On behalf of the undersigned students within the Music Education, Jazz, and MTD community, we are writing to formally express our concern regarding the announced reduction in private lesson contact time effective Fall 2026. While we appreciate the administration’s goal of institutional sustainability, we believe the transition from 60-minute to 45-minute lessons for non-performance majors creates a significant disparity that undermines the quality of our professional preparation. For those of us in the Music Education program, private instruction is the bedrock of our pedagogical training. Our future careers require us not only to perform at a high level but to diagnose, demonstrate, and model technical proficiency for our own future students. For those of us in the Jazz department, a 25% reduction in weekly instructional time represents a substantial loss of the detailed feedback and mentorship necessary to meet professional standards, which should be held to the same standards as a western music focused degree. To claim holding the same standard, yet sacrificing such a large part of what this institution stands for is an incredible disservice to the rich history of Ithaca College

We would like to highlight the following critical concerns:

Impact on Pedagogical Training: As future educators, we must be able to demonstrate high-level technique and model artistry for our students. A 25% reduction in weekly instructional time—amounting to roughly four weeks of lost instruction per semester—significantly limits the depth of technical feedback and mentorship we receive.

Consistency of Expectations: Many of us chose Ithaca College specifically because of the commitment to hour-long lessons for all primary music majors. Altering this core component of our curriculum mid-degree is a serious transgression of the educational rigor we were promised upon enrollment.

Professional Parity: While we understand the different emphases of degree tracks, Music Education students are held to rigorous performance standards. Creating a "tiered" system for lesson time risks disadvantaging us in a competitive job market where performance ability and teaching competency are inextricably linked.

We respectfully ask the administration to consider alternatives to this policy, such as "grandfathering" currently enrolled students under the 60-minute model or implementing a more gradual transition for incoming classes. We value our place in the School of Music, Theatre, and Dance, and we offer this feedback out of a shared commitment to maintaining the excellence of our programs. We would welcome the opportunity to meet with your office to discuss student-led solutions that preserve our instructional standards.