Susan Hong Music Teaching Technology

Music Teaching Technology

Are you using Technology in your music teaching studio?
How can we keep up with all the "new technology" and where do we start?

Learn how to add technology to your teaching studio with Glory St. Germain and
Special Guest Susan Hong NCTM, UMTC, an independent piano teacher and artist in San Antonio, Texas.

Susan Hong - Ultimate Music Theory

Susan Hong Music Teaching Technology

Susan Hong is an independent piano teacher, Ultimate Music Theory Certified Teacher and artist in San Antonio, Texas.

She has been teaching piano for over 25 years and loving every minute of it.

Susan established Stone Oak Piano Studio in 2005 in San Antonio and she continues to grow her music business.

Being a teacher is truly a wonderful journey…  

Susan enjoys creating musical themed art and teaching aids for teachers and students.

Learn more at


Susan Hong Music Teaching Technology

Susan Hong is Glory St. Germain's Special Guest on the Ultimate Music Interview Series.

Glory: Well. Hello, do you use technology in your teaching studio? Are you a little bit nervous and not sure where to start? Me too sometimes. Well guess what, you're in the right place. I'm Glory St Germain from Ultimate Music Theory. And today my special guest is Susan Hong from San Antonio, Texas. Hi Susan.

Susan: Hi, Glory.

Glory: Please share where you are from in the chat box or even if you're watching the replay because we want to know where you're from. So go ahead and enter that in our little chat box today. So Susan and I are talking about three ways that you can effectively incorporate technology into your teaching studio and be sure to join our Ultimate Music Theory group so you can become part of our community. You can ask questions and share ideas and connect with our guests. So if you want to connect with Susan, come on in and join our Ultimate Music Theory group.

Glory: Plus I've got a special gift invite for you and Susan's got a special coupon code for you today and I'll be telling you about that in a few minutes. So Susan Hong is a successful piano teacher and owner of Stone Oak Piano Studio. She's currently completing the Ultimate Music Theory certification course and she's also an artist. Wow. You are one very busy, talented teacher, Susan. I even wore my flowers today for Susan because she's also, I think you've got a green thumb as well.

Susan: That's my stress relief.

Glory: I need to come over and hang out in your garden. Before we start at talking about technology and your studio though, could you share a little bit, like how did you get started with your music lessons?

Susan: Well, it's kind of funny because thankfully my mom was a piano teacher and when we had come to the States in the early 80s, it just happened that my mom's student had gone to Julliard at the same time. So she obviously was in New York City and I just lived across the Hudson River. So she ended up being my teacher. So she was my main teacher throughout my, I guess elementary, middle school, all through high school.

Glory: Wow. And then so what led you to kind of start teaching?

Susan: Well that's a really funny story. Might have heard it in other places, but I would literally practice and then my neighbor heard me practice. And she literally said, "Could you teach my daughters?" And mind you, I'm 9th, 10th grade, and then they're like 2nd, 3rd grade. But I got my first paid job right then and then I guess she heard me play and I guess I wasn't too bad. So she decided that she wanted her daughters to take lessons with me. That's how I started teaching.

Glory: That's so funny. Now it's a good thing that she didn't say, would you please stop playing the piano because-

Susan: I do wonder about that.

Glory: So obviously you were really talented and so she thought, oh, this would be good. And you know, it's interesting that you started teaching at 15 and I started teaching at 16 and it was because there was no piano teachers in my area. I had to drive far to get to my piano teacher. So sometimes we're just kind of thrown in. It's maybe the best way, right?

Susan: Yes. I still have passion for teaching and I love it to this day. I mean it's just, I think we have one of those jobs that's so rewarding.

Glory: Yes. And we almost, once you kind of get your foot in the door, especially when you start to think when you're young, you just, it's your passion and you just don't really, you know, look at other things because you're having fun and you're playing your instrument and you get to share that. And I think as teachers, we're always evolving and we're learning new things and new ways of engaging our students. And how did you connect because you're, you know, we talked about your multitalented, you're, you know, everything from gardening to being a music teacher to being an artist. So how did you connect all these talents when you were designing your teaching aids?

Susan: Oh, it was kind of funny because the way that the art started, some people may know me from, I guess the piano mandala that it was kind of distributed a couple years ago. And literally I really haven't had the chance to really, you know, take the time to really think about being on the artist until then because I just kept hearing from other teachers that they wanted more, you know, creations to be made. And I was like, "What, you actually like my stuff?" And then I really thought about making it to more of a career on the side. And that's how I started. So it's kind of funny that even though I had a passion for art, it was not until that one sharing of piano mandala that kind of got me going again.

Susan Hong Music Teaching Technology

Glory: Yeah. And it's funny isn't it? How how we have a passion for one thing and then we have a passion for something else and we can kind of put them together. Even Joanne Barker who also completed the Ultimate Music Theory certification course, and she was a game designer and also a music teacher. And so then she kind of put those two together and you know, created the Ultimate Music Theory games. So when you have that passion, it's really, really interesting. I want to mention too that you can learn more at because she's got amazing and I know I've hit it, we became friends on Facebook because I saw your amazing things. I'm like, I liked that, I liked that and I really liked this one. So you're, keep on doing what you're doing because it's, it's absolutely fantastic. And a lot of teachers don't, you know, if they want your products and your materials, but they are perhaps not an artist or not tech savvy or not, don't have the time or the, you know, the abilities or talents to do what you do. So it's wonderful that you're sharing those resources with us Susan, thank you.

Susan: I appreciate that.

Glory: And I'm wondering now if you're using technology in your studio, because that's kind of what we're talking about today or if you're interested in using technology, I'm going to invite our teachers to just type yes in the chat box. So even if you're watching the replay, just go ahead and enter yes. Because sometimes, and Susan and I were talking about this before we came on live is that for someone like myself who's been teaching for way over 20 years, when I was a student, there was no technology in my studio for me as a student. And so sometimes when we start teaching and I started teaching when I was 16 there was still no technology for me to use. So sometimes we get stuck in that rut that we always do the same old thing, the same old thing.

Glory: So if you're interested in learning about technology and don't quite know where to start, just type yes in the chat box because we got you covered. And Susan, you know as teachers I think we need to know our craft, which is obviously teaching piano or voice or violin or whatever it might be. But for many of us our lessons as students didn't include technology. So sometimes with all these options we don't know where to start. But I love how you are using technology in your studio and can you share a little bit about that, Susan? Like, what are you using and how can we kind of get started?

Susan: Yes. If you remember, I think in college, I think we had one of those, like the tape recorder and I would bring it to my teacher and then we were looking at press and then you try to listen to it and you know you've used it too many times and they kind of get garbled. Then you're like, what was that she said? It's 2019 and it's just amazing the things that's available. I did the webinar with Upbeat piano teachers, that technology 2.0 and that has a lot more details in there. But I can tell you that when teachers want to start using the technology, don't feel overwhelmed. You know? I know that I use a lot of apps in the studio, but you could start with just one.

Glory: Yes.

Susan: That's something that I want to, you know, get the message across to the teachers is that you don't have to buy 1000 apps in order to use it in your class. Even one would be sufficient. And then as I mentioned before with you, before the interview started that you just want a little bit of variety so that you're not using the same app week after week because I could tell you, and I've done it, that kids will get bored very quickly if you use the same app every week and then ask them to do the task.

Glory: Yes.

Susan Hong Music Teaching Technology

Susan: Nice thing to maybe have several and then you can work on that.

Glory: I think so too, because I know when you, you mentioned Sarah Campbell who is amazing and definitely the queen of technology. And one of the things that you know, I've learned from Sarah too is just, you know, how can you incorporate and not to be afraid to enter into the world of technology. And when Shelagh McKibbon U'Ren and I partnered with Brainscape and we created over 7,000 flash cards, including audio. And I must admit, I played every single note that you hear in that app, which is a million.

Susan: That is crazy.

Glory: And you can learn more about that at but I was thrilled that students could actually learn anywhere. So even if you're, and that's the beauty of having apps, is you know you've got your smart phone or whatever, because it actually correlates directly to, you know, so you got your music theory book and you're in lesson seven learning about chords. You can actually pop up your app and you can see it and tap it and see the answer and learn about, you know, it's got the audio. I've turned it off because we're on the call. But just by self study and learning and engaging in technology, you know, we talked about that and you really do need to do both. So Susan is going to give us the three ways that you can incorporate technology into your studio. So number one was?

Susan: You got to use technology as a supplement and not as a main teaching tool.

Glory: I love that. I love that, Susan, because I think probably when we first start hearing, oh, do you use technology in your studio? You might think, well, oh my gosh, you know, I have a piano, I have an I have electronic piano, I have a grand piano. Like what exactly do you mean by that? So I think you're right. It doesn't have to be like, oh, I just use technology. My students learn on the computer. But it is a supplement. So that's a great teaching tip. Don't be afraid to get started incorporating one app, whether it's the Ultimate Music Theory App or whether it's one of the other apps that you use just to get started. So that's a great tip. So tip number two is?

Susan: Tip number two is, as I said before, you have to some more variety of apps so the students don't get bored and you don't want to quit because you can see one app over and over again.

Glory: Right. And you know, one of the things too is that, you know, as teachers when we've been teaching for a long time, or even if you've just been teaching for two years and you just do the same old thing every lesson, you know Clemente's Sonatina good grief. How many times can I teach that thing? I can play it in my sleep because we do the same repetitive thing. Now it's necessary because we have a new student and they're excited about learning that. But I think if we use a variety of apps, as you said, Susan, and engage and do things differently in our studio, it keeps not only the students prevents them from getting bored, but probably us as well. Right.

Susan: I agree. There's a new app called Tom Play that I just recently kind of saw. And it actually has even concertos that you can play and you have a background of orchestra. I just thought that that was a brilliant for students to use it as a music appreciation as well as, you know, you get to kind of study before yourself so that way you could kind of get a feel of it. And the students who are working on the concerto, they're able to do it without just having the teacher plays the orchestra themselves. So I thought that was brilliant out of the app. So one of the things that, as I said that I love to use right now.

Glory: Yeah. And you know, it's interesting Tim Topham from the inner circle. I'm the music theory expert in the inner circle. And when we were chatting about this and I was doing an interview with Tim Topham and he said, you know, one of the things that you can do also when using technology is to use backing tracks. And I think that really encourages students to listen. You know, because now you've got, it's not just a metronome, but you've actually got music, you're playing with the band. You can't stop. So, you know, even if you're afraid of like, well, what about computers? Like even if you just start by just, you know, playing a backing track, whether it's on your computer or if you still have a CD player, because many books still, you know, have a CD in the back. So they're coming, you know, we're almost going back to vinyl right now.

Glory: So I think it's important to whatever technology you use. And I remember you mentioned that recorder, Susan. So funny because I used to do that too. And I actually, when my students started to play, I would actually record them practicing their festival piece. So I have a little story to tell you. So a student came in and she was preparing for a festival and she played her piece and you know it was a bunch of little mistakes. And I said, okay, well, you know, I really want you to step up your game. And she said, well, I always play it perfectly at home. I said, really? Always, always perfectly at home and you just only screw up when you go to your lesson right. So she, and we all know that's not true. So I said, okay, I'll tell you what I'm going to do. Her name was Jennifer.

Glory: I said, Jennifer, I'm going to pay you $20 next week. Cash. I'll like get it out. I'll put it right here. That 20 bucks is yours. If you bring me a recording, a little cassette tape, many years ago, so 20 bucks was a lot of money. It was like a $100 now. If you bring me a cassette tape and I'll, and I'll play it of you playing that song perfectly at home, that should be no problem, right? Because you said you always play it perfectly at home. So she kind of sheepishly agreed and we shook hands. And so the next week she came in with her little cassette tape and I said, oh, I can't wait to hear this perfect piece. You know, because of course you played it perfectly all week. I said, but before we listen to the cassette tape, could you play your piece for me? So of course she played it and in fact it was perfect.

Glory: And I went, wow. Like, that's amazing. I said, let's listen to the recordings. So I put it in there and of course it was this beautiful piece and I said, I'm so impressed. So I gave her $20 then she said, Miss Glory have a little confession to make. And I said, okay. And she said, I have practiced that piece for hours and hours and hours. And she said, and I just did that recording this morning. And I said, well there you go. So you know, sometimes that technology, that little trick, I mean it did cost me $20 but it was worth it because she actually won at festival that year and it was kind of wonderful.

Susan: That's fantastic.

Glory: But it was fantastic. Technology. So, Susan, what is number three? Then we talked about the three tips. So what's the third thing we can do in, in bringing technology into our studio?

Susan: Right? So for myself, I actually make a full list of what's in the app. And then anytime a student accomplishes that task, they're get a check off. So when they check off, like let's say, you know, one level that has maybe 10 different tests, we get a little side reward. It could be a little Kit Kat or something. A pencil. Like kind of motivates them to, instead of just saying, okay, do this app every week or every other week. You see it visually like they're actually hitting their goal. It makes a huge difference in my studio.

Glory: Yeah. And I love what you said about reaching their goal and checking it off because in the certification course we talk about the visual, auditory and kinesthetic learner and you know, we're all motivated by something different. But there is something special about checking things off our to do list. You know, you've got a list of chores, if you want to call them that, that you know, you got to do this in the garden and then you have to do the laundry and you have to do this and there's just something like, okay, done, done, done. So I think that is really motivating your students to say, okay, I did this and I did that in the app. And also for you to kind of keep track of what are your students doing and learning. Right. Yeah. Oh my goodness. What has really motivated you to start your, your musical journey and your business? Like what was sort of the thing that said, I am going to start sharing this with teachers?

Susan: It's a little bit of a long story. I actually had started a student with special needs I guess about seven years ago and then I couldn't find anything, you know? And back then, like I said, I said seven years ago and then you could just imagine it from then to now how much the online has exploded, right. Resources. And then I have reached out to Joy Morin who does a call in my piano blog. And then I just asked her to help me to teach me how to use Microsoft Publisher. That was the only way for myself to actually make something for my student. And then that's how it just got started as far as that. And being able to kind of have little more, I guess being able to use a publisher, you know, to Adobe programs and that kind of expanded and finding a teacher who could teach me or different products. And that's how I was able to start making worksheets and being able to share with other teachers. She has been, I've mentioned this in other, you know, forums that my student Talia has been truly inspiration that kind of got me started into this. So I'm very thankful and keep going with her at this moment.

Glory: Wow. And you know, I loved your story, Susan, because you said, I found a teacher who could teach me how to do this. And I think we as teachers continuously work other professionals in the industries. You know, myself, I have three coaches that I work with, with different aspects of my business because I want to continue learning. I remember when I had to learn PowerPoint, I went to found a teacher who could teach me how to do that. Now, it seems like a million years ago, and I have since spoken to that teacher and he said to me, Oh God, Glory. You know, way more than I do. You know, because, and that's actually a good, a compliment to the teacher, isn't it? When the student surpasses the teacher. I think it's something that's really, really fantastic. And I'm sure you've surpassed your teacher in that.

Glory: I do want to mention that Susan has graciously given us a little present today and she's giving us a $3 gift. It's up towards any purchase. Can you tell us a little bit about that, Susan?

Susan: Yeah. The reason that I have made it to $3 is that you can actually go to and there's individual coloring page. That's valued at $3 but you can with any other, if you want to purchase a book. You could take $3 off, but I thought that instead of just giving them one product that they can choose whatever they want.

Glory: That's perfect. So the coupon code is?

Susan: UMT2019.

Glory: Okay. UMT2019, you can go purchase the $3 a product, which of course then would be free and you can check out all of her other materials and apply your coupon to everything. So thank you for that, Susan.

Susan: No problem.

Glory: One of the things that I was so excited to talk to Susan about is she is working through completing her Ultimate Music Theory Certification Course. I'm super proud of her. And I asked Susan what were three of her biggest takeaways. So can you elaborate on, as you were going through the Ultimate Music Theory Certification Course, what was your three biggest takeaways, Susan?

Susan Hong Music Teaching Technology

Susan: All right. Number one, this is a big on every teacher that's teaching at the moment. You have to make time to learn. I found out I have 52 students that I have to teach. I have to also do as you know, art on the side. Scheduling. Festival. I mean if you keep thinking you're going to get time, you're not going to get time. You have to make time. And that's number one thing that I learned that you just have to, even if it's 30 minutes a week, you're making your own pace. You have to make time. So that's number one.

Glory: Yes. And I think it's almost like you have to block that as as if you were teaching a student, you would make time for the student. But ironically we often don't make time for our own professional development. And so I think you nailed it. It's like put it on your calendar. When are you going to do it? Set a goal, what is the completion date when you want to finish your certification course and then implement that and stay on task. Good. That's a good one. Number two.

Susan: Number two is that you could always learn something new, you know, whether it could be the same concept and then you know, you're just teaching it in a different way. So as I review and they're going through, I mean of course there's theory that I already know, you know, as a teacher, but I just love your personality whenever I watch the sessions. And then the little hints that you give, I mean it's just incredible how something that's so simple could change the way students see that's fairly basic. So I'm excited to share those things I'm going to talk about later.

Glory: Yeah, oh, well, thank you. It's interesting because sometimes we have our own teaching style and we have, as you're going through the course you go, you have a little A-ha moment going, Huh, I never thought of it that way. Maybe I could try teaching it this way or this way or this way. So it's just kind of opening the doors, right, to trying different things. So number three for you was?

Susan: That you have to review always. I was quite shocked, you know, after I went through the review and I was showing a student the things that you had listed and I couldn't believe a student, seventh year student of mine, didn't get all of them. I was kind of shocked. So for myself as well, just reviewing either just under the topics that we have, I was like, Oh I can't believe I forgot about that. And just made me think about, okay, I need to do the review as much as my students. So that's number three.

Glory: Yeah. And, so now that you've kind of worked through this certification course, can you share with us maybe what you're implementing into your studio right now?

Susan: I'd love to share that because it has truly changed the way I teach a lot of things now. So I call it ice cream scoop and scoop is the way you use your ribbon. So you may go, one ice from school for each week that you are studying. And then I started to do this with my students and I used to kind of, okay, well if this is one, this is two. You connected four half notes, et cetera. And then now I'm asking my students it themselves and it's just kind of opened my eyes to keeping the rhythm correct. And that's literally, we talked about this before. 100% percent of my students can improve their rhythm. 100. I'm not going to say 99% because every single student that struggles with rhythm and this makes it something visual and that makes it easier for them. So I'm very excited that I'm implementing this yet.

Glory: And you know, one of the things, I love how you called it the ice cream scoop, Shelagh McKibbon U'Ren and I, and of course, you know she's a coauthor on the supplemental series with me and started off as an editor with me in writing the Ultimate Music Theory Rudiments workbooks. And when we first started writing together and we didn't know, should we call it a slur? No, we can't call it the slower, which we call it. So anyways, Shelagh came up one day. She said, let's call it a scoop. Then I went, that's it. Let's call it a scoop. So now I think I like to, I like I might have to steal your idea, Susan, because I love the ice cream scoop and just how you described it about your scoop out your ice cream and it is such a visual aid for students and it really is the Ultimate Music Theory Rhythm and Rests. When you're teaching that concept, it will really open your eyes to how can you teach this rhythm effectively?

Glory: Because it is, I think bar none, the most complicated concept to teach is rhythm. So and of course we could go on and talk about the whole system of how we introduce that, but we do have a webinar coming up and I'll be sharing more about that with you in a little bit, but I do want to go on after your ice cream scoop, Susan, what is the next little thing you have going on?

Susan Hong Music Teaching Technology

Susan: I mean I literally cracked up, but it's called the karate chop. And I love this because you literally have the students use their body to visualize the interval and when it's minor they just bring their hand to the left. So that way they're making it to minor. And this is something that kids just, I have a lot of core classes and it's just the funniest thing to see the kids go karate chop. And to the left for minor. So I'm enjoying it and it's been kind of a lot of fun for a lot of students that, you know, learning for the first time.

Glory: Yes. I I think one of the reasons that we actually introduced the karate chop was that, and I'll be talking more about it in the webinar, but when you think about an interval, ;et's say, let's just go F to A, and so treble clef, so space note to space note. And whether you make the F a sharp or you make the F a flat or it stays a natural or the A becomes a sharp or a double sharp, like it still is a third. And so for students they don't, it doesn't move. And you know, sometimes it's complicated for them. They just see a flat, they think well, it must be smaller. But if the flat is on the F obviously it becomes larger but it doesn't move out of the space. So by doing the karate chop method they kind of get to feel it and internalize it and see it on the keyboard. So, and it's fun. Right.

Susan: It is a lot of fun.

Glory: I had one of the exam Proctor's a, this is a couple of years ago and she's a friend of mine, so she was sitting and doing the proctoring the RCM exams. And she said to me the next day, she said, "So Glory," she said, "I was sitting and watching you know, students doing their exams," and she said, "and all of a sudden I saw these students and they're all doing this." And she said, "I knew right away they must have done the Ultimate Music Theory method because they were all doing like karate chopping." It was, it was really funny.

Glory: One of the things I wanted to share too is that we aren't going to be talking about the, now called the new ice cream scoop and the karate chop in the masterclass. And I'll be telling you about that in a minute. So make sure to get signed up for that. So what is your third takeaway?

Susan: It's so simple and that can't believe even, I didn't think about this, but is the harmonic versus melodic interval. And though maybe the harmonics are kind of on top of each other using the letter H and then there were the melodic starts separating using the letter M.

Susan: So that's been a big thing because even though I've mentioned to my students many, many times, that's what it is. They just couldn't visually understand it. Even though we talk about like it harmonizes, you know, with the CEG, just like that. It's not stacked on top of each other. Once I added the letters and having them draw the whole note on top of each other with the H, then they understood it. They never made any mistakes afterwards. So little tips like this that you have incorporated into the program, it's priceless because now that once you introduce it, they'll never forget it. That's what I love about the program.

Glory: Well thank you, Susan. I think one of the things you know that that I think about is, and I'll just admit it because we're friends and you know how many people are watching us any way kind of thing.

Glory: But I will honestly say as a student of music theory, I was not the brightest light bulb in the package, so to speak. I struggled so much with theory. I can't really blame my teacher, but she didn't do a very good job of teaching me. And so I didn't do very well. And in fact, I didn't even like theory. I know it's a shock because now I'm an author of like 50 plus books. But one of the things that I struggled with was just learning these concepts and how to remember them. And you know, I remember one day when I was with my teacher and I played something and then there was the dreaded silence, you know, when, you know, like your teacher's going to yell at you about something. And there was just this silence that I thought, uh oh, now what did I do?

Glory: And she said to me, "Glory." She said, "Someday you're going to be a great teacher." She said, not just good, you're going to be great." And I said, "Okay, thank you." I was waiting for the, you know, the but. And I said, "Why is that?" And she said, "Because you take concepts and break them down and make them simple." And she said, "That is the making of a great teacher when you can teach students of all learning styles, visual, auditory and kinesthetic, and give them the tools that they can learn effectively. And you know, break it down and make it as simple as possible but not simpler." And so when I was writing I thought too, you know, I don't want people to be confused because I was as a student and it's really what put me off on the path.

Glory: You know, we're problem solvers, you and I. You were solving problems of teachers that weren't be able to create the things that you're making for them that now they can go, oh yeah, like $8? Done. You know, like I can use that right now in my studio. So I think that we really, it's great to be able to share some things that were a struggle for us and obviously were a struggle for other people. So I think it's really fun to do that, you know? And in connecting with other teachers, what do you think maybe is like one thing missing from teaching that would help teachers?

Susan: I think one thing like, you know, technique wise, I think we have discussed this. Yes, I've kind of started using Piano Safari, I guess about four years ago. And then there's a lot of things about teaching rote. I think that's one technique that not many teacher have explored in the past because I certainly didn't, I think a lot of visual learning-

Glory: Sorry to interrupt you. Can you just explain just like the concept of rote, like what do you mean by that?

Susan Hong Music Teaching Technology

Susan: Right. Concept of rote is when you actually show your students visually where the notes are. Then have them play it without having to see the page at all. So you don't show them the actual page that notes are written. So like for instance maybe very primer to primer beginning students, you would use three black keys.

Susan: Doing it together, blocked or you know, separated and it's still being able to create music that's beautifully pleasing to the ear and musicality. Because they understand when they hear you. And then when it's loud versus soft. Without having to tell them is a forte or piano, they'll understand that just by hearing it. So now it's kind of, I guess more, you know, mainstream. I just started with the blitz company, Samantha Coats and then that's been going really well in our studio and of course Piano Safari, I've been doing that for quite awhile. So I think that's something that maybe teachers need to kind of explore a little bit and kind of see whether that's something that they could incorporate into the studio because it's wonderful to see of like being a student that's one being taken for three months, being able to create music and they're feeling good about themselves instead of playing C, D, E for the first three months. I think that's something that you and I could kind of discuss, you know, even later that it's helpful to the teachers.

Glory: Absolutely. I think that's a great idea, Susan. And you know, yesterday or I guess whenever it was a couple of days ago, I was doing a Facebook live talk on being proactive or reactive teaching. And so I'm leading into this because what do you do if a student comes into your class and doesn't have their books? Do you go, What? You know, you're showing up with no books now what? Or do you say, oh, no books. Perfect. We're gonna learn how to play the piano by wrote today and make it so engaging that you know that they are actually learning something different and then perhaps go and analyze the music because, and I think it's good to learn in different ways. Right. If you're always doing the same thing, you know, it's not-

Susan: I'm very visual. So I like the fact that I could see something and then be able to play it. But yeah, no, but for some students they just have a very difficult time. And then I think you have a lot of students that quit for the first maybe six months because for them they're not forte at visual, they're more auditory. So it just gives them an opportunity to learn it in different style. And like I said, it's been just wonderful for my students to be to play something that sounds much harder than it is. But you know, it sounds very hard.

Glory: Yes. And I think it's fun too, to not only have, you know, teaching by rote but also to then engage in an activity and you know, whether you're coloring, you know, with books. And what's interesting, too, is because you have a lot of those products that it's not just for little kids. I find too that sometimes when I have a teenager come in, it is just, because I love to color too. I think it is just joyous for them to be able to do different activities. So maybe you hear something and then maybe you tie it in together with one of your themed coloring books or like maybe tell us what's coming next for you and your creations.

Susan: Right. Of course there'll be more themed books in the future. I also do a bit of, on the side, online tutorial for my own students. So we'll list of courses that I've put on, on YouTube, unlisted, and I teach them. So hopefully I'll have something more solid to have a both for the in general teachers in general. But since you're talking about the coloring page, I sometimes have the students like do tasks. So if they do like scales, they're to color in a certain spot. So then you'll have a section that's already done. You know, for my younger one I did if you practice once, then you know, color this section in. And then sometimes it's about listening, having music appreciation and have them color what they feel. So if you're kind of interesting when you have a somber one, kids would just come with all the color blue. So there's always that dynamic of being able to use visual as well as you know, with the music appreciation. It doesn't always have to be just about fun. But you know, also using it as a tool for the students to be able to use both art and piano together.

Glory: That's fantastic. I love the idea of, of even engaging them not only in the coloring, you know, which is it's a fun activity to do, but as a listening activities. So maybe choose the color that you think fits this dynamic if you're playing for them. So that that just, it opens up the whole box-

Susan: So many possibilities. Yes.

Glory: Yeah, I think that's fantastic. Well, if you want to learn more about all of Susan's amazing products, you can go to Remember to use the coupon code, UMT2019. It's a $3 coupon so that you can use it for one product or you can buy a bunch of things and apply it to that. If you want to discover more about teaching techniques I mentioned I have a special invite for you and that is our learn the five most powerful teaching techniques masterclass webinar.

Glory: Just enter the word learn in the chat box and we'll make sure to get you the link directly. You can get registered right now. I don't want you to miss it. So you'll learn the five most powerful teaching techniques. You can learn how to influence students to guarantee successful learning, a proven system with the ultimate teaching formula. And in this one, this is a big masterclass so I'm also giving you a professional development certificate upon completion, plus a free Ebook, my little present to you.

Susan Hong Music Teaching Technology

Glory: So I want to say thank you to Susan Hong. She is not only an amazing teacher, but I really creative and fun gardener, should I say. And I love all the, I'm a little bit jealous, Susan, because I live in Winnipeg, Manitoba, known as Winterpeg, posting all these beautiful flowers from your garden. I'm out, you know, looking at the snow, shoveling, thinking should we make a snowman today or not? But keep on posting those cause we really do enjoy them. So thank you for sharing Susan. And of course your encouraging words about using technology in your studio. So checkout You can get all of her amazing creations and make sure to get registered for the masterclass and I will see you then. So thanks again, Susan. I hope you enjoy the learning and incorporating this into your studio. Have a great day, Susan. Thank you.

Susan: Thanks everyone. Bye.

Susan Hong Music Teaching Technology

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