The ideal starting age is as young as possible, with a few major caveats! There are several advantages to starting
young. The first is that piano study is a very long-term endeavor. The goal for all students is life-long musical self-
sufficiency and literacy, and not professional perfection; but nonetheless, it takes a really long time to get good. Although it
varies significantly from student to student, a rough guideline for reaching this goal is about nine years of study. It's
important to note that this does not mean nine years of showing up and paying for lessons, but of consistent practice and
positive energy on the part of student, teacher, and parent.
Students who start at age 9 or 10 often loose interest at about age 12-14. With only two or three years under their belts,
they are unlikely to have learned skills that will stick with them after they discontinue lessons. Students who start at age 5
also often loose interest when they hit the teenage years, but there's a big difference: with six, seven, or eight years of study
behind them, they're pretty good (if they've had a competent teacher with achievable, but substantive requirements). If they
do quit, they usually will have mastered some skills that will stay with them throughout their lives. And they're less likely to
want to quit in the first place: we all are less likely to loose interest in something at which we’ve long excelled, compared with
something that we've only recently picked up.
The best time to start is most often September or January of the kindergarten year, but there are almost as many children
who are exceptions to this rule as those that fit it. Many 4 year olds (and even some 3 year olds) have the readiness skills
necessary to be successful at lessons. Conversely, it is not uncommon for children to lack the skills needed for success until
age 7, or in rarer cases, 8 or older. Of course, it doesn't make sense to start a child of any age with lessons if they lack the
skills to succeed; teaching students that music is too hard and too complicated for them is a foolish, and all-to-common result
of starting students too young.
The most important pre-lesson skills that students must have before undertaking private music instruction include:
• Reading or pre-reading skills: Can they read? If not, do they have pre-reading skills? Do they know their alphabet and
numbers? Can they spell their name? Can they track visually? Students do not necessarily need to be reading fluently
before beginning lessons, but they do need to have basic pre-reading skills. (The Suzuki method is a possible alternate
approach for students who may be delayed in their reading readiness; see below.)
• Pattern identification. Are they able to complete basic exercises such as “which picture is different”? Playing the piano
and reading music is all about identifying patterns, starting with the groups of two and three black keys on the piano. If
you already have a keyboard in your home, ask your child to find the groups of two black keys by covering them with a
card. If, after three or four attempts, they still have trouble with this exercise, you may want to wait. If you don't have
a keyboard, it's easy to test readiness with similar pattern identification exercises or games.
• Attention span. Can the child sit and quietly and attentively listen to a short picture book? Asking questions about the
story is fine; asking unrelated questions is a warning sign. In order to be successful with piano lessons, it's necessary
to sit down and work for at least 10 minutes in a row, without interruption! To adults, this doesn't seem like much, and
for many kids it's not a problem, but for some it can be. While music study can and does build attention spans, a
certain base level is necessary to start.
• Ability to follow directions consistently. Some very young children seem to naturally follow directions without effort;
for others, it's not so easy. Don't overlook this fundamental requirement!
• Parental readiness and dedication to lessons: at the younger ages, the parent is actually just as involved in lessons as the
student, if not more so. The parent must be committed, able, and willing to practice daily with the student until the
student is able to do so on his or her own. This varies from child to child, but in most cases, children should not be
expected to practice on their own until age 8 at the earliest (often older), and even then will require off-and-on help and
supervision. Parents do not need to have musical training, but they do need to put in the time day in and day out with
the student, and to carefully observe each lesson.
• Student interest: The more interest your child shows, the more eager you should be to start them on lessons. But don't
get carried away with a child's interest—or lack thereof. Although student interest in lessons can be a wonderful asset
and is clearly desirable, the typical young child (8 and under) should not be expected—and simply is unable to—commit
themselves to the routine and rigors of serious music study. We as parents must make these decisions for our children.
This doesn’t mean that the wishes of the child should be ignored; it does mean that, at least at the younger ages, it is the
parent, more than the child, who must commit to lessons. While there are exceptions, most young students’ interest
level is determined primarily by the interest level of their parents (which they often model), their relationship with the
teacher, and of the many successes and achievements, which come with consistent practice. A supposedly uninterested
student can do exceedingly well with positive reinforcement and frequent practice!
Special considerations: If your child has a diagnosed (or probable) learning, emotional, or physical disability, it's better to err
on the side of starting to late rather than early. The most common stumbling blocks to the success of young students are:
severe lack of small-motor skills or hand-eye coordination; reading disabilities; and timidity. If a student (of any age)
possesses the readiness skills listed above, yet also shows signs of one or more of these stumbling blocks, by all means, don't
let the problem stop you from starting lessons! Just be sure that the readiness skills are very strong before starting. Nearly
everyone can benefit from music lessons; but the child should be equipped with the tools to make music study a positive
experience!
Other options: Many children’s activities seem to be starting at younger and younger ages. Remember that not all 5 and 6
year olds are ready for private lessons—and most 3 and 4 year olds are not. If you have an interested 3 or 4 year old who
just doesn't seem to be ready for one-on-one lessons, you might still be able to stoke their interest, learn some basic skills, and
have a lot of fun in a group class. While I do not endorse an all-group-lesson curriculum as a long-term approach to study,
they can be great for young beginners. In most larger cities, there are a few private independent operators offering group
instruction. Nationally, Yamaha (www.yahama.com) and Music for Young Children (www.myc.com) offer a keyboard-
based approach. You may also consider a general-music class such as Kindermusik (www.kindermusik.com) or Musikgarten
(www.musikgarten.com). Music Together (www.musictogether.com) is another option for general-music education for the
very young. Suzuki lessons are yet another option which I do not endorse for children possessing reading readiness skills (I
believe the Suzuki approach handicaps children by unnecessarily delaying reading instruction, though many disagree with me
on this point); however, the Suzuki method is an excellent way to give serious, instrument-specific music lessons to the very
young and those with great difficulty reading.
Group lesson considerations: Be aware that most proprietors of group instruction have a strong financial incentive to keep a
group going once it has started, regardless of the best interests of the individual students. It's wonderful to enjoy lessons, but
it's even better to learn skills that stay with you through your whole life. Because group classes are great for enjoyment but
less good for skill building, be upfront with yourself and the group instructor or coordinator: look for introductory lessons for
a few semesters (four years at most) and expect to transition to private lessons within the first few years, either with the
group teacher, or with another instructor. The best group programs will have built-in transition periods and plans. Ask to
observe a class before you begin.
The conclusion: Start them as soon as they're ready, because on average, an early start makes for a more complete and
successful music education!
young. The first is that piano study is a very long-term endeavor. The goal for all students is life-long musical self-
sufficiency and literacy, and not professional perfection; but nonetheless, it takes a really long time to get good. Although it
varies significantly from student to student, a rough guideline for reaching this goal is about nine years of study. It's
important to note that this does not mean nine years of showing up and paying for lessons, but of consistent practice and
positive energy on the part of student, teacher, and parent.
Students who start at age 9 or 10 often loose interest at about age 12-14. With only two or three years under their belts,
they are unlikely to have learned skills that will stick with them after they discontinue lessons. Students who start at age 5
also often loose interest when they hit the teenage years, but there's a big difference: with six, seven, or eight years of study
behind them, they're pretty good (if they've had a competent teacher with achievable, but substantive requirements). If they
do quit, they usually will have mastered some skills that will stay with them throughout their lives. And they're less likely to
want to quit in the first place: we all are less likely to loose interest in something at which we’ve long excelled, compared with
something that we've only recently picked up.
The best time to start is most often September or January of the kindergarten year, but there are almost as many children
who are exceptions to this rule as those that fit it. Many 4 year olds (and even some 3 year olds) have the readiness skills
necessary to be successful at lessons. Conversely, it is not uncommon for children to lack the skills needed for success until
age 7, or in rarer cases, 8 or older. Of course, it doesn't make sense to start a child of any age with lessons if they lack the
skills to succeed; teaching students that music is too hard and too complicated for them is a foolish, and all-to-common result
of starting students too young.
The most important pre-lesson skills that students must have before undertaking private music instruction include:
• Reading or pre-reading skills: Can they read? If not, do they have pre-reading skills? Do they know their alphabet and
numbers? Can they spell their name? Can they track visually? Students do not necessarily need to be reading fluently
before beginning lessons, but they do need to have basic pre-reading skills. (The Suzuki method is a possible alternate
approach for students who may be delayed in their reading readiness; see below.)
• Pattern identification. Are they able to complete basic exercises such as “which picture is different”? Playing the piano
and reading music is all about identifying patterns, starting with the groups of two and three black keys on the piano. If
you already have a keyboard in your home, ask your child to find the groups of two black keys by covering them with a
card. If, after three or four attempts, they still have trouble with this exercise, you may want to wait. If you don't have
a keyboard, it's easy to test readiness with similar pattern identification exercises or games.
• Attention span. Can the child sit and quietly and attentively listen to a short picture book? Asking questions about the
story is fine; asking unrelated questions is a warning sign. In order to be successful with piano lessons, it's necessary
to sit down and work for at least 10 minutes in a row, without interruption! To adults, this doesn't seem like much, and
for many kids it's not a problem, but for some it can be. While music study can and does build attention spans, a
certain base level is necessary to start.
• Ability to follow directions consistently. Some very young children seem to naturally follow directions without effort;
for others, it's not so easy. Don't overlook this fundamental requirement!
• Parental readiness and dedication to lessons: at the younger ages, the parent is actually just as involved in lessons as the
student, if not more so. The parent must be committed, able, and willing to practice daily with the student until the
student is able to do so on his or her own. This varies from child to child, but in most cases, children should not be
expected to practice on their own until age 8 at the earliest (often older), and even then will require off-and-on help and
supervision. Parents do not need to have musical training, but they do need to put in the time day in and day out with
the student, and to carefully observe each lesson.
• Student interest: The more interest your child shows, the more eager you should be to start them on lessons. But don't
get carried away with a child's interest—or lack thereof. Although student interest in lessons can be a wonderful asset
and is clearly desirable, the typical young child (8 and under) should not be expected—and simply is unable to—commit
themselves to the routine and rigors of serious music study. We as parents must make these decisions for our children.
This doesn’t mean that the wishes of the child should be ignored; it does mean that, at least at the younger ages, it is the
parent, more than the child, who must commit to lessons. While there are exceptions, most young students’ interest
level is determined primarily by the interest level of their parents (which they often model), their relationship with the
teacher, and of the many successes and achievements, which come with consistent practice. A supposedly uninterested
student can do exceedingly well with positive reinforcement and frequent practice!
Special considerations: If your child has a diagnosed (or probable) learning, emotional, or physical disability, it's better to err
on the side of starting to late rather than early. The most common stumbling blocks to the success of young students are:
severe lack of small-motor skills or hand-eye coordination; reading disabilities; and timidity. If a student (of any age)
possesses the readiness skills listed above, yet also shows signs of one or more of these stumbling blocks, by all means, don't
let the problem stop you from starting lessons! Just be sure that the readiness skills are very strong before starting. Nearly
everyone can benefit from music lessons; but the child should be equipped with the tools to make music study a positive
experience!
Other options: Many children’s activities seem to be starting at younger and younger ages. Remember that not all 5 and 6
year olds are ready for private lessons—and most 3 and 4 year olds are not. If you have an interested 3 or 4 year old who
just doesn't seem to be ready for one-on-one lessons, you might still be able to stoke their interest, learn some basic skills, and
have a lot of fun in a group class. While I do not endorse an all-group-lesson curriculum as a long-term approach to study,
they can be great for young beginners. In most larger cities, there are a few private independent operators offering group
instruction. Nationally, Yamaha (www.yahama.com) and Music for Young Children (www.myc.com) offer a keyboard-
based approach. You may also consider a general-music class such as Kindermusik (www.kindermusik.com) or Musikgarten
(www.musikgarten.com). Music Together (www.musictogether.com) is another option for general-music education for the
very young. Suzuki lessons are yet another option which I do not endorse for children possessing reading readiness skills (I
believe the Suzuki approach handicaps children by unnecessarily delaying reading instruction, though many disagree with me
on this point); however, the Suzuki method is an excellent way to give serious, instrument-specific music lessons to the very
young and those with great difficulty reading.
Group lesson considerations: Be aware that most proprietors of group instruction have a strong financial incentive to keep a
group going once it has started, regardless of the best interests of the individual students. It's wonderful to enjoy lessons, but
it's even better to learn skills that stay with you through your whole life. Because group classes are great for enjoyment but
less good for skill building, be upfront with yourself and the group instructor or coordinator: look for introductory lessons for
a few semesters (four years at most) and expect to transition to private lessons within the first few years, either with the
group teacher, or with another instructor. The best group programs will have built-in transition periods and plans. Ask to
observe a class before you begin.
The conclusion: Start them as soon as they're ready, because on average, an early start makes for a more complete and
successful music education!
The Ideal Age to Start
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Piano Studio of Andrew Horowitz
Copyright 2006, 2009 by Andrew Horowitz