Music Technology Lessons
Build practical music technology skills with confidence, covering DAW workflow and recording, MIDI sequencing and editing, sound design and synthesis, mixing fundamentals, and notation and music software. Lessons suit students studying Music Technology at school, songwriters and instrumentalists wanting to record and produce their own music, and complete beginners curious about working with music software. We have teachers across Sydney experienced in Logic Pro and Ableton, matched to your goals and current level.
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- Accordion
- Acoustic Guitar
- Alto Saxophone
- Audio Engineering
- Aural Skills
- Bass Guitar
- Bassoon
- Cello
- Clarinet
- Classical Guitar
- Classical Piano
- Classical Voice
- Composition
- Conga Drums
- Double Bass
- Drums
- Electric Guitar
- Euphonium
- Flute
- French Horn
- Guitar
- Harp
- Jazz Piano
- Jazz Trumpet
- Jazz Voice
- Keyboard
- Music Theory
- Music Craft
- Music Technology
- Musicianship
- Oboe
- Opera Voice
- Percussion
- Piano
- Recorder
- Saxophone
- Singing
- Soprano Saxophone
- Songwriting
- Suzuki Method
- Tenor Horn
- Tenor Saxophone
- Timpani
- Trombone
- Trumpet
- Tuba
- Ukulele
- Viola
- Violin
- Vocal Training
About
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Male
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Teaching since February 2020
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Teaches students aged 4 to 90
I'm Luka Petrovic, a multi-instrumentalist and private music teacher based in Sydney. Having filled my own teaching schedule, I began receiving enquiries from students who were struggling to find the right teacher — someone who charged a fair rate, suited their style, and was conveniently located.
That experience led me to found Sydney Music Lessons, a platform connecting students across Sydney with experienced, vetted private music teachers. All teachers on the platform hold a valid Working With Children Check and are selected for their proven proficiency and teaching experience.
My approach to teaching focuses on building a genuine connection with students, making progress enjoyable, and developing the habits of consistent, quality practice that lead to long term growth.
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