Trying to be an educator and not only a teacher is a wounderful challange. I always try to give the students

a feeling of selffullfilling, independance and a will to experiment.


RDF International School in Shenzhen has a range of students from grade 7 to 12, from no english understanding to mother tounge and from having littrally no music education what so ever to being virituosos. I have built the music department from scratch, creating a interesting and diverse curriculum that will challange and engage every student, no matter their level or grade. This has resulted in 3 major courses.

Music1 (1 semester 5h/week): an introduction to music, including music appreciation, music theory, music history and musicianship.

1Q History, theory, appreciation, 2Q ClassBrass Band (musicianship, theory, appreciation). Project based/Unit based

ClassBrass Band: In China the brass instruments start at a very reasonable price. They are one of the few instruments that cope with the climate of south China plus the handling of a beginner. Therefore we get all the Music1 students to buy a brass instrument instead of a book, and during 2Q we implement learning by doing. Together the class develops into a band and before the end of the quarter they have gone from no experience at all to playing 4-5 simple orchestral pieces together as a class.

Music2 (1year 5h/week): Developing in music through an orchestral experience. With the knowledge of Music1 or having pre knowledge the students of Music2 play in an orchestra, lead the orchestra/conducting (1week per student), march and perform.

Project based

AP Music Theory (1year 5h/week): Advanced placement for the top theory students in Music1 or any other student with the pre knowledge.

Unit based



At the School of the Arts in Hjo and Tibro Music School we had students from pre school to high school. I educated all the brass students, the wind orchestras and other band constellations. I personalised every students lesson so that it adapted into a constructive and fulfilling moment of their week. Some of my main goals was to get the student to really listen to their own sound and self correct, to psychologically practice and prepare a performance, and to learn how to use your instrument as if it was your own voice. In the orchestra me and my woodwind college worked a lot with getting the students to become a strong group. So that they could feel and give comfort instead of pressure to each other while performing and finally evolve as group towards the same goals.

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Throughout my working years as a musician I have always tried to have private students. It is a good way to develop as a educator and a musician. It could be the professional co-worker who wanted a exchange of ideas, the young student that wants some specialised tuba education or the 45year old programmer who wanted to learn a instrument from scratch and chose the Tuba.


During my late master studies I developed a new kind of pedagogic material, materialised into a set of chunk-cards. The main aim is to give students a powerful tool for high quality performances. Both as a checklist and as a game. This year I will start to try it on some of my students. Feel free to download the beta-version, cut the cards out and try it your self or your students and please give me feedback so that I can adjust it into something really good.

Arvid Lorimer

+86 - 13295014121

+46 - 738611613

If you need a tubaist, any tubaist, just give me a call!

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