How Where I Teach Influences Who I Teach - Improving Accessibility For Music Students

Almost every music teacher I have ever met has taught in one of three places; (a) their own home, (b) a third party location like a music studio or (c) travelled to the students they taught. As a teacher who has done all three, I am always interested in seeing the various pros and cons that they have. For example, teaching at home is wonderful to reduce your own commute to work. However, it can also give teachers cabin fever, especially in the winter as their work, home and sometimes even social life is reduced to the same space.

Of course, some instruments lend themselves to a certain locational set-up. For instance, many drum teachers I know teach from music studios. This is a practical consideration, as well as a sound one. Not only do the drums take up a large amount of space, limiting mobility, they also are hard to play quietly. Something I am sure is not lost on the neighbours of drum teachers!

Yet, sometimes there is an even more interesting reason why, in certain cities, where a music teacher holds their lessons can encourage many more music students to attend. I was really reminded of this recently talking with Daniel Donaghy, a guitar teacher in Belfast. Daniel explained to me why mobile guitar lessons worked so effectively in Belfast, comparatively to other UK cities. Part of the social, historical and political makeup of Belfast means that individuals are sometimes reluctant to enter into areas of the city in the evenings, especially after dark in the winter. By taking the guitar lessons to them it opens up the opportunity for so many new students to learn to play the guitar. Often students who would openly explain that they or their parents might not have been able to attend lessons if they were held in another part of the city.

This really opened my eyes to how the location of music lessons can be so important in shaping who is able to access them. This conversation with Daniel made me reflect upon my own teaching location and who I might unintentionally prevent from being able to make it to lessons. I went back to research all the local bus routes that students could take to my home teaching space. More research followed, identifying modes of transport that might be suitable for disabled and elderly individuals to use to attend lessons.

I must admit, while I had previously provided general advice to students on how to get to my location, I had really left it up to them to work out. Now, however, I have really improved my understanding of my local transport networks to ensure that I can offer specific advice to all members of the community. A small change in my approach, however, one that might make my music lessons a whole lot more accessible. After all, one of the first challenges of learning to play a musical instrument is being able to access a music teacher. I want to take more responsibility to help music students to do this, with me or with other local teachers.