Timothy Van Cleave

I’m a musician, educator, and composer based in the Pacific Northwest, and for most of my life I’ve lived inside the reality of full schedules, shifting priorities, and trying to make meaningful progress with limited time. Between rehearsals, performances, teaching, family life, and everything else that fills a calendar, I know firsthand how difficult it can be to stay consistent—even when music really matters to you.

That experience is exactly why I work with music students who want real results. Over the years, though, I’ve seen a growing disconnect between what students need and what traditional weekly lessons actually provide. For many students who work, play sports, travel, or have constantly changing schedules, the pressure of a fixed weekly lesson time becomes less helpful and more stressful.

What I’ve noticed is this: most students don’t lack motivation or talent. They lack a structure that fits their actual lives. School, work, family responsibilities, rehearsals, vacations, and unexpected changes pile up quickly. Still, the desire for accountability, direction, and tangible progress doesn’t disappear. If anything, it becomes more urgent.

That’s the headspace my work is built for.

Rather than centering everything on a rigid meeting time, I focus on structured guided practice supported by asynchronous feedback and carefully designed materials. This approach allows students to move forward consistently, even when time is limited or schedules shift from week to week. The emphasis is on clarity, follow-through, and meaningful feedback—not on simply showing up at a set hour.

The goal isn’t just to get through assignments. It’s to develop a clear understanding of what effective practice actually looks like and to build habits that lead to long-term growth. When students know what to practice, why they’re practicing it, and how it connects to their larger goals, progress becomes more sustainable—even in short practice windows.

I’ve spent over two decades working as a performer, composer, and teacher. My experience includes touring, recording, music education, curriculum development, and course design, and all of it informs how I teach. I’m deeply interested in systems that work in the real world—not idealized routines that only function in a perfect week.

Everything I build is grounded in musicianship that shows up outside the practice room. Alongside teaching, I continue to perform and release original music. Those creative projects aren’t separate from my educational work—they’re the foundation of it. Staying active as an artist keeps my teaching honest, relevant, and alive. It reminds me that music isn’t about checking boxes; it’s about momentum, curiosity, and connection.

Guided practice isn’t a shortcut or a compromise. It’s a response to how people actually live now.

If you’re serious about music but realistic about your time, Guided Practice and Asynchronous Feedback is designed for you.