Curriculum expectations. Business Studies, grades 11 and 12 (2006). Financial
Accounting Fundamentals (BAF3M). Internal control, financial analysis and ...
Making money by teaching music lessons
GRADE
11
Professional musicians often need to rely on more than performances alone to generate income. The aim of this lesson is to demonstrate the entrepreneurial and financial skills required to start up a private music studio.
Subject
BAF3M – Financial Accounting Fundamentals AMU3M – Music *This lesson is easily adaptable to other Arts and Business areas
Curriculum expectations
Suggested timing
70 minutes
Financial literacy objectives
At the end of this lesson, students will: • identify expenses and income related to profit; • apply accounting methods to maintain financial records; • analyze the correlations between income and factors such as education, economy, worker supply and demand; • explore post-secondary opportunities (further education and careers).
Business Studies, grades 11 and 12 (2006) Financial Accounting Fundamentals (BAF3M) Internal control, financial analysis and decision making Describe the role of budgeted financial statements in planning, controlling and evaluating business results (e.g., difference between budgeted and actual income statements). The Arts, grades 11 and 12 (2010) Music (AMU3M) Reflecting responding and analyzing B4.1 Assess their interests, skills and knowledge in relation to a variety of music-related careers (e.g., create a reverse plan, from a music career they would like to pursue to their prospective educational pathway; summarize their skills, interests and experience in a résumé that could be used to apply for work in a recording studio, music store or musical theatre production; determine the skills and educational requirements of a range of jobs generated by the musical entertainment industry).
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Making money by teaching music lessons
GRADE 11
Assessment
Collect and assess: Music lesson income statement (Appendix A).
What you need
Music lesson income statement (Appendix A).
Minds on
Begin the lesson by having students discuss any experiences they have had either taking or teaching private vocal/instrumental music lessons. Ask students if they know of anyone in their town or city who owns and operates a private music studio. Discuss the features of private music studios and how lessons are structured. Hang 4 pieces of chart paper on the board with titles such as: “Office Supplies,” “Inventory,” “Staff” and “Space.” Explain that when you open any business, you not only have to think about the facilities you will use and how you will attract customers but also take into account the various expenses involved in running your business. Have students come to the front and write examples of possible expenses for a music studio under each of the headings. Spend time going over estimated costs for each item.
Context for learning Bill Fold is a character who is constantly getting himself into financial scrapes. Use the scenario below to provide students with a context for learning. Bill Fold is convinced that he has untapped musical talent. He asks his friend Penny (a top musician and guitar teacher) for some tips on how to play the electric guitar. She agrees to give him a lesson at no charge but asks in return that he help organize the finances of her music studio. Penny asks Bill to create an income statement to help her understand how much money she actually makes per month from her 20 students by deducting the money she spends on expenses such as rent and supplies from her gross income. Bill doesn’t know much about income statements yet but he agrees to try and help.
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Making money by teaching music lessons
Action
GRADE 11
Partner work (Music class only) Have students work in pairs. Make sure that each student in a pair plays a different instrument. Explain that students have 5 minutes to teach the basics of holding, putting together and playing their instrument to their partner. (This time can be increased if you plan to complete this over 2 days.) After the first mini lessons are completed, have students reverse instructor and student roles. Accounting class and/or music Have students briefly review the questions below with a partner. Discuss and debate their responses with the whole class. • How much money do you think is appropriate to charge students for one halfhour lesson? (Write a range on the board based on responses. Circle the most popular amount.) • What factors would you consider when setting the price of your lessons? • Should a teacher charge for missed lessons when a student is sick? • What effect does “supply and demand” have on these figures? (If there is only one music teacher and many students wanting lessons, will the teacher be able to charge more due to demand? If there are several music teachers and only a couple of students looking for lessons, will teachers have to offer more competitive prices?) Instructions Explain to students that opening a music studio involves an awareness of accounting. A savvy entrepreneur knows how to accurately track transactions and ensures that what he or she charges or earns is more than what is paid out in expenses. Explain to students that when you earn money through a business, you also have to set money aside to pay taxes on that money. One way to track income and expenses for the revenue of a private music studio is to keep a record. One of those records is called an income statement. Provide students with a blank Income statement (Appendix A). Inform them that this is a standard accounting tool used to track expenses and earnings over a period of time to determine “net profit.” Using the examples from the board, work with students to complete the income statement handout using a private music studio scenario and expenses listed on the chart paper.
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Making money by teaching music lessons
Action (cont’d)
GRADE 11
Students will need to be taught the following information to complete the financial statement: Gross revenue for a year = amount charged per lesson multiplied by the number of lessons per week multiplied by the number of weeks in a year Collect income statements, or assign for homework.
Consolidation/ debrief
Ticket out the door Have students reflect on the thinking questions below by writing their responses on a piece of paper and handing them in before they leave the room. An alternate approach to a ticket out the door includes allowing students to share their reflections verbally or e-mailing their responses to the class blog. 1. What effects do education and experience have on the wages one can expect to receive through offering private lessons? 2. How does supply and demand affect the income of a private music teacher? 3. What are the first 5 steps you might take to set up your own studio? 4. How can an income statement help you to control spending in the business?
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APPENDIX A
Making money by teaching music lessons
GRADE 11
Music lesson income statement
Name of business: Type of financial statement: INCOME STATEMENT Time period: (eg: For the year ended December 31st, 2012)
Revenue Music lessons
Total revenues
Expenses Supplies
Rent/utilities
Advertising
Miscellaneous
Total expenses
Net profit (Revenue less expenses)
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APPENDIX A
Making money by teaching music lessons
GRADE 11
Music lesson income statement (cont’d) Sample Bach’s Repair Shop Income statement For the month ending September 30, 2012
Step 1 Statement headings
Revenue Repairs
Step 2 Organize revenue section
$ 9,900
Total revenue
$ 9,900
Expenses Salaries
$ 2,600
Rent
$ 2,000
Advertising
$ 850
Supplies
$ 185
Utilities
$ 235
Insurance
$ 150
Delivery expense
$ 770
Step 3 Organize expenses section
Total expenses
$ 6,790
Net profit
$ 3 ,1 1 0
Step 4 Calculate net income/loss
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