Many students have experienced music lessons in the traditional “Western Classical” model, which are often technically demanding and strict, instilling an attitude of perfectionism and emphasizing specialized focus. These lessons often leave students with a high degree of instrumental facility, but can ultimately leave them feeling socially isolated and creatively unfulfilled. Lack of exposure to creative musical practices like composition and improvisation, and lack of context for making music with other people can leave these students feeling burned out. After years of study, they are all-too-often left without a creative voice of their own, or without any lasting and meaningful connection to the music.

For other students, learning in a more informal or traditional “by ear” setting has been fun and socially stimulating, but has ultimately been a source of frustration as progress falters and stagnates. These students may develop great ears and an intuitive connection to the music, but lack of access to the systematic pedagogy of music education at the highest level ultimately puts a ceiling on progress and can even leave students with bad technical habits and barriers to further progress. Questions go unanswered, and the next level of technical and creative development always feels just out of reach.

How is MAFM different?

At MAFM, all group classes and lessons are taught using our unique curriculum, written by Nate Roberts, which is designed to incorporate the best of formal music education, while maintaining an informal atmosphere, and incorporating improvisation and ear training from the very beginning. The curriculum is systematic and progressive, offering clear weekly assignments and allowing students to progress quickly, both in confidence and capacity. Each week, students work through repertoire which begins with traditional fiddle tunes and folk songs. Along the way, they work through weekly exercises and assignments which address instrumental technique, accompaniment styles, improvisation and music theory. Weekly listening assignment are given, which encourage ear training and a deep internal connection to the music. Students are also encouraged to put their new skills to use from the very beginning in our jam sessions, which provide an essential context for creativity, vulnerability and accountability, as well as community (which, in our opinion, is the whole point!)

Much of our teaching takes place in a group setting, allowing our students to experience the dynamic of making music with others right from the beginning. In this social context, students are asked to listen, respond, interact and experiment as they play, equipping them to be collaborative and versatile musicians. Additionally, the group learning format provides mutual encouragement and social support, and emphasizes our view that music is an inherently social activity.

Our curriculum is rooted in the bluegrass tradition but maintains an inclusive attitude toward styles, and is designed to equip students to make music at a high level in a broad range of styles. As students advance, they will be technically and creatively prepared to play everything from Bluegrass to Bach, and from Bebop to Brazilian Choro music. Over time, they will be introduced to all of these and more.