1.
I strive to create a safe, welcoming, teaching environment where all students, regardless of race, ethnicity, disability, neurotype, economic status, religious background, sexual orientation, gender identity, socioeconomic status, academic standing, exceptionalities, or musical abilities, can participate in the making of music.
2.
I have experience teaching
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Students with neurodiversities
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Transgender students
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Students with learning disabilities and other special needs
3.
No prerequisites are required to study music. I specialize in and enjoy teaching beginners of all ages. A good attitude is a must, but prior experience in music is not.
4.
The best kind of learning is cooperative. As a teacher I strive to facilitate an experience, rather than dictate a doctrine. If a student is not comfortable being an active participant in the learning process, expect to have a discussion about whether I’m the right teacher for you.
5.
My job is to make sure that each student has access to plenty of tools. Learning to read music is a helpful skill to have, because it is a language - and knowing how to speak and read a language makes it easier to communicate with others who speak and read that language, but there are many options for music notation. Some students might find that reading tablature and chord charts is the best skill for picking guitars on the porch with friends. For other students, knowledge of musical notation on the staff will help open doors to band or orchestral playing, or to analyzing and composing classical music. I am fluent in multiple ways of understanding music and I want to help you find the one that makes the most sense for you.
While I do incorporate some teaching by ear (rote), I also include notation regularly in my curriculum.
6.
Learning an instrument is fun, but it’s hard work too. The best results come from a combination of an open mind and a strong work ethic. If a student does not have the intrinsic desire to practice, they will probably become frustrated with their lack of progress, and quit. Practicing your instrument is important for your own enjoyment of the learning process. It’s not about making the teacher happy.
7.
I am classically trained, but I’m also a singer-songwriter - a folk musician - a jazz musician - an improvisational musician. I perform pop and music theatre as well. Music is not good or bad, wrong or right, proper or improper. There are infinite paths to artistry and I don’t believe that one style of music is more complex, more beautiful, or more expressive than any other. I will do my best to help you understand the fundamentals of whatever material you are most excited about, if I have experience with that style.
8.
I love helping people compose music and write songs. It’s not as difficult as you might think. Let’s try it!
Teaching Philosophy
Lesson Offerings
Instrumental Offerings
BEGINNING TO INTERMEDIATE
- piano -
- guitar -
-banjo -
- ukulele -
Voice
Offerings
BEGINNING TO ADVANCED
Classical voice technique and repertoire
- and/or -
coaching on musical theater and jazz
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*For learners ages 10 and older*
Email LaurenMHayworth@gmail.com for more details.
Credentials
Lauren has a Bachelor’s Degree in Music Education from Florida State University (2005, Magna Cum Laude) and a Master’s Degree in Music Performance from Appalachian State (2010, Summa Cum Laude).
She has twenty years of experience teaching private music lessons for students of all ages, and fifteen years of experience as a gigging musician and recording artist.
Testimonials
“I like that she is confident in me. She knows I can do it and she encourages me. I look forward to going to piano because it’s fun and I get to learn an instrument. She’s really good at helping me learn and she’s really good at piano too. And she knows how to play more than one instrument - banjo and guitar and a bunch of other stuff.”
- CELIA, AGE 7
“She’s a really fun teacher. She makes it easy to understand.”
- BAILEY, AGE 8
“She makes every lesson fun in her own way!”
- MAKAYLA, AGE 13
“My 2nd grader has been taking lessons with Lauren for about two years, and has made wonderful progress in terms of learning the foundations of music and growing her capacity to play some fun little songs. Lauren is wonderfully patient with, and supportive of, my young music learner. She has grown my daughter’s love of music!”
- LAURA
“Ms. Lauren is the absolute best! She makes music learning fun and promotes creative expression in her lessons. She's very knowledgeable, but more importantly, she knows how to connect with students of all ages to make music learning a positive experience.”
- MELISSA
Frequently Asked Questions
Q. When is a child ready for lessons?
Every teacher has a different opinion on this topic, but the following general guidelines have worked best for me:
Ukulele, guitar, and banjo are best for ages 8 and older.
Voice instruction is best for ages 10 and up.
Piano is a great first instrument for almost any age, and is easier on small hands than a stringed instrument. The visual layout of the piano helps make music theory clear for a beginner. Skills learned on piano translate well to other instruments later in life, providing an introduction to chords, scales, and both clefs.
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Q. Will I be able to observe my child’s lesson?
Parents/legal guardians are always welcome to observe. I just ask that you minimize distractions during the lesson time.​
Q. Why do you only teach voice to kids 10 and older?
There are probably as many preferences around age requirements as there are singing teachers. My own policy is informed by my experiences over the past twenty years and my educational background.
Sometimes young singers ask for voice lessons when what they really want is opportunities to sing in their community. Voice lessons tend to emphasize exploration of techniques, whereas singing with a community chorus or a musical theatre production encourages performance, play, and developing collaborative skills. If you have a young person who loves to sing in your life, there are lots of opportunities that do not require one-on-one instruction. In many cases a group music experience will be much more fulfilling and educational than a private one. ​
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Q. My child doesn’t have very much time to practice. Will you teach her anyway?
Yes - BUT!
I personally regret that I didn’t develop a practice ethic until early adulthood. Childhood is the prime time to develop one, and sometimes it’s difficult to create one from scratch later in life if we’ve skipped that step. For a student who doesn’t practice, milestones take longer to achieve - and over time, this can cause frustration and burnout. Music education tends to be infinitely more satisfying and enjoyable to the person who practices.
However! I believe in music education. I believe there are benefits to lessons even if the student doesn’t lay hands on the instrument in between sessions. I do not shame a student who isn’t practicing. I am not offended by slow progress, but I do try to educate the student that the experience will be different (and better) when a practice ethic is achieved.
It’s important that a student is intrinsically motivated to practice because they want to build skills - not because they want to please their teacher. If a student is unable to find that motivation, expect to have a conversation about whether lessons are right for them at this time.
It’s not uncommon to try lessons, take a break, and come back later when the time is right.
Q. I’m 60 years old and I’ve never played an instrument but I’ve always wanted to. Is it too late for me to try?
Absolutely not! For an adult beginner, your mantra will be, “give yourself time, and be kind.” As an adult you have been listening to music your whole life, and as a result, you probably have a good idea about how you’d like to sound on your new instrument. Be patient with yourself as your skills catch up to this idea. (Check out this excellent short talk by Ira Glass on the “taste gap.”)
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Q. Do you have studio recitals?
No, but if a student is ready to perform and is looking for opportunities, I will do my best to help you find them.
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