One thing, often overlooked for online lessons is that both the teacher and student need a copy of the same edition of the same music. But singers need still more.

"I couldn't practise, because there wasn't a piano where we were on holiday." My response would be "And your point is?". I get mystified looks. If they had at least taken their sheet music, they would have been able to do something.

The short answer would be "With some difficulty". If you are an instrumentalist, ask yourself, how would I practise if I didn't have my instrument with me? That puts you, more or less, in the position of a singer.

It seems to me that there are two problems with ornaments: technical and visual. The technical aspect is not just that students can't get their fingers around ornaments on the piano

Is counting natural? My experience tells me not! Many young children have to be taught to hear the pulse of music, and most of us have had to learn to keep a steady pulse. One needs to practise, sometimes, with a metronome.

You want to practise for your exam. You take out the CD from the envelope at the back of the book, but horror of horrors, it goes at the speed of light, and you can't keep up.

This page is a note about how I teach students how to practise. What areas they should include and what technique can help them improve pieces they are learning.

This page is a note about how I teach sight-reading. I've posted it as a matter of public service. Usual disclaimers about no responsibility taken if it doesn't help you, or makes matters worse!

You are learning the pipe organ, and need one to practise on. Assuming you do not have access to a church with an appropriate instrument, you will need one at home.

What is the secret of successful practise? Don't play the wrong notes! Does that sound simplistic? Bear with me.

There are too many scales in ABRSM piano exams: far more than for other instruments - and I have sat across the table from the chief examiner and told her so. Why are there just scales and arpeggios and not technical exercises, as for other instruments?

Sir, The wider benefits of music education are not limited to school age (letter, May 31). Some years ago I was delighted but surprised to discover that the music department of which I was head had the best record for employment within the university.