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Teaching Studio

Christobel Clark has been teaching children and adults since 1997.  Her experience includes individual, small group and classroom teaching in instrumental music (flute, recorder, guitar, keyboard and woodwind), classroom music, special education and English as a foreign language.  She now specialises in individualised tuition programs for students with additional requirements, such as sensory impairments, learning difficulties or emotional needs.

Services offered
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Exam preparation:

             scribble bullet   all levels

Photo of guitar and flute duo

Recreation & personal development :

    Examples of personal goals:

 
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Personal enjoyment
 
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Wanting to join a group
 
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Relaxation & stress management
 
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Self-awareness
 
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Self-expression
 
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Mental stimulation

 

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Music for Special Needs:

    Possible areas of need include:

 
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Difficulties with academic performance
 
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Low self-esteem
 
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Social difficulties
 
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Stress and Anxiety
 
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Depression
 
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Grief and Loss
 
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Adjustment difficulties
 
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Trauma
 
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Migration and cross-cultural adjustment
 
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Attention Deficit and Hyperactivity Disorder
 
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Autistic Spectrum Disorder

 

Exam Preparation

Teaching is based on the AMEB syllabus goals and content. However, learning is still based on the studentís individual needs and abilities and prioritises the studentís global personal and musical development to give the student a firm foundation from which to fulfil their highest potential.

Teaching philosophy

I consider each student holistically and strive to enable them to reach their full potential. Music and musical performance require physical, intellectual and emotional levels of involvement and so technique must be accompanied by understanding, feeling and self-awareness. I feel that it is important for the student to feel free to explore and improvise, but to also be disciplined and able to self-evaluate in a non-judgemental way. This has been derived from my own extensive performance experience and by observing how debilitating anxiety and under-confidence during performance can be, while a positive mindset can prove rewarding and motivating. This is why all my classes are tailor-made to suit each studentís or groupís unique needs and learning styles. I am also continually improving my skills through professional development.

Rates*

Boondall studio:

bullet scribble  One on one, Music Therepy:

  • 30 min - $50.00
  • 45 min - $62.50
  • 60 min - $75.00
  • Block Music Therapy (min. 3 hours) - $68.00 per hour

bullet scribble  Specialised Music Tuition:

  • 30 min lesson - $35.50
  • 45 min lesson - $52.00
  • 60 min lesson - $68.50

bullet scribble  Assessments and Reports:

  • Initial formal assessment - $140.00
  • Progress report - $50.00

In the studentís home (Boondall and surrounding areas):

bullet scribble  The above reates with a Travel Surcharge:

  • 20km – 30km from Boondall - $40.00
  • 30km – 50km from Boondall - $65.00

Download the Rates Schedule here

Payment Policy

All fees are payable per month IN ADVANCE or within 14 days of invoice date. Outstanding invoices will incur 1.5% interest per month or part thereof.

 

Cancellation Policy

Non-attendance and last-minute cancellations (less than one hour prior to the scheduled time) will be charged for. At Musickingís discretion, special consideration may be given for emergencies and events outside the clientís control.

Cancellations made with less than 12 hoursí notice constitute insufficient notice and are charged at 50% of the standard rate.

Schedule modifications or cancellations made with more than 12 hoursí notice will not be charged for. When necessary, reimbursements will figure on the subsequent invoice. Early notice allows time to be redirected to other clients or to activities involved in ensuring high quality service.

*Rates are based on the minimum fees recommended by the Music Teachersí Association of Queensland www.mtaq.org.au

 

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Recreation and Personal Development

Classes are built around the studentís personal goals and preferences. Technique is incorporated progressively as the need arises from the music and purposefully to enable the student to expand their areas of enjoyment. Performance and improvisation are encouraged.

Teaching philosophy

I consider each student holistically and strive to enable them to reach their full potential. Music and musical performance require physical, intellectual and emotional levels of involvement and so technique must be accompanied by understanding, feeling and self-awareness. I feel that it is important for the student to feel free to explore and improvise, but to also be disciplined and able to self-evaluate in a non-judgemental way. This has been derived from my own extensive performance experience and by observing how debilitating anxiety and under-confidence during performance can be, while a positive mindset can prove rewarding and motivating. This is why all my classes are tailor-made to suit each studentís or groupís unique needs and learning styles. I am also continually improving my skills through professional development.

 

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Music for Special Needs

As well as developing musical skills, tuition can also focus on non-musical goals associated with instrumental music such as:

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Mental stimulation and development of attention, discipline and problem solving through practice
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Development of coordination (physical, aural and visual) through practice
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Achieving mastering and success through performance
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Developing social skills through ensemble work
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Developing deep breathing and self-awareness through tone development
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Self-expression and emotional processing through music choice, improvisation and composition

Services can be coordinated with professionals already working with the person, and consultation or joint sessions are available. See Music Therapy Services for more details.

Teaching philosophy

I consider each student holistically and strive to enable them to reach their full potential. Music and musical performance require physical, intellectual and emotional levels of involvement and so technique must be accompanied by understanding, feeling and self-awareness. I feel that it is important for the student to feel free to explore and improvise, but to also be disciplined and able to self-evaluate in a non-judgemental way. This has been derived from my own extensive performance experience and by observing how debilitating anxiety and under-confidence during performance can be, while a positive mindset can prove rewarding and motivating. This is why all my classes are tailor-made to suit each studentís or groupís unique needs and learning styles. I am also continually improving my skills through professional development.

 

MORE SERVICES

  HOME PAGE
 
 
 
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