“ I aim to empower my students to become independent learners - giving them the skills and confidence to take the initiative necessary to continue their educational journey through life.
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My teaching philosophy can be broadly defined by two key aims in terms of supporting student learning. First, my approach is one that aims to customize and adapt teaching for each student so as to relate to individual student skills, needs, and musical/artistic interests. Second, my approach is one that sees music lessons as an incredible site to help students become successful and empowered learners, not just in terms of music, but in many aspects of their lives. This approach is one that sees effective learning in terms of student capacity to problem-solve, take risks and navigate new situations with the knowledge and skills they have acquired. For me, effective learning occurs when a concept or technique is understood to the point that it is able to be freely transposed to different situations and used as a free-standing tool rather than just a repeatable idea. One of my strengths as a teacher is my ability to scaffold for this kind of learning. I have extensive experience working with students to bridge theory and practice, for instance, by relating difficult music theory concepts to songs and/or artists of interest and designing exercises and projects that help students to experiment with putting theories and concepts into practice. This approach is founded in the goal of supporting and empowering students not just as musicians, but as learners in the broader world. In my previous teaching experience, I had the opportunity to help many students prepare material for school bands and recitals, student “rock bands”, as well as personal projects (ie. I’ve co-produced song-writing and recording projects with a number of my students, including a full-length album created in collaboration over the pandemic). My background as a multi-instrumentalist (piano, guitar, bass, drums, vocals, and various elements of music production) has allowed me to develop an extensive repertoire of exercises and learning activities that allow me to meet the students where they are. Alongside creating a safe and welcoming environment wherein students feel empowered, it is extremely important that I present weekly challenges that push my students to move past their various personal thresholds and develop discipline and perseverance as they move through their learning journey. By supporting student risk-taking and vulnerability, while also developing structured programs to help students reach goals, I strive to create a supportive learning environment where students can open up to the sometimes difficult, but also highly rewarding, experience of learning music. Through the above strategies and concepts, I aim to empower my students to become independent learners - giving them the skills and confidence to take the initiative necessary to continue their educational journey through life.
Name: Catlin (Full name will be provided upon registration)
I have a BMus in Jazz and Contemporary Popular Music from MacEwan University in Edmonton, AB where I studied piano, composition and audio recording/production. I began studying piano privately at age seven, and classical guitar at age nine using the Suzuki method. In the years that followed I taught myself electric guitar and bass, drums, and various elements of recording and production before going back to formalize my education with my BMus.
Rates and Studio Policies
Registration Fee: $25.00 (One-time lifetime registration fee may be used by all family members)
Rates for instruction:
30 minute private lesson: $39.00
45 minute private lesson: $49.00
60 minute private lesson: $59.00
Travel charge: additional $15.00 per visit (for lessons in a client's home as opposed to my studio)
1. Cancellation Policy
Lessons not cancelled or rescheduled with at least 24 hours notice are billable to the client and payable to the teacher. This does not of course apply to travel fees unless the notice is effectively given at the door and the teacher has travelled to the location.
2. Cessation (quitting) Policy
A client must provide a 2 lesson notice period to stop lessons. So a weekly student needs to give 2 weeks of notice, a biweekly student works out to 3 weeks notice and a twice weekly student works out to a week of notice.
3. Illness Policy
Lessons cancelled due to illness or extraordinary circumstances with less than 24 hours notice remain billable to the client and payable to the teacher.
BAH teachers are encouraged to offer a make-up lesson at a future date in the interest of client relations and general goodwill. This only makes sense as teaching a student with the flu for example, will ruin the rest of your week's employment.
No more than 2 lessons may be made up due to illness within a 60 day period.
4. Rescheduling Policy
Any lesson can be cancelled or rescheduled with at least 24 hours notice.
Summer Vacation and Extended Absence Policy
Clients may schedule longer absences for trips etc. 24 hours notice is required.
It is normal and typical for students and about 20% of our teachers to schedule a break in the summer. We do not enforce a notice period (see cessation of lessons) at the end of a long summer break.
5. Evaluation Period
There are no free trial lessons with Beethoven at Home but we do offer a 2 lesson evaluation period where it is easy to try out a teacher. There are no free lessons during the evaluation period and clients may choose to discontinue the lessons at any time by providing the required 24 hours notice. After the student's 3rd lesson the required 2 lesson notice period will apply (see cessation of lessons above).
Lessons in your home
Catlin is available to teach in your home if you are located in the following areas
Catlin can provide online instruction. While other platforms are possible BAH strongly recommends the use of the Zoom video conferencing platform as it is optimized for music lessons and audio quality.