Learning Guidance

• Be aware of your posture and how you hold your instrument. There are many insights and tips to help with this.
• Some people choose to layer skills: posture → slow movement → technique → performance tempo. You might consider using a metronome too.
• Consider the importance of eathing: there is a lot of information available on techniques
• Scan for tension.
• Know red‑flags (pain, numbness); pause and refer when appropriate.
• Two-minute posture scan: feet planted, soft knees, long spine, buoyant shoulders, free neck.
• Reset protocol: change task → breathe → align → re-engage (10–15 seconds).
• Effective posture teaching starts with simple, observable checkpoints that learners can self-audit: ear–shoulder–hip alignment, balanced head position, and neutral spine. Establish a habit of ‘resetting’ posture after transitions between tasks to prevent slow drift into unhelpful positions.
• Couple posture with functional movement.
• Build medical awareness without alarm: explain early warning signs (numbness, tingling, persistent pain) and model how to reduce intensity, adjust setup, or pause and refer. Keep a short, written health checklist in lesson notes.

Useful Links

• BAPAM — Building healthy performance habits
• Alexander Technique — Resources for musicians/teachers

Learning Guidance

• Map anatomy (neck, fingerboard, bridge, soundpost/if applicable, tailpiece). Link parts to tone, tuning, stability.
• Care: wipe rosin; keep bridge upright; humidify; safe string changes; case discipline.
• String change routine: one string at a time to protect the soundpost; tune gradually.
• Bow care; always loosen after playing; minimal rosin use.
• Humidity discipline: use case humidifiers in dry seasons; avoid direct heat or car boots.
• Inspection habit: weekly quick checks—bridge verticality, nut wear, fine tuner travel.
• Link each instrument part to a tangible acoustic outcome. For example, bridge angle affects string height and bow clearance; a shifted soundpost may change projection. Showing cause–effect relationships creates respectful care and reduces avoidable damage.
• Normalise basic maintenance learners can perform safely (wiping rosin, checking bridge, loosening the bow) versus tasks that require a luthier (soundpost, peg refitting). Make a simple ‘home versus. professional’ table and keep it in the case.

Useful Links

• Musicians’ Union — Performance Health Guide (index)

Learning Guidance

• Right hand: Be aware of posture and basic bowing tecnnique(s)
• Left hand: hand shape & arm alignment;
• Right hand: distribute the bow intentionally.
• Work at string crossings
• Left hand: maintain a rounded hand; aim to keep the thumb light; align forearm with finger patterns.
• Shifting: there is a lot of advice on this.
• Vibrato development: consider whether the student has a natural vibrato; if so, do not get in the way but help to foster the expressive potential. To cultivate vibrato when necessary, there is a lot of advice and guidance.

Useful Links

Learning Guidance

• Adopt a triad method: Listen → Look → Feel (with consent); log observations before prescribing fixes.
• Notation traps: over‑equalised quavers, bar‑line accents; balance with aural models. There are many notation ‘traps’.
• The following represent some opinions and give pointers for things to consider.
• Fix‑kits: metronome pyramids; contact‑point ladders; drone‑based intonation; shift guide‑finger drills.
• Rhythm: clap-back + subdivision syllables before playing; metronome pyramids (q=60→84).
• Tone: move contact point, adjust bow speed/weight; demonstrate extremes to reveal range.
• Intonation: drone practice on key tones; finger-spacing grids; slow shifts with target-listening.
• Fluency: chunk into 1–2 bar cells; ‘back-chain’ assembly; add musical shaping early.
• Self-check prompts: ‘What changed when the tone improved?’ ‘Which finger felt tight?’
• Adopt a triage process: Listen (sound/rhythm), Look (posture/movement), Feel (kinaesthetic cues with consent). Record a 15–30 second clip, diagnose one primary issue, and prescribe one targeted fix—avoid overloading learners with multiple corrections at once.
• Use notation as a variable: simplify rhythms, re-beam for clarity, or enlarge spacing to alleviate visual crowding. Pair aural models with simplified notation, then return to the original score once fluency improves.

Useful Links

• ISM — How to become a healthy instrumentalist (warning signs & recovery)

Learning Guidance

• Track progress via simple log; perhaps a weekly 10‑sec recording; stickers for young learners.
• Home plan: perhaps 10 minutes max for beginners; one technique drill + one musical piece.
• Evidence: perhaps consider phone recordings (10 seconds) or a tick-box log; celebrate consistency over perfection.
• First lessons should guarantee a ‘tiny win’ that is recordable and repeatable at home. Keep goals concrete (e.g., two-note tone exercise with a backing track) and finish with a micro-performance to build confidence.
• Choose repertoire that limits new variables—fewer pitch changes, friendly keys, and strong rhythmic cues. Use duets or call-and-response to make musicality immediate and social.

Learning Guidance

Observe side-on: ear–shoulder–hip alignment; elbows free;

Perhaps use “stop–shake–reset” moments in lessons to normalise releasing tension.

Prioritise comfort and repeatability over ‘perfect’ posture.

Teach classical guitar posture from the start: stable chair height, optional footstool/support, guitar angled comfortably, shoulders level, and head balanced (avoid craning toward the fingerboard).

Link posture to movement: right forearm contact should allow free hand motion for apoyando/tirando; left wrist stays relaxed with fingers approaching from above. Encourage micro-adjustments rather than ‘holding still’.

Breathing should remain natural and quiet. Use simple “inhale before you play / exhale through the phrase” prompts to reduce breath-holding and tension.

Build a shared language for tension checks (jaw, shoulders, forearms, thumbs). Ask pupils to pause, release, and restart—especially after challenging shifts, barre chords, or fast right‑hand patterns.

Where pain, numbness, tingling, or persistent discomfort appears: record what triggers it, reduce load, and advise seeking professional medical support if it continues.

Useful Links

• Guitar Foundation of America — Teaching/playing standards (posture)
• Music Mark — A Common Approach (Classical Guitar programme)

Learning Guidance

Clarify what is ‘student-safe’ maintenance: string changes, wiping down, basic tuning-machine care, humidity awareness, and identifying when buzzing, high action, or structural issues require a technician/luthier.

Teach pupils to diagnose before intervening: is the issue strings, setup, technique, or environmental (temperature/humidity)? Keep changes incremental and reversible where possible.

For classical guitar tone and control, right-hand nails are a technique tool. Introduce them carefully: agree a baseline nail length, shape, and filing routine that supports consistency.

Encourage a simple nail-care routine (fine file/polish, small adjustments, and contingency plans for breakages) so tone does not collapse under stress.

Useful Links

• Guitar Foundation of America — Education & resources
• NAfME — Guitar Best Practices (PDF)

Learning Guidance

Use tone as feedback:

Teach ‘prepare fingers early’ to reduce scrambling and tension.

Perhaps separate then recombine: RH alone, LH alone, then together.

Perhaps sequence technique teaching: posture → right hand basics (contact, stroke type, tone) → left hand basics (shape, finger placement, pressure) → coordination (hands together).

Right hand: teach apoyando versus tirando with clear tone goals and simple open-string patterns, then progress to arpeggios, string crossing, and dynamics. Keep the forearm stable and the hand relaxed.

Left hand: focus on fingertip placement near the fret, minimum pressure, and a relaxed thumb. Introduce extensions and basic shifting slowly.

Coordination: build from slow, accurate patterns with a steady pulse. Use tiny loops (1–2 bars) and gradually increase complexity (more strings, more fingers, more rhythm).

Useful Links

• Guitar Foundation of America — Education & resources

Learning Guidance

A possible approach to diagnostics and remedies: remedy template: isolate → slow down → correct → loop → reinsert into music.

Buzzing fix: place fingertip close to fret → reduce pressure to minimum → check thumb isn’t clamping.

Rhythm fix: clap/speak rhythm → play one string → add left hand only after pulse is stable.

Teach pupils to self-diagnose with one clear focus at a time: perhaps rhythm first (steady pulse), then accuracy (right notes), then tone and fluency.

For classical guitar, common faults include buzzing (finger too far from fret, insufficient pressure, poor left-hand angle), uneven right-hand tone, and timing instability in arpeggios or string crossings.

Use ‘look’ checks for posture, wrist angles, thumb squeeze, and breath-holding. Use ‘listen’ checks for tone consistency, rhythm drift, and unwanted string noise.

Be cautious with ‘feeling’ interventions. Prefer verbal cues, modelling, and asking the pupil to place their own hand/arm. If any physical contact is considered, follow safeguarding and consent principles.

Useful Links

• ISM — How to become a healthy instrumentalist (healthy practice techniques)
• BAPAM — Building healthy performance habits
• HSE — Risk assessment template (studio/teaching space)

Learning Guidance

A possible first‑lesson sequence might be: hello/aims → setup → sound production → tiny piece → reflection → plan.

Aim for a ‘repeatable home task’ (2–5 minutes) rather than a long practice list.

Use positivity that is specific: praise the behaviour/skill the pupil can repeat.

First lessons should establish comfort and quick wins: seating/footstool setup, holding the guitar securely without gripping, basic right-hand contact, and simple rhythm games.

Introduce tuning and instrument care at an age-appropriate level. For beginners, you may tune for them initially while explaining what you are doing and why.

Choose early material that supports technique: open-string rhythm patterns, simple melodies on 1–2 strings, and easy chord shapes (where appropriate) without forcing tension-heavy shapes too early.

Build progress tracking around a few stable pillars: posture/tone, rhythm/pulse, accuracy, and enjoyment. Keep goals small and visible.

Useful Links

• Guitar Foundation of America — Education & resources

Learning Guidance

• Some general advice: Think about your own learning journey and what worked well or otherwise. Discuss areas of teaching with your teacher, colleagues, other teachers/learners you may know. Look online for thoughts on teaching and assess/discuss their thoughts/value. Ask others how they go about teaching areas of music. Look for relevant articles or other written content.
• Aim for correct posture at the keyboard: straight spine, relaxed shoulders and arms, correct hand and wrist shape
• Set stool height and distance so the forearm is roughly level and the hand can move freely across the keyboard without straining the wrist.
• Ensure pupil is aware of how tension builds up and can affect playing. Develop an understanding of how to combat this through regular reminders and relaxation techniques.
• Model safe practice habits: demonstrate techniques such as warming up with slow scales and exercises. Stop if tension or pain occurs to avoid repetitive strain.

Useful Links

• James — The Healthy Pianist (PDF)
• BAPAM — Healthy practice resources
• BAPAM — Return to play

Learning Guidance

• Ensure pupils have a basic understanding of the structure and mechanism of the piano – show them the inner workings
• Emphasise the importance of regular tuning of the instrument if it is acoustic and keeping the temperature of the room consistent with appropriate humidity. It should also be kept away from radiators, direct sunlight and damp.
• Ensure pupils play with clean hands and short nails
• For digital pianos, cover essentials: power safety, volume limits for hearing, pedal setup, and cable management to prevent trips.
• Help pupils recognise “stop and ask for help” signs (sticky keys, buzzing, sudden changes in touch, or pedal issues).

Useful Links

• PianoTuner.org.uk — Piano service, maintenance & repair

Learning Guidance

• Ensure good posture is encouraged in every lesson: shoulder, arm and wrist position, hand and finger shape
• Introduce hands separately and together, helping pupils to improve their skills in coordination
• Introduce pupils to the principles of touch: finger action and touch, dynamics, staccato/legato, accents, balance between the hands, even tone and controlled releases between notes.
• Teach pedaling with correct foot position, and the principles of sustaining sound such as chord sounds and harmonic changes
• Establish an expectation that pupils will develop a practice routine which includes length of practices and appropriate places and times to practise. Suggest strategies such as slow practice, playing hands separately and breaking pieces/exercises into manageable small sections before playing whole pieces/exercises and hands together, then gradually increasing speed

Useful Links

Learning Guidance

• Encourage pupils to listen to their playing and help them understand how to spot errors in pitch and rhythm
• Watch and listen carefully to pupils’ playing pinpointing faults such as: incorrect notes and rhythms, fluency, pedaling, appropriate use of dynamics and expression, tonal production and projection. Be able to explain and correct mistakes in a positive and encouraging manner. Strategies to fix problems could include isolating and working at very small sections (single bars), isolating hands before playing hands together, keeping pulse steady and suggesting helpful fingering
• Keep feedback proportionate: one primary issue per attempt, followed by a short successful repetition to lock in the improvement.

Useful Links

Learning Guidance

• First lessons should establish comfort and a quick musical success/sense of achievement: posture/bench setup, basic hand shape, and a short piece or pattern.
• Establish a simple practice plan such as a technique pattern, introducing something new (such as a rhythm or hand position or dynamic etc.), some time on repertoire, goals for home practice before the next lesson.
• Choose repertoire that limits variables—familiar notes/positions, friendly rhythms, and repeated patterns.
• Build motivation through tracking such as: a tiny weekly goal, a tick‑box log, or a short recording to evidence progress.

Useful Links

• EPTA UK — European Piano Teachers Association (UK)
• ISM — Resources for music professionals
• ISM Trust — Music education resources
• BAPAM — Health resources
• ISM — Online learning resources

Learning Guidance

• Some general advice: Think about your own learning journey and what worked well or otherwise. Discuss areas of teaching with your teacher, colleagues, other teachers/learners you may know. Look online for thoughts on teaching and assess/discuss their thoughts/value. Ask others how they go about teaching areas of music. Look for relevant articles or other written content.
• Posture, breathing, tension, and avoiding injury. Regularly check and remind pupils about posture - relaxed and correctly shaped arms, wrists, fingers, shoulders and upper body.
• Watch for compensations: raised shoulders, jaw/embouchure or upper body tension, and maintaining correct angle of instrument. Use mirrors, short videos, and simple cues to build self-awareness.
• Agree a ‘safe practice’ routine: frequent breaks from playing, such as to practising fingering and singing passages rather than playing or working at short sections of pieces/exercises to help manage stamina during practice sessions. Gentle and sufficient warm-ups at the start, and warming down at the end. Stopping if pain or dizziness occurs.

Useful Links

• See the Healthy Practice Diary section from - BAPAM — Healthy practice resources

Learning Guidance

• Teach instrument care as part of musicianship: assemble/disassemble safely, store correctly, and maintain a simple cleaning routine.
• Clarify what is ‘home maintenance’ versus what needs a technician (sticky keys/valves that persist, dents, leaks, warped pads, split cork, damaged mouthpiece).

Useful Links

• See the ‘Care and Maintenance’ section under your instrument on the following link Yamaha — Musical instrument guide (care basics)

Learning Guidance

• Discuss areas of technique as relevant to pieces/exercises set. Concentrate on one area at a time to enable pupils to successfully think about and manage this. Areas to discuss, demonstrate and explain include posture, breath control and support, the relationship between airflow and sound production, fingers/slide facility, embouchure shape and muscles, clear and controlled articulation, ensuring tension does not negatively affect intonation, any other relevant techniques then combine these gradually.
• Use short, specific sections/exercises (30–60 seconds) with one focus at a time: e.g., air/breathing-only, rhythm, finger-only patterns, etc. then full playing.
• Model, then ask pupils to describe the goal in their own words (sound, feel, and what to listen for).

Useful Links

Learning Guidance

• Diagnose issues in a consistent order: rhythm/pulse → sound quality → pitch/intonation → articulation → expression. Fix one primary cause before adding more.
• Use ‘listen-back’ habits: 10–15 second recordings, then one clear improvement target for the next attempt.
• Link reading issues to practical drills (counting, subdivision, slow practice, and small-scale patterns).

Useful Links

Learning Guidance

• Develop a first lessons routine: such as greeting + setup + warm up, one quick success/sense of achievement + one musical game/exercise + recap + simple home task.
• Keep early repertoire musically rewarding and enjoyable but technically controlled (limited range, simple rhythms, clear phrasing etc).
• Track progress with a short checklist (repertoire covered, technical areas covered/improved and update it each term. This is also useful for reports/feedback to parents

Useful Links

• ISM Trust — Resources for teaching and learning
• Music Mark — Resources library
• Music Mark — Classroom and instrumental teaching resources
• BAPAM — Health resources
• RNID — Hearing protection types (musicians’ earplugs)

Learning Guidance

• Some general advice: Think about your own learning journey and what worked well or otherwise. Discuss areas of teaching with your teacher, colleagues, other teachers/learners you may know. Look online for thoughts on teaching and assess/discuss their thoughts/value. Ask others how they go about teaching areas of music. Look for relevant articles or other written content.
• Build a consistent ‘singing setup’: balanced stance, long spine, free jaw/neck, and calm breathing. Keep the focus on ease rather than force.
• Check for unnecessary tension (shoulders, jaw, tongue, abdominal gripping). Use gentle movement, stretches, and semi-occluded exercises to reset.
• Encourage healthy voice habits: hydration, sleep, and avoiding shouting or excessive throat clearing—seek professional advice if hoarseness persists.

Useful Links

• British Voice Association — Voice health information
• BAPAM — Healthy practice resources

Learning Guidance

• Teach warm-ups and warm-downs as standard practice. Keep them short, gentle, and linked to the goals of the session (range, resonance, agility, diction).
• Introduce simple concepts: breath management, balanced phonation, and resonance exploration. Use imagery plus clear listening goals.
• Promote vocal health: short repetitions, rest breaks, and stopping when the voice feels strained.

Useful Links

Learning Guidance

• Stress importance of posture and stance when teaching the fundamentals of singing (breathing and jaw position)
• Stress that musicianship (musical fluency, pulse, phrasing, dynamics, articulation) must always lead performance
• Use vowel and consonant work to improve clarity without tension. Keep the jaw free and the tongue forward and responsive.
• Build practice routines around small targets: one technical focus + one musical focus + one performance/communication focus.

Useful Links

Learning Guidance

• Encourage pupils to listen to what they are singing and help them understand how to spot errors in pitch and rhythm.
• Watch and listen carefully to pupils’ performance pinpointing faults such as: incorrect notes and rhythms, fluency, appropriate use of dynamics and expression, tonal production and projection. Be able to explain and correct mistakes in a positive and encouraging manner. Strategies to fix problems could include isolating and working at very small sections (single bars) or pinpointing areas of posture and stance where tension needs to be released or performance technique improved.
• Keep feedback proportionate: one primary issue per attempt, followed by a short successful repetition to lock in the improvement.

Useful Links

• BAPAM — Return to play
• British Voice Association — Resources

Learning Guidance

• First lessons should feel safe and encouraging: assess goals, vocal range, confidence, and musical background, then deliver an achievable ‘first success’.
• Choose early material that supports healthy technique (comfortable tessitura, clear text, manageable phrases).
• Use simple tracking: repertoire list, key technical notes, and create a weekly practice plan.

Useful Links

• ISM Trust — Resources for teaching and learning
• Music Mark — Resources library
• BAPAM — Health resources
• BAPAM — Return to play
• British Voice Association — Resources