Which is Better: Group or Private?
Which lesson format is best suited to your child? Would they be better off in private lessons, where they can benefit from an
individualized instructional plan and undivided one-on-one attention, or would they do better in a group of like-minded students? Not
surprisingly, the answer to this question varies a great deal depending on both the temperament and learning style of students, and the
teaching styles and experience of instructors.
The single greatest advantage of group instruction is that it incorporates peer incentive into the lesson experience. Students are more
motivated to be prepared with their lesson material if they know there will be other students in the class who will also be prepared; and
after all, whether in group or private lessons, progress can only be made when students have practiced their assigned pieces. While this
positive-feedback cycle is one main purpose for group instruction, the opposite is also possible: one or two students who are poorly
prepared can actually negatively effect other students' preparation.
The next-most-important benefit of group lessons is the greater enjoyment that they provide for the typical student. Most children
enjoy the social aspect and the peer interaction of group classes, and are more apt to take a liking to lessons than in the private lesson
format.
Group lessons also are typically longer and allow for time to be devoted to theory, ear training and music games in a way that the
shorter private lesson time slot does not usually allow.
The biggest single disadvantage of group lessons is the relative lack of personalized attention compared to a private lesson. In a private
lesson, every moment is tailored exactly to the needs of the student on hand. There are no distractions and no competing interests.
Everything from pacing to music selection to assignment load can be and is varied according to the interests of the individual student.
The more advanced a student becomes, the more important this sort of individualized attention becomes. But before you get sold on the
superiority of private lessons, remember that individual attention is important, but that long-term participation and preparation matter
more.
The average student, of average interest and average aptitude (and this describes most of us, after all!) is likely to experience more
success, and to stick with lessons longer, if he/she is in a group of 1) similarly aged, 2) interested and 3) able students, with a 4)
competent teacher. However, it can be difficult to find both a teacher and class that meet all of these basic requirements. Most parents
find it to be a challenge to schedule in just one student's lessons; consider that for a group to be successful, 5 different students of the
same age (within about two years) and intellectual and social maturity must all find the same time to be acceptable. You should expect
your group teacher to have a music degree of some kind, preferably in the instrument to be taught, and you should be permitted to
observe an existing class if you wish to do so. Realize that because many teachers are paid by the student and not by the hour, the
teacher may have a strong financial incentive to put a group together and to keep a group together.
Students with far-above-average musical aptitude may do better in private lessons. Students with significantly longer attention spans
than average for their age can probably better handle private lessons. The more intellectually curious and academically advanced a
student is in other aspects of their life, the more likely they are to succeed in private lessons. Students with a well-disciplined and well-
supervised home-life with regard to things such as homework, chores, etc., are more likely to willingly practice absent the peer
incentive of group lessons. Shyness cuts both ways. Sometimes, a student who is particularly shy will uncomfortable in the group;
other times, a shy student will be uncomfortable with the intensity of attention they receive in the individual lesson.
Many teachers and studios offer combination private-group lesson formats. These most often take the form of regular private lessons
with occasional group classes, usually devoted to theory and appreciation. A less common but more desirable arrangement is to have
three private lessons and one extended (2 hours or so) group lesson per month. Also less common, but highly recommended, is an
introductory group class lasting between one and six semesters, followed by a carefully planned transition into private lessons. (Beware
of an introductory class that simply ends after one year, dumping all the students into private lessons; some students will manage the
transition just fine, but others will not.) If you are lucky enough to find a teacher offering one of these programs, you just might be able
to enjoy the best of both worlds.
Mr. Horowitz currently offers both of these tested and successful group class arrangements: monthly extended groups for older
students with significant prior experience, and beginner group classes for younger children with a planned transition to private lessons.
Consider your child's interests: are team sports their most favorite thing in the world? Do they have tons of friends? Do they work well
with others? Do they have an exceptionally tight extracurricular schedule that might make it hard to find daily practice time? Do both
parents work into the afternoon, limiting the time available for supervised practice? Are they under age 9? If so, group lessons are
probably your first choice.
Do they dislike team sports? Would they rather stay at home and read? Are they exceptional students in school? Have they been
playing around on the piano and asking for lessons every day for the last two years? Are they 8 or older? If so, private lessons are
probably your first choice.
Age considerations: These recommendations assume a student of “average” age; the average age for beginning piano lessons is about 7
or 8 years old. The younger the student, the stronger the bias should be in favor of group lessons. Hardly any 3 or 4 year olds should
be put in private lessons. Many 5 and 6 year olds can handle either format, though a group is still probably preferable if one can be
found.
Now that you’ve taken in all this background information, take a step back and remember that the primary factor that determines the
success of your child in lessons is the development of a consistent practice routine at home. The second most important thing is the
experience, skills, and temperament of your teacher. The length of your lesson, and the availability of group lessons are substantial but
tertiary considerations.
If you know from the start that your child will not practice much, it will matter little whether they end up in group or private lessons:
they won't learn a whole lot in either format. Similarly, it is unwise to compromise on your teacher's skills just to get a student into a
group class. Although group lessons may be preferable for some students, and private lessons preferable for others, keep in mind that
most kids will do fine in either format. First make an affirmative decision that you have the time and energy to devote to your child's at-
home preparation; then, look for a few good teachers to interview. Lastly, consider both group and private lesson options as either may
be suitable for your child.
individualized instructional plan and undivided one-on-one attention, or would they do better in a group of like-minded students? Not
surprisingly, the answer to this question varies a great deal depending on both the temperament and learning style of students, and the
teaching styles and experience of instructors.
The single greatest advantage of group instruction is that it incorporates peer incentive into the lesson experience. Students are more
motivated to be prepared with their lesson material if they know there will be other students in the class who will also be prepared; and
after all, whether in group or private lessons, progress can only be made when students have practiced their assigned pieces. While this
positive-feedback cycle is one main purpose for group instruction, the opposite is also possible: one or two students who are poorly
prepared can actually negatively effect other students' preparation.
The next-most-important benefit of group lessons is the greater enjoyment that they provide for the typical student. Most children
enjoy the social aspect and the peer interaction of group classes, and are more apt to take a liking to lessons than in the private lesson
format.
Group lessons also are typically longer and allow for time to be devoted to theory, ear training and music games in a way that the
shorter private lesson time slot does not usually allow.
The biggest single disadvantage of group lessons is the relative lack of personalized attention compared to a private lesson. In a private
lesson, every moment is tailored exactly to the needs of the student on hand. There are no distractions and no competing interests.
Everything from pacing to music selection to assignment load can be and is varied according to the interests of the individual student.
The more advanced a student becomes, the more important this sort of individualized attention becomes. But before you get sold on the
superiority of private lessons, remember that individual attention is important, but that long-term participation and preparation matter
more.
The average student, of average interest and average aptitude (and this describes most of us, after all!) is likely to experience more
success, and to stick with lessons longer, if he/she is in a group of 1) similarly aged, 2) interested and 3) able students, with a 4)
competent teacher. However, it can be difficult to find both a teacher and class that meet all of these basic requirements. Most parents
find it to be a challenge to schedule in just one student's lessons; consider that for a group to be successful, 5 different students of the
same age (within about two years) and intellectual and social maturity must all find the same time to be acceptable. You should expect
your group teacher to have a music degree of some kind, preferably in the instrument to be taught, and you should be permitted to
observe an existing class if you wish to do so. Realize that because many teachers are paid by the student and not by the hour, the
teacher may have a strong financial incentive to put a group together and to keep a group together.
Students with far-above-average musical aptitude may do better in private lessons. Students with significantly longer attention spans
than average for their age can probably better handle private lessons. The more intellectually curious and academically advanced a
student is in other aspects of their life, the more likely they are to succeed in private lessons. Students with a well-disciplined and well-
supervised home-life with regard to things such as homework, chores, etc., are more likely to willingly practice absent the peer
incentive of group lessons. Shyness cuts both ways. Sometimes, a student who is particularly shy will uncomfortable in the group;
other times, a shy student will be uncomfortable with the intensity of attention they receive in the individual lesson.
Many teachers and studios offer combination private-group lesson formats. These most often take the form of regular private lessons
with occasional group classes, usually devoted to theory and appreciation. A less common but more desirable arrangement is to have
three private lessons and one extended (2 hours or so) group lesson per month. Also less common, but highly recommended, is an
introductory group class lasting between one and six semesters, followed by a carefully planned transition into private lessons. (Beware
of an introductory class that simply ends after one year, dumping all the students into private lessons; some students will manage the
transition just fine, but others will not.) If you are lucky enough to find a teacher offering one of these programs, you just might be able
to enjoy the best of both worlds.
Mr. Horowitz currently offers both of these tested and successful group class arrangements: monthly extended groups for older
students with significant prior experience, and beginner group classes for younger children with a planned transition to private lessons.
Consider your child's interests: are team sports their most favorite thing in the world? Do they have tons of friends? Do they work well
with others? Do they have an exceptionally tight extracurricular schedule that might make it hard to find daily practice time? Do both
parents work into the afternoon, limiting the time available for supervised practice? Are they under age 9? If so, group lessons are
probably your first choice.
Do they dislike team sports? Would they rather stay at home and read? Are they exceptional students in school? Have they been
playing around on the piano and asking for lessons every day for the last two years? Are they 8 or older? If so, private lessons are
probably your first choice.
Age considerations: These recommendations assume a student of “average” age; the average age for beginning piano lessons is about 7
or 8 years old. The younger the student, the stronger the bias should be in favor of group lessons. Hardly any 3 or 4 year olds should
be put in private lessons. Many 5 and 6 year olds can handle either format, though a group is still probably preferable if one can be
found.
Now that you’ve taken in all this background information, take a step back and remember that the primary factor that determines the
success of your child in lessons is the development of a consistent practice routine at home. The second most important thing is the
experience, skills, and temperament of your teacher. The length of your lesson, and the availability of group lessons are substantial but
tertiary considerations.
If you know from the start that your child will not practice much, it will matter little whether they end up in group or private lessons:
they won't learn a whole lot in either format. Similarly, it is unwise to compromise on your teacher's skills just to get a student into a
group class. Although group lessons may be preferable for some students, and private lessons preferable for others, keep in mind that
most kids will do fine in either format. First make an affirmative decision that you have the time and energy to devote to your child's at-
home preparation; then, look for a few good teachers to interview. Lastly, consider both group and private lesson options as either may
be suitable for your child.
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Piano Studio of Andrew Horowitz
Copyright 2004, 2009 by Andrew Horowitz