Structured Tuition. Individual Development. Real Progression.
Learning the drums should be enjoyable. It should challenge you, give you something to work towards and above all, give you a passion for playing music.
Whether you're picking up the sticks for the first time, returning to the drums after years away, or looking to take your playing to the next level, Carter Skillicorn Drum Tuition provides one-to-one tuition built around you, your goals and the kind of drummer you want to become.
You might want to play your favourite songs, join a band, work towards an exam, prepare for further study, develop your technique, learn to improvise, or simply enjoy learning a new skill.
Whatever brings you through the door, the aim is the same: to help you enjoy playing, make meaningful progress and develop a relationship with the instrument that can last a lifetime.
Behind that individual approach is a clear teaching framework, developed through thousands of lessons. It provides the foundations, direction and support needed to help each student progress, while leaving room for their own interests, personality and musical journey.
The framework stays strong. The route through it is individual.
How I teach
A good lesson isn't simply a tutor demonstrating an exercise and a student copying it. There is thought behind what we work on, why we work on it, how it is introduced and what the student needs to do afterwards.
Lessons are built around the foundations that form good drumming:
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Technique: Control, movement, coordination, efficiency and developing a relaxed, effective approach to playing.
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Time & Rhythm:Internal pulse, counting, subdivision, metronome work and developing a strong sense of time.
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Musicianship: Listening, dynamics, phrasing, creating parts and making musical decisions rather than simply playing exercises.
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Reading & Theory: Understanding drum notation and rhythmic theory, and learning how to apply them practically to playing.
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Repertoire: Applying skills to real music across different styles, including music that students actually want to play.
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Creativity: Improvisation, interpretation and developing confidence in making your own musical choices.
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Practice: Understanding what to practice, how to practice it and why it matters.
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Independence: Developing the ability to identify problems, work through them and increasingly direct your own development.
These areas overlap constantly. A technical exercise should ultimately serve musical development. Reading should lead to application. Practice should lead to greater independence.
A framework, not a formula
I don't believe every student should receive the same lessons.
A complete beginner, an adult returning to drums after twenty years, a student preparing for an examination and an aspiring professional musician may all need very different things from their tuition.
What they should have in common is a clear sense of direction. We establish where a student is, identify what needs developing, work on it systematically, then review and adjust as they progress. Sometimes that means spending several weeks building a particular technical foundation. Sometimes it means applying an existing skill to a new style of music. Sometimes it means stepping back and addressing a problem that has been holding a student back, sometimes diverting course and going down a completely different rabbit hole!
The important thing is that lessons have purpose, while remaining responsive to the individual.
The lesson is only part of the process
Regular students are scheduled fortnightly by default, deliberately allowing time between sessions to practice and consolidate what they've learned.
A lesson can provide direction, instruction and feedback, but meaningful progress also comes from what happens between lessons- that's why practice is treated as part of the teaching process rather than simply homework.
Students receive a 'Practice & Accountability Tracker' to help structure their practice between lessons. It provides a simple way to record what they've worked on, reflect on what has improved, identify difficulties and understand what needs attention next. The aim isn't to demand hours of practice every day but rather to help students make the practice time they do have more useful.
Over time, students should become increasingly confident in answering questions such as:
"What am I practicing?"
"Why am I practicing it?"
"What am I trying to improve?"
"How will I know if it's working?"
Progress that means something
Progress isn't always obvious.
It might mean better timing, more efficient technique, improved coordination or the ability to play something that previously seemed impossible.
It might also mean being able to hear and correct your own mistakes, practice more effectively, make better musical decisions or approach a new piece of music with greater confidence.
Progress is therefore considered in the context of the individual student, including their:
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Starting point
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Ability
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Goals
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Technical development
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Musical understanding
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Practice
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Engagement
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Application
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Independence
Progress is reviewed regularly so that development doesn't simply become something we assume is happening.
If something isn't working, we address it. If a student is ready for more, we move forward. If they're struggling, we work out why and adapt the approach.
Who I teach
Tuition is available for students at all stages, including:
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Complete beginners
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Developing and intermediate drummers
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Advanced players
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Adult learners
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Students returning to drums after a break
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Self-taught drummers who feel stuck
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Students preparing for RSL graded examinations
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Students preparing for auditions or further study
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Aspiring professional musicians
There is no requirement to arrive with previous experience.
You don't need to know how to practice effectively, read music or structure your own development before you start. That's part of what I'm here to teach.
Graded examinations
RSL graded examinations are available for students who want to pursue a formal qualification.
Exams are treated as one part of a wider musical education rather than the sole purpose of tuition.
Where a student chooses to take an exam, preparation is planned carefully around the required technical, musical and theoretical skills. Pieces are selected with the student's development in mind and worked on to an appropriate standard rather than rushed simply to meet an exam date.
This pathway is available upon request, or where we agree that working towards a qualification would provide useful structure, direction or motivation.
Exams are never compulsory. A certificate isn't the measure of whether someone has become a good drummer.
Safeguarding, Inclusion & Student Wellbeing
Creating a safe, welcoming and supportive environment is fundamental to how I teach.
Students should feel comfortable asking questions, making mistakes and trying things they aren't yet good at. Lessons can be adapted where appropriate to support individual communication needs, learning styles, pacing and physical requirements.
I am a registered member of the Disclosure Scotland PVG Scheme, a qualified Designated Safeguarding Lead (DSL), and have completed safeguarding and child protection training through the NSPCC and Children in Scotland.
I also have experience supporting students with a range of additional support needs (ASN), including:
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Autism
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ADHD
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Dyspraxia
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Auditory Processing Disorder (APD)
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Fetal Alcohol Spectrum Disorder (FASD)
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Anxiety
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Physical disabilities
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Other learning differences and additional support needs
Where appropriate, lessons can be adapted through changes to communication, resources, pacing, structure or teaching approach.
Parents and carers are always welcome and encouraged to observe lessons. Session recordings can also be provided upon advance request.
The aim is to create an environment where students feel supported and challenged in equal measure.
Every student is treated with respect and without discrimination, regardless of race, ethnicity, nationality, religion or belief, sex, gender identity, sexual orientation, disability, neurodiversity, age or personal background. Everyone should feel entirely comfortable being themselves.
Expectations
Good tuition is a partnership.
My role is to provide the knowledge, structure, resources, instruction, feedback and direction. The student's role is to engage with the process, attend consistently, practice between lessons, reflect on their development and gradually take greater ownership of their playing.
That doesn't mean everything needs to be perfect.
Practice will sometimes be inconsistent. Some things will take longer than expected. There will be lessons where something simply doesn't click and that's part of learning. What matters is a willingness to engage and keep working.
The primary goal is to make sure every student has the opportunity to make genuine progress and get real value from the time they invest in learning.
Location, lesson options and pricing
Unit 2
2 Harvest Road
Newbridge
EH28 8AN
Lessons take place Thursday-Saturday.
Or click this link for direct google maps directions.
Lesson Options and Pricing
30 minutes: £25
45 minutes: £35
60 minutes: £45
Lesson length can be discussed according to age, level and individual requirements. 45 and 60 minute sessions are generally more appropriate for students who need greater depth or are working towards more advanced goals.
Lessons are normally scheduled on a regular basis, with fortnightly tuition the default. A waiting list is also maintained.
Group Tuition
Group tuition is available on request where you already have another student, friend or group ready to begin together.
This isn't an open group class: you bring the group, and we'll discuss the most appropriate format and lesson structure.
Cancellations and Refunds
I understand that life can be unpredictable, and sometimes lessons need to change. The following policies are designed to be fair to students while keeping lesson availability consistent for everyone.
Cancellations
Lessons can be rescheduled or cancelled free of charge with at least 48 hours' notice.
Cancellations made within 48 hours of the lesson, unless due to a genuine emergency, will be charged at the full lesson rate.
Refunds
Advance payments for lessons are refundable within 30 days of purchase, minus the cost of any lessons already taken, in accordance with the Consumer Rights Act 2015.
Refunds cannot be issued after this 30-day period.
If something unexpected happens, I'm always happy to discuss the situation and be reasonable where circumstances allow.
Ready to start?
Get in touch to arrange a trial lesson, assessment, or to be placed onto the waiting list. If you have any more questions, don't hesitate to ask if it's not included in the FAQ page.
I look forward to hearing from you!