, the lesson will be marked as missed. The teacher reserves the right to offer a credit or electronic critique in lieu of the above-mentioned make-up lesson in appropriate circumstances.
*Student Swap Directory
Students/parents may elect to be a part of the Student Swap Directory, designed to offer possible opportunities for students to swap lessons in anticipation of a lesson conflict. Parents/students are responsible for arranging their lesson swaps. If a lesson swap is made, it is the responsibility of the parent/student to inform the teacher.
To be included in the Student Swap Directory, a permission slip, provided by the teacher, will need to be completed and returned to the teacher, allowing the student’s name(s), parent’s name(s), lesson day(s), time(s), and length(s), and email and phone contact information to be shared. The Student Swap Directory will be distributed at the start of the 2017-18 academic year.
Lessons will generally not be held in the studio on days when West Windsor-Plainsboro Public Schools are closed due to inclement weather. If roads are cleared and passable by the time of the student’s lesson, they may attend their lesson at their own risk. If there is a one- or two-hour delay, lessons will still be held according to the lesson schedule.
When West Windsor-Plainsboro Public Schools are closed due to inclement weather, Google Chat, Skype, or FaceTime lessons will be conducted from the studio. The teacher will contact the students/parents to arrange the lesson. This will prioritize safety and will also allow students to adhere to the lesson schedule for optimized progress. Laptops, iPads, Tablets, iPhones/Smartphones, etc. may be used when the camera and microphone is adjusted and set in view of the student at the piano. Students are to have their music, theory book, assignment book, and a pencil ready to go. Students are to sign on approximately 5 minutes prior to their lesson time, with all settings appropriately adjusted. They are to call at their lesson time.
In lieu of a Google Chat, Skype, or FaceTime lesson, students may opt to send the teacher a video recording (i.e. via DropBox). The teacher can provide an electronic critique, utilizing the lesson time to watch, listen, and write a critique and assignment for the week.
Regular practice is essential to musical development. Lessons will include the development of effective practice skills so that students are clear on how to practice. Practice builds muscle strength, coordination, problem-solving skills, focus, self-discipline, a sense of accomplishment, and the enjoyment of being able to make beautiful music through the process. In addition, the student will greatly improve their musical proficiency. The teacher will include written practice instructions in the student’s notebook. These instructions are to be read carefully each week to maximize effective practice time.
Students should practice a minimum of 5 days per week and the amount of daily practice should correlate with the length of their lessons. Students taking 30-minute lessons should practice 30 minutes a day, students taking 45-minute lessons should practice 45 minutes a day, and students taking 60-minute lessons should practice one hour each day. Practice time should be divided into 2-3 focused sessions with specific goals set for each practice session.
When new repertoire or a method book is assigned, it will be the responsibility of the student/parent to purchase it. Music may be purchased at Music and Arts in Mercer Mall on US Highway 1 in Lawrenceville, NJ.
Music may also be ordered online at Amazon and other websites recommended by the teacher.
Any student/parent wishing to terminate lessons must do so in writing. The termination will go into effect at the start of the following billing cycle. The studio shall not assume financial responsibility for the remainder of the billing cycle during which termination occurs. Borrowed music/materials will need to be returned to the teacher at the conclusion of study.
Violin students MUST bring their own instruments to the first lesson. Piano students must have their own pianos when lessons begin. An acoustic piano is strongly recommended, even for beginning students, but a full-size (88 keys) touch-sensitive electronic keyboard is also acceptable. More information is available upon request. Voice students are encouraged to practice with a piano or electronic keyboard but may use an online keyboard to check pitches if they do not own a piano. TakeLessons can put you in contact with the teacher if you have questions about purchasing or renting instruments.
· Singing · In studio
· Piano · In home
· Piano · In home
I teach beginning piano to advanced levels. I also do audition preparation as well as performance prep.
I present my students of all levels and all ages in two recitals per year. A holiday recital, and a spring formal recital. Join us for our next performance!
Practice, Practice, Practice!
*** Lesson Details ***
Tailoring each lesson to the individual needs of my students, I use a multi-faceted approach that includes memory, sight reading, ear-training and theory. This way students quickly build their repertoire and confidence on their instrument. Sing-a-longs train the musical ear, clapping reinforces rhythmic training, and new, exciting music strengthens reading skills. We often pla
*** Studio Equipment ***
Yamaha Grand Piano, Acoustic/Electric Guitar, Classical Guitar
*** Travel Equipment ***
Guitar and my jeep
*** Specialties ***
When teaching piano, because I specialize in classical, I emphasize sight-reading, theory and performance from the very first lesson. As soon as possible, I have student memorize pieces appropriate to their level. I begin each lesson with memory work, move into sight-reading and analysis of the new work, or exercise. This way a student has a multi-faceted approach to music they are learning, and once they have learned it, they are continually adding to their repertoire. I work this way because many students are overwhelmed at the beginning of the learning stage. Examining the theory behind the composition helps them understand it, and approach it with less apprehension. Also, having pieces they can play from memory every week reminds them of the finished product of their labor and encourages them towards the new work.
Jennifer is knowledgeable of her craft, patience, encouraging and both Elijah and I are thrill that she sharing one of her many loves with us. Even when Elijah is trying her patience she remains cool, calm and collective...very professional
she's a good instructor that listens, understands and carries her students along just for u to learn and understand too the basic concept of being a great player.
Only beginner and intermediate level.
Catherine initially gained her musical inspiration through her family and has been performing since her youth. Her family provided
Catherine resides in Brooklyn, New York with her husband, Lawrence. She plays on a Raymond J. Melanson viola made in 1987.
*** Lesson Details ***
I'm able to travel to the student's home or teach at my home. Parents are welcome to sit in the lesson.
*** Studio Equipment ***
*** Specialties ***
· Violin · In home
· Violin · In home
· Viola · Online
Piano has been my source of great joy, relaxation and means to collaborate with other musicians since I was 7.
· Dance · In home
· English · In studio
· Piano · In studio
I have a doctorate in piano performance and have been teaching piano for seventeen years. I currently teach at my home in Washington Heights, in a mid-town Manhattan studio, at a private day school, and at students' homes. Rates listed are for lessons at the mid-town studio; please contact me through the "ask a question" feature for rates at my apartment (less) or yours (more).
Here are the qualities I think you should look for in a teacher and the ways in which I think I offer them.
A teacher should have an ear for what
Once we have an idea of the way we want the music to sound, we need technique to produce those sounds. Early in my training, I experienced discomfort from the poor way in which I was playing. As a result, I had to retrain myself completely. I was fortunate enough to find three teachers of the Taubman Approach who helped me to understand the connections between playing in a coordinated way and playing beautifully. As a result of having made many mistakes myself and then overcoming them, I have developed the ability to see what is holding back my students and to help them find better ways of approaching the piano.
The best music for students is the music that motivates them to practice. That said, at certain times, I think some pieces will help a student get to the next level, and others will only tie the student in knots. I have taught a lot of repertoire in a variety of styles. I can give students at any level music that is appropriate for them. I am also always eager to work on music that my students bring me.
To give students skills that directly apply to their playing, I also incorporate theory, ear training, sight reading, and scales into lessons.
Although I have no qualms about teaching students who have electric keyboards, acoustic instruments give better aural feedback to pianists about the health of their technique. At least once a week I make sure my students get to play on an instrument that responds to their efforts with a beautiful sound: either my own 1913 Steinway B, or one of a variety of good grand pianos at the midtown studio where I teach.
Students can expect to learn a lot in their lessons, but lessons usually only happen once a week. The quality and quantity of the student’s practice the rest of the week is critical. At each point in the process of learning a piece, there are different practice methods that help a pianist get to the next step. I think I can see where students are in the learning process and can guide their practice so that their time spent at home is optimized.
Many students enjoy playing music for themselves, but when they are asked to play for others, the joy of the experience turns into fear of embarrassment. There is no quick and easy solution to performance anxiety, but having worked through it in hundreds of performances, I can say there are certainly ways to reduce it and even make performing joyful. Understanding that playing for others is an experience of sharing, not “impressing,” and practicing in a way that helps one to see, hear, and feel the music the instant before one plays it are at the core of my method.
I teach children and adult students. I do not force anyone to perform, though I encourage it. I am a member of two associations of independent piano teachers that sponsor recitals and competitions for my young students. My adult students and I usually get together at my apartment twice a year for a piano-food-fest.
Ultimately, there is no single way to teach all students. Students come to me with different degrees of musical training, physical awareness and dexterity, musical tastes, discipline, and patience. It is my job to figure out what will light each student’s fire and help them to practice through their challenges so that they can enjoy the beautiful and all-consuming experience of making music.
I invite you to try some lessons.
· Piano · In studio
· Piano · In studio
· Piano · In studio
If it weren't for David's steadfast positivity, his kindness and his genuine desire to see me grow and learn as a piano player, I would not still be taking lessons from him three plus years later. Luckily for me, that is not the case and I look forward to having many more lessons with him. I highly recommend David as a teacher!
I'd love to teach beginner piano. I minored in Piano.
I've been teaching piano for eight years and specialize in beginner - intermediate students with a focus on technique, theory and reading music. I've taught all ages from as young as 3 years old to 70+. I usually use the Alfred's Basic Piano Library method books as they have a great balance of theory and songs, while being very easy to follow. I also have a wide range of sheet music and songbooks for students to choose pieces from, including Classical, Jazz, Film scores, and classic-modern pop music.
All ages and levels are welcome - including college and high school students preparing for auditions! Whether you’re looking to take your music to the next level professionally, or want to learn just for fun, lessons are tailored to your ability and musical interests. I don't believe in a
· Piano · In studio
· Singing · In home
· Music Theory · In home
Growing up, I really wanted to learn how to play the piano. My parents took me to many piano teachers and schools but I wasn’t learning what I wanted to learn and eventually, I got bored and quit altogether.
After more almost two decades, I decided I wasn’t going to let my younger self down so I taught myself how to play the instrument through courses online and have been playing since then.
I learnt an important lesson with those teachers who bored me out of playing. Functional, practical and objective lessons are better for people learning to play.
A lot of those teachers spent endless time on theory without ever applying it to real life scenarios, real life songs! The secret of teaching lies in connecting the dots.
I will provide objective, functional lessons so you grasp the concept and start playing in as little as 3 weeks.
Best for producers, singer/songwriters and ambitious individuals.
I am a record producer so I play with chords for a living.
I have been teaching professionally for over 5 years and aim to provide my students with a comprehensive musical foundation, covering topics of instrument study, technique, music theory, and musicianship. My objective as a teacher is to inspire students to find their own passion and voice through learning, and to develop skills that they can apply to many facets of their everyday lives. Music is such a personal art form and I am committed to ensuring that each student can relate to music in personal way and use it to explore themselves and the world around them.
Gretchen has performed throughout the United States and in Europe. She has most recently performed the operatic roles of La Chauve-Souris in Ravel’s L'enfant et les sortileges, Maestra de la novicia in Puccini’s Suor Angelica, and the Gingerbread Witch & the Mother in Humperdinck’s Hansel and Gretel. As a member of the Westminster Symphonic Choir, she has sung under the baton of many notable conductors, including
All lessons are in a safe, creative, and positive environment in the comfort of your home!
Teaching students of all ages beginning/intermediate.
I approach each student and lesson with a customized approach. Each student is unique and requires different guidance when thinking about certain ideas. During the first lesson, I will determine what the student needs the most and we will focus on repertoire, technique, exercises, and theory that will help the student improve. It is my goal to teach students healthy and productive ways of practicing, as that is the foundation of learning and progressing as a pianist. This will help the student become as well rounded as possible.
He has performed in choirs, orchestras and solo piano across the United States and internationally in both Italy and South Africa. His most memorable performances have been in Lincoln Center’s David Geffen Hall, Carnegie Hall, National Bohemian Hall, Montecito International Music Festival, Miami Music Festival, and the Amalfi Coast Music Festival. He was also a semifinalist in the Vivo International Piano Competition.
Quinton teaches students of all age
He is giving back to his community in Wisconsin by starting a Performing Arts Club for high school students. He sets up community service performances for students around the area to help spread awareness for the arts. He also invites guest speakers and performers to teach students and give them an idea of what it is like to be a performing artist.
· Piano · In studio
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Rev. Michael Granzen, Ph.D.
Pastor, Second Presbyterian Church
Elizabeth, NJ 07201"
Lena has been teaching me for 5+ years and I have learned alot over the short weeks. From "Mary had a little lamb" to "Colors of t
Amber is a thoughtf
In Mr. Aaron's class, piano playing, understanding of music, music theory and the culture of music are nicely combined. I've learned playing piano before, but have never been so happy and learning so much.
I feel very lucky to learn music with Mr. Aaron."
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Our teachers have taught
lessons and counting!
Free Piano Lessons with an Expert Teacher
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Everyone who plays a musical instrument encounters stumbling blocks or hurdles from time to time. From beginners who have spent the last few months perfecting scales and the simple melodies in nursery rhymes all the way to professional musicians who are performing concertos in packed concert halls throughout the country, every piano player experience setbacks at some point. Boredom from practicing the same style of music over and over is especially common - the trick is to catch that feeling be … Read More