© 2019 by RENEE KELLER.


Thinking of taking piano or percussion lessons?  Send me a message through the "contact me" page for rates and times.  Don't forget to include your email address and phone number so I can reach out to you.
Lessons FAQs:
1) What instruments do you teach?
I teach percussion and piano lessons.  While my primary instrument professionally is percussion, I studied piano for many years while growing up and continue to enjoy playing.  I teach all percussion instruments including: snare drum, drum set, keyboards (xylophone/marimba/vibraphone), and timpani.
2) What style of music do you teach? 
I teach any style of music including classical, popular, marching band and jazz styles.
3) How old do I have to be to sign up for lessons? 
Piano students can begin as young as 5.  As long as a student can read and write numbers up to 5 and the alphabet up to the letter G we can begin lessons.  Keep in mind that the younger the student the more practice help they will need from their parents.  I recommend that students interested in percussion begin a little later, usually around 5th or 6th grade, or whenever they begin to participate in the band program at their school.  The primary reasons include the large size of the instruments and also the student's access to instruments for practice.  If you have a child younger that 5th grade who plans on playing percussion in band but wants to get a head start in music I recommend beginning with piano lessons.  The musical skills and knowledge that can be learned on the piano transfer to any other instrument, especially percussion.
Adults are welcome as well.  You are never to old to learn music!
4) How long are lessons?
Lessons are typically 30 minutes.  More advanced students may sign up for 45 minutes or 60 minutes as well.
5) Where do lessons take place?
Lessons take place in my home studio in Shawnee.
6) What is your teaching experience?
I have taught both piano and percussion lessons regularly for over 10 years to students of all ages and experience levels, from beginners to students applying for graduate school in music.  Additionally I have taught music in college classroom situations to students preparing to be band directors for 7 years.


As a musician and an educator, I’ve come to realize that without desire or passion, there can be can no success.  It was passion for learning and performing that drew me into music and it was through the dedication and guidance of wonderful instructors that I learned how to combine my passion with self-discipline; developed a deeper appreciation for history, performance and theory outside of my realm of expertise; and truly learned the value of leading by example.  With my own education and experience in mind, I bring three primary objectives to my philosophy of teaching: engaging my students, providing a strong technical and musical foundation, and guiding my students to become self-reliant.
With the understanding that everyone comes from different backgrounds and has developed different learning styles, I enjoy the initial challenge of assessing each student’s strengths and weaknesses and then tailoring my teaching approach to ensure that every student is able to connect with the subject matter.  Whether the student is a beginner or well on his or her way to a professional career, it is essential to discover what drives and captivates that individual student.  My ultimate goal is to inspire a love for music in each student while also teaching one of the life’s most valuable skills: listening.
Providing each student with a strong technical and musical foundation is essential, regardless of the student’s future career plans.  A solid understanding of the intricacies of rhythm, phrasing and timing not only allows students to have a deeper understanding and appreciation of music, but also creates in them the capacity to execute new and more difficult techniques and explore musical ideas with confidence.  Most importantly, I want my students to have strong fundamental skills that will give them the capability to continue to learn after their lessons have ended.
Finally, I strive to promote self-reliance in each of my students.  In music, self-reliance can mean many things: the ability to self-analyze and critique; the responsibility to explore the literature and repertoire and decide what one likes or does not like: or simply taking responsibility for advancing one’s own skills and career through networking and exploring professional opportunities.  In order to be open to the possibility of success, students must also be open to the possibility of failure.  While this is indeed one of the greatest challenges of music, and also of life, the ability to accept and learn from failure and take personal responsibility of advancing one’s career are lessons that will reverberate far beyond the walls of the classroom.