John Tuttle MA MEd LPC
Welcome & Methodology
Welcome & Methodology
My name is John Tuttle, MA MEd LPC. I look forward to the possibility of working with you. If you'd like to know a little about my professional experience as a teacher and musician, please see my Curriculum Vitae. I'd like to take this opportunity to tell you about my piano program. There are several areas of study to choose from. Most students will find themselves working at different levels in more than one of these areas. Each student experiences a "best fit" curriculum that is designed and planned with me. All lesson types are available in your home for a surcharge of time and mileage.
Lessons will be given on my grand piano, which was "born" in Japan, moved to New York for several years, and is currently residing in my home. Interesting fact about my grand... The same technician has been following "her" around for some time - often visiting New York, from Japan, for tuning and adjustments. Unfortunately the story ends there... I think it would be a little too pricey for me to bring in such an expert from Japan twice a year!
A full grand piano has a distinctly different touch than a keyboard or an upright piano. While it may be a little uncomfortable at first, it is much easier to transition from a grand piano to other keyboard instruments than the other way around. Students are encouraged to have an acoustic piano at home. While keyboards will work for learning the basics, there is still nothing like an acoustic piano to learn on.
My studio may be available as a self-study or teacher-guided experience with occasional appointments being made between my music projects. My current studio is running the latest industry standard DAWs (Digital Audio Workstations), the main one being Presonus Sphere Studio Pro. Older instruments are available like the classic Ensoniq from the 80s, to the Korg Triton Professional. The most current addition to the studio is the 88-key Komplete Kontrol Controller which interfaces with the Presonus DAW software. My studio currently has in excess of 80,000 patches and samples, hundreds of digital interfaced instruments including everything from classic and current synthesizers to sampled Stradivarius Stringed Instruments and Bossendorf Concert Grands. A multi-piece drum set, electric and acoustic guitars, and vocal recording equipment are also available - as well as instrument and vocal interfaces.
The pre-percussion program is designed for Third or Fourth Grade students wishing to play percussion in middle school band or orchestra. Fifth grade students are welcome to join, but will need to experience an accelerated program to meet the two-year expectation that middle schools often have for entrance into their respective percussion programs. My Masters of Education degree focused on Education of the Gifted and Talented and my research focused on developing Pre-Percussion Skills prior to entering middle school band or orchestra. The vast majority of middle-school band or orchestra programs require at least two years of piano before entering their programs. Most of my students fall in this category. They are pre-middle school students preparing to be percussionist (including piano, which is a percussion instrument). Most of my students are on this track and I'm proud to say that I've experienced a 100% placement rate for sixth-grade band and orchestra when students have had the required two-years lessons with me. Students will be required to purchase at least a practice pad and sticks
Very few students are ready to dedicate themselves to the study of a particular genre of music. Because of this, I take a hybrid approach to teaching. Students as young as pre-k or kindergarten will learn piano using the Suzuki Method - an approach informed by a child's natural way of acquiring and developing language. Very young students will listen to recordings of songs, beginning with Twinkle Twinkle Little Star and mimic these songs on the piano - much like children hear words and begin mimicking the words. Very quickly, the student and I will transition from Suzuki materials to other materials - while still utilizing the Suzuki approach.
At some point in a child's development, he or she is able to recognize language as represented in symbols - letters, words, sentences, paragraphs, poems, stories, etc. When a child is developmentally ready to utilize symbols for language, the child is developing literacy - the ability to read and write. Some children are ready to begin developing their music literacy as young as kindergarten, while others may wish to be reading and writing English at the upper-elementary levels - before taking on a "second language" such as music. Some say that a 4th to 5th grade reading level may be the ideal point where Classical Methodology is brought alongside the Suzuki Methodology. Others continue to recommend at least a 2nd grade reading level. The final decision, is really based on the student's development and excitement about learning to play the piano or a keyboard instrument.
Technique and theory books are not utilized in my studio lessons. Most Technique and Theory books progress too slowly - and technique and theory are best taught within the context of music. When students are ready developmentally (becoming musically literate), technique and theory will be taught - finding the student growing in technical dexterity and theoretical knowledge at a much quicker pace than the typical "canned" music programs tend to afford.
This all sets the foundation for students to learn the more self-directed and creative aspects of being a musician. For example - jazz, pop, worship, and different genres of music are open to creativity and interpretation. These are best learned best by listening to other artists and developing a working knowledge of lead-sheets, chord progressions, improvisation, and interpretation. It is at this point in a student's learning journey, perhaps around middle-school when abstract thought is developing in the student, that (s)he is receiving a very well-rounded musical education.
Some students will continue to desire to take a very well-rounded approach to their studies. However, many students will develop an interest area - whether it's the study of Classical Music, Jazz, being in a band, or simply playing for pleasure. When the student's interests are developed and honed in on, the student may decide to pursue the study of a particular genre of music, and a program of study will be developed.
There are, on occasion, students who require certain accommodations to learn, or have a strong desire to focus on a particular style of music, requiring a very focused approach. These may include very young students who wish to be exposed to music through movement, visually impaired or blind students, students needing cognitive interventions for success, students requiring physical accommodations, and so forth. Much of my enjoyment in teaching piano comes from determining how to design a program to fit my students - each of whom have different needs.
This area of study is for the student who is confident that jazz, improvisation, and / or experimental music is for them. While the other areas of study will include chord theory and other aspects of the creative areas, this is the choice of students not interested in the technical challenges of classical studies. This is the area where many students wish to develop their understanding of Worship Music as well - though worship music tends to be very basic and a study of Jazz would be a much better approach.
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