“What would you like to play next?” Sometimes the student has an answer ready. Sometimes they shrug, and twenty minutes later you're both still looking through music.

A little preparation gives them a more useful choice. Bring a few pieces you would be happy to teach and let them hear the parts that make each one different.

Choose the shortlist before the lesson

Think about what the student is ready to work on. You might want a piece that introduces a new rhythm, uses a familiar range more freely, or lets them finish something with confidence.

Find two or three options that suit that purpose. They don't have to sound alike. Play a short section of each and say what you like about it, then ask which one they want to hear again.

If the student already has a request, listen to it. Check the actual arrangement before deciding whether it fits. A melody they love may be workable even when the full original version is too demanding.

Give them something to react to

“This one has a quick middle section; this one gives you more room to shape a melody” helps more than silently handing over three unfamiliar titles.

Ask what appealed to them. It might be the mood, the style, or a few measures they want to learn. You can use that answer when planning the first assignment.

In Renwick and McPherson's case study of a beginning clarinet student, the student spent more time on a self-selected piece and used a wider range of practice strategies. That's one student's experience, but it gives a concrete example of why their interest is worth asking about.

Try a little before committing

Read a short section together. Listen for the difficulties that weren't obvious from the title or recording. Can the student start a small assignment on their own? Does the part they liked appear soon enough to keep in view?

If the piece needs an adaptation, discuss it now. You might begin with the melody, shorten the assignment, or choose another edition. When the Piece Is Too Hard looks at those decisions in more detail.

Finish the lesson with the music chosen and a first task the student understands. Save the other options. You already have the start of the next shortlist.