Beginner training plan
Your first lessonIn the first lesson, I like to start by getting to know the student — who they are, what excites them, and what drew them to the cello. Building a comfortable and encouraging rapport is the first priority.
From there, we focus on posture and setup: how to hold the cello and how to hold the bow. Once the student feels comfortable with the basics, I introduce the left hand in a few different ways depending on their age, coordination, and learning style.
Sometimes we even get to the first song during the first lesson — and sometimes we don’t, and that’s perfectly fine! The goal is always to build a positive foundation and spark curiosity for learning.
At the end of the lesson, I’ll assign music for practice based on the student’s goals and available practice time. I’ll also ask them to bring a spiral-bound notebook to lesson two so that we can keep track of progress together.
Lesson 2-3By the second and third lessons, we start to establish a routine. My general teaching model includes scales, etudes, and repertoire — in other words, exercises that build technical foundation, studies that strengthen specific skills, and pieces of music that bring everything together in a creative and expressive way.
That said, this structure always depends on the student’s age, experience level, and learning style. During lessons, we’ll refer to the student’s notebook to see how much they’ve practiced, answer questions, and set new goals. I demonstrate frequently and encourage students to step just slightly outside their comfort zone so they can grow without fear or frustration.
Around the third lesson, I often begin introducing note reading if it feels appropriate and the student is ready for it.
Lesson 4-10Lessons four through ten depend greatly on the student’s motivation and available practice time. Some students are able to play up to six or seven scales by their tenth lesson and become nearly fluent in reading bass clef.
Around lesson four, I formally introduce elements of the Suzuki method, though it’s not the only approach I use. I like to combine Suzuki principles with other materials and styles that keep students engaged — including music they already know and love.
By around the tenth lesson, many students are ready to learn a melody from one of their favorite songs, which is always a fun and rewarding milestone.
