Frequently Asked Questions

Carey Music Academy began as a vision long before it had a name. Over twenty years ago, as Dr. Christina Mathis’s teaching career began to flourish, she recognized a growing need not only for quality music instruction, but for meaningful, hands-on training for piano teachers within a mentorship-based setting.

As she looked toward the future, she began to imagine a different kind of music school: one where students would receive thoughtful, high-quality instruction, and where teachers - particularly undergraduate music students - would be trained through real teaching experience, guided by experienced pedagogues.

Over the next two decades, Dr. Mathis developed and refined this model, even beginning to mentor advanced high school students who were interested in teaching. In the fall of 2025, those years of experience, experimentation, and vision came together in the official launch of Carey Music Academy.

CMA began with approximately seven teachers and twenty-five students. In just a short time, it has grown to include fourteen teachers and nearly fifty students - a reflection of both the need for this kind of training and the strength of the community being built.

Most of our teachers are undergraduate or graduate music students at William Carey University, and each one receives personal, one-on-one mentorship in all areas of pedagogy - from teaching the first lesson to selecting curriculum, setting tuition, and developing studio policies.

At CMA, we believe that excellent teaching requires more than musical skill alone. It requires thoughtful mentorship, ongoing training, and a deep understanding of how students learn and grow. Because of this, CMA functions as both a student-centered music academy and a training ground for developing teachers.

Our teaching model reflects this dual purpose. Students receive individualized, high-quality instruction that integrates technique, musicianship, and creativity, while teachers are continually supported and equipped to teach with clarity and care. This allows us to maintain consistency across the academy while still honoring each student’s unique path.

At its core, CMA exists to nurture both artistry and character, helping students grow not only as musicians, but as confident, thoughtful individuals.

We work with students of all ages, from young beginners to adults. Whether your child is just beginning to explore music or already has experience, we meet them where they are and help them grow from there.

Yes! Many of our students begin with no prior experience. We see the early stages of learning as especially important and take care to build a strong, encouraging foundation.

Getting started is simple. Once you reach out, we’ll guide you through the enrollment process, learn more about your goals, and match your student with a teacher who is a good fit both musically and personally.

We begin with an initial lesson that allows us to get to know your student - their interests, learning style, and any prior experience - so we can tailor their instruction from the very beginning.

We currently offer private instruction in piano, violin, and voice. We also offer Music + Movement classes for babies (ages 0-2) and toddlers (ages 3-4). We will occasionally offer group classes for beginners or adults. Those are announced via email or on our social media pages.

Each lesson is thoughtfully structured but flexible. Students work on technique, repertoire, and musicianship, while also engaging in activities that develop listening skills, creativity, and confidence.

We use a variety of high-quality materials, but we do not take a one-size-fits-all approach. Each student’s path is individualized, combining structure with flexibility so they can grow in a way that is both effective and meaningful.

Both. We believe well-rounded musicianship includes strong reading skills, listening skills, and creative exploration. Students are guided to develop all of these areas over time.

We care deeply about the whole student. Musical growth is not just about skill—it’s about confidence, expression, and developing a healthy relationship with learning. Our teaching is relational, encouraging, and rooted in long-term development rather than quick results.

Lessons are scheduled throughout the week, with a variety of times available. We will work with you to find a consistent time that fits your schedule. We encourage you to find a time that you know will work for the duration of each semester.

Lesson length varies depending on the student’s age and level, typically ranging from 30 to 60 minutes.

We make every effort to honor the time set aside for your student each week. If a teacher is ever unable to teach, a makeup lesson will always be provided. Because each lesson time is reserved specifically for your student, we are not able to offer makeup lessons for student absences.

Each academic year, students are offered 40 musical learning experiences, including weekly private lessons, masterclasses, community outreach, and at least three performance opportunities. Families may choose how fully they participate in these musical learning experiences; however, each private lesson time remains individually reserved and consistent attendance helps ensure steady musical growth.

No, we do not offer virtual or in-home lessons.

All lessons are held on our Hattiesburg campus - 710 William Carey Parkway Hattiesburg, MS 39401.

Tuition is based on the academic year and is divided into 10 equal monthly payments. Payments remain the same regardless of how many lessons are received. Tuition amount varies depending on lesson length and the level of the teacher. We will provide a clear breakdown of all costs before you enroll.

Tuition is billed on a consistent monthly basis to simplify planning for families and to reserve your student’s place in the studio. NOTE: Your monthly tuition remains the same each month regardless of how many lessons are received.

There may be occasional costs for books, materials, or events. We aim to keep everything transparent so there are no surprises.

Practice expectations are appropriate to each student’s age and level. Consistency matters more than perfection, especially in the early stages.

This is very common. We work with students (and families) to build healthy, sustainable practice habits. Our goal is to cultivate intrinsic motivation over time—not pressure or frustration.

Progress is measured in many ways: skill development, consistency, confidence, and musical understanding. Teachers provide ongoing feedback and guidance so students and families can see growth clearly.

Musical growth is a long-term process. While students can make meaningful progress quickly, true fluency develops over time. We focus on steady, lasting growth rather than rushing milestones.

Yes. We offer many opportunities for our students to perform, such as community outreach and on-campus recitals, throughout the year in a supportive and encouraging environment.

We strongly encourage participation, as performance is an important part of musical development. However, we approach this with care, especially for students who feel nervous or hesitant.

We prepare students gradually and thoughtfully, helping them build confidence step by step. Our goal is for performance to feel like a meaningful and positive experience—not a stressful one.

Most of our teachers are undergraduate and graduate-level students attending Winters School of Music. These students are chosen as teachers because of their desire to grow as educators and for their ability to connect with and guide students well.

Yes. Ongoing teacher training is a central part of CMA. We are committed to maintaining a high standard of teaching and continually refining how we support students.

We are not simply focused on producing musicians. We are committed to nurturing each person as a whole. Our studio is a place where students are known, encouraged, and challenged in a healthy way.

We value consistency, creativity, discipline, and encouragement. We believe students thrive when they are both supported and held to meaningful standards.

We ask families to support consistent attendance, encourage regular practice, and maintain open communication. When teachers and families work together, students flourish.

Yes. Regular access to an instrument is essential for progress. We’re happy to guide you in selecting an appropriate option.

Teachers will recommend books and materials tailored to your student. These are chosen carefully to support their individual growth.

Yes. We offer group programs, workshops, and seasonal camps that allow students to explore music in a collaborative setting.

Group classes emphasize collaboration, creativity, and shared learning, while private lessons provide individualized instruction. Both are valuable and often complement one another.

In many cases, yes. We encourage independence as students grow, but parents may be asked to observe lessons in order to facilitate better practice habits at home with young beginners. Often, especially with younger students, a child learns better when the parent is not in attendance. In these instances, the parent or caregiver is welcome to sit right outside the lesson room or in the hallway. We do ask that parents of minors remain on campus during the lesson in case of emergency.

We maintain clear and consistent communication through email and studio updates, and teachers are available for questions as needed.

We encourage open and consistent communication as part of a healthy learning environment. For questions related to lessons, progress, or weekly assignments, parents should communicate directly with their child’s teacher.

For broader questions, scheduling concerns, or any situation that may require additional support, contact Dr. Mathis at CMathis@wmcarey.edu. We are committed to ensuring that every family feels heard and supported, and we are happy to step in whenever needed.

The student-teacher relationship is an important part of musical growth, and we want every student to feel comfortable, supported, and inspired. If you feel that your child’s teacher is not the right fit, we ask that you reach out to Dr. Mathis at CMathis@wmcarey.edu.

We will thoughtfully assess the situation and, when appropriate, work with you to find a better match. Our goal is always to create the best possible learning environment for each student, and we are committed to making adjustments that support their success.

We understand that circumstances change. We ask for a 30-day advance notice when lessons need to be paused.

We recognize that every student brings their own personality, experiences, and challenges into the lesson. We teach with awareness, patience, and intention, supporting not just skill development, but confidence, resilience, and a sense of identity.

Over time, students develop not only technical ability, but independence, creativity, and a deeper understanding of music. Our goal is for students to leave not just as performers, but as thoughtful, capable musicians.

Yes. For students who wish to pursue music more seriously, we provide the training and mentorship needed to take those next steps with confidence.