I’ve been thinking about the power of traditions lately. I’m sure many of you have family traditions for different holidays, things that you look back on or look forward to with joy. Maybe you eat pies on March 14, or make special green food on March 17, or get together with family during spring break—enjoy those traditions, whatever they are!
I realized that I also have many traditions in my studio, and that can be a good thing. Every year when the students come back from spring break, they find our ice cream chart up on the wall. As they prepare for Achievement Day, taking practice tests, passing off technique, memorizing pieces, etc., they earn scoops of ice cream to add to their own cone. Then after each spring recital we have an ice cream party, with all the flavors, toppings, and sauces they could want. Many of my students are siblings, cousins, or friends with other students, and there’s usually a bit of competition to see who can build the tallest ice cream cone. In some cases, that may be all the incentive a student needs to buckle down and finish memorizing a piece or mastering those inversions. Even though less than a third of my students participate in Achievement Day, I require everyone to prepare, even my adult students. It’s mostly for me, ensuring that I have taught everything a student needs to know at that level over the year. But it’s a fun tradition that my students enjoy. You will have different traditions in your studio, maybe a fancy Christmas party, or statues of composers that students earn, or a summer camp activity, or performing at a nursing home—whatever it is, you can celebrate that tradition.
That said, we should always be on the lookout for falling into a rut. When you’ve been teaching for a while, it’s easy to just do whatever has worked in the past. One of the things that I love about DVMTA is the opportunity to meet monthly and learn new things. So many of the ideas I use in my studio come from other DVMTA teachers. Our guest presenters bring a wealth of knowledge about things I’m not expert in, and I relish the chance to learn. Not all suggestions make it into my studio; every teacher is different, and every student is different. But trying new repertoire or new approaches to technique or practice can enliven our teaching. It keeps us from feeling stagnant or stuck. I’m grateful for my tradition of attending DVMTA meetings and for the ways it (and you!) has made me a better teacher.
Lorri McHardy
DVMTA President
Read the full March 2025 Newsletter
I realized that I also have many traditions in my studio, and that can be a good thing. Every year when the students come back from spring break, they find our ice cream chart up on the wall. As they prepare for Achievement Day, taking practice tests, passing off technique, memorizing pieces, etc., they earn scoops of ice cream to add to their own cone. Then after each spring recital we have an ice cream party, with all the flavors, toppings, and sauces they could want. Many of my students are siblings, cousins, or friends with other students, and there’s usually a bit of competition to see who can build the tallest ice cream cone. In some cases, that may be all the incentive a student needs to buckle down and finish memorizing a piece or mastering those inversions. Even though less than a third of my students participate in Achievement Day, I require everyone to prepare, even my adult students. It’s mostly for me, ensuring that I have taught everything a student needs to know at that level over the year. But it’s a fun tradition that my students enjoy. You will have different traditions in your studio, maybe a fancy Christmas party, or statues of composers that students earn, or a summer camp activity, or performing at a nursing home—whatever it is, you can celebrate that tradition.
That said, we should always be on the lookout for falling into a rut. When you’ve been teaching for a while, it’s easy to just do whatever has worked in the past. One of the things that I love about DVMTA is the opportunity to meet monthly and learn new things. So many of the ideas I use in my studio come from other DVMTA teachers. Our guest presenters bring a wealth of knowledge about things I’m not expert in, and I relish the chance to learn. Not all suggestions make it into my studio; every teacher is different, and every student is different. But trying new repertoire or new approaches to technique or practice can enliven our teaching. It keeps us from feeling stagnant or stuck. I’m grateful for my tradition of attending DVMTA meetings and for the ways it (and you!) has made me a better teacher.
Lorri McHardy
DVMTA President
Read the full March 2025 Newsletter
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