Music teacher for guitar and piano, Kevin M McClain, is a sole proprietor and home business owner of McMusic Lessons & Performances. He has formally studied the guitar and piano for 30 years. He received his associates of Arts degree from Moraine Valley Community College in 2008. Kevin was then recommended to DePaul University School of Music by Professor Tammi Carlson and Dr. Mark Maxwell. Kevin also studied composition at Roosevelt University’s Music Conservatory for a short while. His degree was left unfinished when he moved to Fort Bragg, NC. in 2012. In support of his wife and her commitment to the United States Army, Kevin began providing remote learning to all of the United States with online guitar and piano lessons using Skype. Returning to Palos Hills, Illinois in 2018 and later moving to Crestwood in 2020, Kevin continues to teach guitar and piano lessons to children and adults at McMusic Lessons & Performances Studio located in Crestwood, Illinois. The option to video chat with the music teacher on Skype is available to any location with remote music lessons at home.
Crestwood music teacher
Mr. McClain offers Guitar and Piano lessons in Crestwood, Illinois. Video chat online music lessons for the guitar and piano are also available to any location. He has been formally teaching Guitar and Piano students of all ages since his teens and established McClain’s Minds of Music Lessons & Performances in 2008.
Why Choose Kevin McClain as your Music Teacher?
Mr. McClain has prioritized the study of music composition and theory, intergraded with the technique studies of performance on the Guitar and Piano. This gives Mr. McClain a unique ability to teach music by applying an analytical approach to the study of music. He shuns the Suzuki method in light of results that provide physical ability in lack of real understanding of the mechanics of music which serves only to eventually impede creativity. Mr. McClain does not simply teach by “monkey see, monkey do”. He teaches the relativity of notes, the special awareness of abstract form, and critical thought processes of which serve to provoke and nurture creativity and originality rather than inhibit.
Music Teacher’s Bio
As a young, developing musician, I was always frustrated with many of my teachers whom taught on a “need to know” basis. This left me with many unanswered questions about music and practice that would have to be answered over much time spent practicing and studying. Understandably, this was due to the many abstract musical concepts and performing techniques, each of which have many levels of complexity. This made comprehension and execution of these concepts and techniques a step by step process that would take much time and practice spent on each step. It was a, seemingly necessary method of teaching music that was intended to prevent students from becoming overwhelmed and discouraged. Nonetheless, I had always felt that I could have saved myself much unnecessary time and struggle that could better be utilized by being devoted to more aggressive progress within my practice, if presented with the “big picture” so to speak. As I progressed further through a lifetime of music studies, I increasingly confirmed this to be true. I began to question exactly who were teachers trying to make the music lesson easier on, the student or themselves. After all, isn’t it the teacher’s job, first and foremost among many other duties, to promote and inspire understanding as completely as possible, despite the difficulty in presentation and explanation? Of course, teaching methods often should be, and are, adapted to fit each individual student, but I quickly noticed a dramatic difference in my own, as well as my student’s, ability, understanding, and overall progress when applying an analytical and full explanation of both theory and technique within the music lessons.
