I also teach at a small college—are there specific ways to build the school’s harp program?

Jacqueline Pollauf is on the faculties of the University of Maryland, Baltimore County, and the Baltimore School for the Arts, and maintains a thriving private studio.

When it comes to expanding a studio, it’s always helpful to have a web presence. Something as simple as a single-page website is a great way to share details about your teaching. While some potential students might find you on their own, try a variety of approaches to reach out to others. You could connect with local music stores and school music programs to ask them to refer any interested students to you. Social media posts or listings on national harp teacher databases can also lead prospective students to you. 

When someone contacts you about lessons, be prepared to provide clear answers to common questions, such as how to rent a harp, your attendance policy, and so on. A good next step is to offer a trial lesson, which frequently leads to a student signing up for regular lessons.

Building a harp program at a small college takes some patience. It’s important to be a visible presence, so take advantage of performance opportunities and collaborations with other faculty. You might also contact other harp teachers to share information about your program with them. Some music departments offer exploratory days and trial lessons for prospective students. It’s useful to include the harp in these recruitment efforts when possible.

Another path is to host harp events at your college, possibly when your local harp chapter needs a venue. This is a great chance for local harpists and potential students to familiarize themselves with your program. All of these efforts take time and consistency but can pay off!

Noël Wan is an assistant professor at Florida State University and faculty member at the Curtis Institute of Music; she has 15 years of experience as a harp teacher.

Make sure you are creating the right marketing channels to attract students who will be the right fit for you. If you prefer teaching casual learners, advertise in local community spaces; if you offer virtual lessons, social media can be a great way to reach individuals who can’t find a local teacher. Get involved with local music organizations, such as an American Harp Society chapter, and play nice with other harp teachers to lay groundwork for referrals. 

To recruit harp majors, my advice is to be visible in the professional community: give masterclasses regionally or nationally; visit high school music programs; and again, build strong relationships with other harp teachers with pre-college students. Develop an angle for your studio that is unique to you and seek out prospectives who might be a good fit. Be prepared to advertise actively on campus. Learn the overall talking points of the college; you are selling a whole educational experience, not just the harp program.

Non-majors are a great recruiting source in small college programs. My first college teaching gigs were at two universities that had very small music programs. At my busiest, though, I taught 15 harp students, of which only some had prior harp background and only one was a harp major (and one was the captain of the university’s storied football team who was recruited for one NFL season!).

Finally, I cannot emphasize enough that live performing is the ideal marketing tool. Non-harpists often fall in love with the idea of learning the harp after hearing it live (in any setting—weddings, clubs, concert halls!), and young harpists are most drawn to professionals whose playing inspires and excites them. 

Amy Nam is on faculty at Luther College in Decorah, IA, Lutheran Summer Music, Dorian Summer Camps, and the Hastings Arts Center in Hastings, MN, and maintains a robust private studio.

Playing the harp is a unique pursuit, and unfortunately harp students won’t begin lining up outside your door the moment you launch a website advertising your teaching! Building a studio requires time, effort, and the ability to cultivate professional relationships.

All of my private students were referred to me by other harp teachers in my area with whom I previously formed connections. At first glance you may think that other harp teachers are “competitors”—why would another teacher send you a student? It turns out that other teachers aren’t able to accommodate every student inquiry they receive, often due to scheduling issues. (To return the goodwill, I likewise refer students to other teachers when I cannot accommodate them.)

I also teach at a local multi-purpose arts center. The harp students I have there found me through a variety of methods: a (very old) lever harp I put on display in the lobby affixed with my contact info, one-day “try-the-harp” summer workshops, public concerts I performed at the center, and the referral of a local harp-maker who began recommending me to customers after I referred their harps to several existing students.

As for my college’s harp program, whenever the school admissions director encounters a student who has indicated any level of interest in harp, I reach out directly to the student to offer a sample lesson (virtually if needed). Additionally, I teach at two summer festivals for high school students which have also helped feed my program. •