The art of teaching the cello, taught by someone who's done it for decades.

Personalized pedagogy lessons with Barbara Thiem — Professor Emerita at Colorado State University. For new teachers finding their footing, and experienced teachers facing an unfamiliar challenge.

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Barbara Thiem · Cello Studio

Are you interested in becoming a cello teacher?

Would you like to have some help getting started?

Are you already an experienced cello teacher and need some pointers for an unusual situation?

Pedagogy Proposal

A new approach to pedagogy mentorship.

Based on several years of teaching cello pedagogy at Colorado State University, I am now offering pedagogy lessons online. I recently retired from CSU where I taught undergraduate and graduate students in cello performance, chamber music, and cello pedagogy.

In my experience the most valuable feedback is for teachers to get comments from someone actually watching the lesson they give. My services include assistance in preparing an effective lesson plan, discussion about the observed lesson and help with planning the next lesson.

This process can also help more established teachers. Maybe there is a student who is not responding to your suggestions, a student of an age you are not comfortable with, or someone whose learning style doesn't seem compatible with your teaching style?

Pedagogy students would also receive tips on how to get the best sound quality on various online platforms, suggestions on how to teach specific skills, my ideas on how to avoid performance-related injuries and recommendations on various etude books and solo repertoire.

I propose to spend 30 minutes on preparation of the lesson (not necessarily on the same day), 45–60 minutes observing the lesson, and 30 minutes directly afterwards discussing the lesson and preparing a plan for the next lesson with the same student.

My teaching approach is not based on the Suzuki method since special training for Suzuki teachers is available through many college programs and institutes. Instead it is based on more traditional methods developed after decades of teaching students of different ages, including adults. Many music schools do not offer string pedagogy classes. I believe this is a disservice to music performance or music education majors since the running of a successful private studio can provide an important source of additional income.

Please contact me if you are interested in more information. We can discuss how you would like to proceed and find a mutually agreeable schedule and online format. I am happy to offer a free introductory interview and lesson.

Pedagogy Aims

Why a semester isn't enough.

When I first started teaching pedagogy to my university students, I would give them a bunch of material, discuss teaching methods, and give them much helpful advice. My impression that this semester would make teachers out of my students was shattered when I actually saw them teach.

Many more details and trials and errors seem necessary before a student becomes an organized teacher. This is usually the process when a new teacher starts on their own. It tends to take a few years before problems are ironed out and they become effective teachers.

One of the difficulties is that each prospective teacher is most likely to copy what they experienced in their own first lessons. That may be useful for some students, but there are many who need to be treated differently for various reasons. A broader approach is necessary and can be learned by reading, discussions, and application in observed lessons.

Valuable Tools

Valuable tools before starting to teach.

Each prospective teacher is most likely to copy what they experienced in their own first lessons. A broader approach is necessary — and can be learned.

Making personal contact with the new student, assessing their background in music, other instrument etc., finding out why this student wants to learn cello.

Finding a good balance between teaching and keeping that good contact.

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Taking time to check on what improved during the week, giving compliments, not only trying to improve the playing as fast as possible.

Assessing practicing, building good habits, making sure they understand that regular practicing is part of the lessons.

Finding ways to introduce new material in a positive way, only proceeding as fast as the student can handle and won't feel puzzled.

Learning to stay within the 1/2 hour or 45 minute time limit — this is especially hard for student teachers. It is best if they can keep track of smaller units, like 10 minute intervals, not to fall behind the plan too much.

The classes that stick with a student years afterwards are those that fill in a slot in one's own personal journey. Learning to break down cello playing into digestible pieces, and to describe in words a decade of cello technique that is so ingrained it is outside of conscious thought — that is an art in itself.

Emily Carpenter Former undergraduate student

The Cello Pedagogy class taught by Professor Barbara Thiem was not only one of the most important classes of my entire Master's Degree, but also one that has helped me to develop all of my teaching methods for current and future students. I am eternally grateful for the chance to take this once-in-a-lifetime course.

Lydia Hynson Former MM student, teaching privately in Madison, WI

Through the pedagogy course, I gained confidence in my ability to pass musical knowledge on to people of differing abilities, and I use those skills every day. I learned how to communicate specific techniques with creative metaphors that engage students, and how to relay information at an age-appropriate level.

Emily Stewart Music Therapist in Reno, Nevada

The knowledge, tools, and skills I learned in the pedagogy program at Colorado State have greatly influenced my success in both graduate studies and my career as a musician and music educator. As I look back on all of my learning experiences, completing this pedagogy program was one of the most impactful.

L. Heston McCranie, Ph.D. Orchestra director, Atlanta, GA