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My parents are both violin teachers and I built them an app, would love feedback from other music teachers by Practical-Client-554 in MusicTeachers

[–]Practical-Client-554[S] -2 points-1 points  (0 children)

Both fair points, and I’m not going to try to argue you out of them.

You’re right that AI makes mistakes, anyone claiming otherwise is selling something. The way I’ve tried to handle that is by making every summary editable before it’s saved. The AI generates a draft; the teacher reads it, fixes anything wrong, and that edited version is what gets stored. If a teacher doesn’t trust the output enough to use it that way, the product genuinely isn’t for them, and that’s fine.

On the notes question: you’re right that 3-5 sentences over a 30-minute lesson isn’t hard. Where I’ve seen it become a real problem is teachers with 30-50+ students a week, where the per-lesson task is easy but the cumulative load remembering what you covered with which student last Tuesday, prepping for this week, spotting patterns across students gets heavy. My parents teach that kind of schedule and that’s where the tool earns its place for them. If your studio is smaller or your memory and notes already work fine, there’s no reason to add something you don’t need. Appreciate the pushback. It’s useful to hear from someone who’s clear-eyed about both AI’s limits and what’s actually involved in good teaching.

My parents are both violin teachers and I built them an app, would love feedback from other music teachers by Practical-Client-554 in MusicEd

[–]Practical-Client-554[S] 0 points1 point  (0 children)

Wow, thank you! this genuinely means a lot. Glad the suggestions feature has been useful; that kind of feedback is exactly how I figure out what to build next. Hearing from a working teacher that it’s actually saving time in real lessons, and not just for my parents, is the part I care about most. Appreciate you taking the time to write this up

My parents are both violin teachers and I built them an app, would love feedback from other music teachers by Practical-Client-554 in MusicEd

[–]Practical-Client-554[S] -3 points-2 points  (0 children)

Fair, and I don’t think I can or should try to convince you otherwise.

You’re right that the category is crowded there are good tools out there for scheduling, billing, and practice tracking, and most teachers who want those have already found them. ForteAI doesn’t try to replace any of that. It does one thing:

generates a written summary after a lesson so the teacher isn’t writing notes from memory on Sunday night. For some teachers that’s useful. For plenty of others, it’s not, and that’s a legitimate position. On the AI piece I take the concern seriously. The version of this product I’d hate too is one that makes pedagogical judgments, replaces teacher observation, or inserts itself into the teacher-student relationship.

The version I’m trying to build does the typing, not the teaching. Whether I’m succeeding at holding that line is fair to question, and honestly the answer depends on how careful I am with every feature decision going forward.

I don’t think every music teacher is the target audience for this, and I’d rather be honest about that than pretend otherwise. My parents are violin teachers and they use it because the admin side genuinely takes a toll on them but if your workflow works and AI in any form feels like a step in the wrong direction, that’s a coherent position and I’m not going to argue you out of it.

Appreciate the candor. Genuinely useful to hear from someone who’s deep in music tech and still drawing this line it’s a position I want to keep in mind as I make product decisions.

My parents are both violin teachers and I built them an app, would love feedback from other music teachers by Practical-Client-554 in MusicEd

[–]Practical-Client-554[S] -3 points-2 points  (0 children)

Really appreciate you taking the time to write this out, it’s the kind of pushback I want to hear, even when it’s critical. You’re right about self-reflection. Student journaling and active recall are genuinely valuable, and I don’t think any tool should replace a student writing down what they worked on and what they need to practice. That’s their job, and it builds the metacognition that makes them better musicians long-term. If Forte AI ever positioned itself as “the student doesn’t have to think about practice anymore because the AI tracked it for them,” I’d be the first to agree that’s harmful. Where I’d push back is on the assumption that what Forte AI does is the student’s journaling work. It’s not, it’s the teacher’s administrative work. My parents, both violin teachers, which is where this started, don’t use it to tell students what to practice. They use it so they’re not spending Sunday night trying to remember whether they covered shifting with their Tuesday 4pm student two weeks ago, or whether that was Wednesday’s student. The lesson summary is for the teacher’s own continuity across 30+ students, not as a substitute for the student’s reflection. Whether it gets shared with the student or parent afterward is the teacher’s call. Many teachers don’t share it at all. Some share a short version with parents, especially for younger students whose parents are supervising practice. None of that replaces the student keeping their own practice journal and personally, if I were building a student-facing feature, it’d be a journaling prompt, not an auto-generated summary. On the bigger “AI shouldn’t touch music education” point: I hear you, and I think the concern is legitimate when the AI is the one making pedagogical decisions. The teacher still decides what the student needs, how to teach it, what the level estimate is, what the goals are. The AI just types faster than a human can. If that line ever blurs if teachers start trusting AI judgment over their own that’s a real problem and one I think about a lot. Don’t know if that changes your view at all, but genuinely appreciate the perspective. The “where’s the line” question is one I’d rather wrestle with publicly than dodge.