Special class for music- or  instrumental pedagogues

This offer’s basis is the passive participation at any course as an active observer, who may contribute to the course. Certain aspects of teaching are discussed in workshops, where participating pedagogues may actively practice an optimization of the teaching:

“Co-teaching” with Robert Lehrbaumer (or occasionally with other docents) trains participants in certain teaching-situations and in terms of teaching-technique, -psychology and -philosophy due to individual needs. In special “question times”, general but also personal questions and observations are discussed, analyzed and answered by the experts – either in the group or in private conversations.


  • “Strategies about efficient practice”
  • “Concentration-training”
  • “Stage fright”
  • “Piano technique”
  • “Psychology of the lecture”: How does the student senses himself? What kind of relationship do I care with my instrument? How do I “come in contact” with the composer? How do I feel about being the master of my instrument/voice?
  • “Stylistics”: the change of the keystroke or the vocal voice since baroque until today.
  • “Articulation and phrasing”
  • “Change of the sound over the centuries”

Basic idea:

“Children, adolescents, students and adults all require lessons, which are accurately adapted for them. Moreover children of the same age haven’t got the same facilities, talents or the same characters.  

Some view regularities constitute the basic of teaching, those basics are – due to the individual participants – either checked over on the surface or else they are scrutinized. It is fundamental to the art of teaching, to cater for the individual needs of the participants in order to learn and develop how to reach an optimum output. This way not a monotonous teaching is guaranteed, but a balanced one, which certainly requires energy, sensitivity, empathy and some special tools.

By this time I can boast a wide range of such tools, which I am concerned to individually and well deliberated pass on to pedagogic participants. In this sense, the collaboration with my pedagogic colleagues is of equal importance to me as the teaching of students itself because one may not forget, that the extent of the work of pedagogues is of a very great and decisive importance to the individuals.

I am already looking forward to exchange views with pedagogic colleagues; a chapter that is always interesting, inspiring and – in my experience – steadily joyful and profitable for both participating sides.”  

(Robert Lehrbaumer)