Teaching Excellence

7 Tips to improve our work

2012-01-20T19:41:00.000-08:00

Get physically fit.
Learn a new instrument, keep it fun, share your progress with your students.
Learn a new musical program just for yourself. Attempt music you could never master, play it real slow and savour the sound.
Review the basics of teaching.
Read a book on sales and social media marketing.
Go to a concert. Heck go to two concerts. Buy a great seat. Go by yourself.
Meet with colleagues once in a while and shoot the breeze over a coffee.

Cheers,

David Story
ORMTA

What is excellence in private music teaching?

2012-01-02T13:29:00.000-08:00

Q: What is excellence in private music teaching?

A: students reaching their goals,

Q: How do you know this is happening?

A: their friends sign up!

Action plan: Be absolutely clear of the stated and unstated goals of your students and their parents at the next lesson. Design an unique program for them.

No kidding!

David Story
ORMTA

Questions to ask a prospective music teacher

2011-12-02T19:51:00.001-08:00

The following questionnaire is offered to help caring and involved parents make an exceptional decision that may very well be the difference between short-term enrichment and life-long joy of learning and music.

Great music teachers love what they do causing students to love what they do. It makes all the difference.

http://www.makingmusicfun.net/htm/f_mmf_music_library/the-great-piano-teacher-quiz.htm

Cheers,

David Story
ORMTA

Book Review "How I made 100,000 my first year as a piano teacher"

2011-11-03T05:01:00.000-07:00

The book's message is solid and believable. If I were looking for more students, I would run out and buy this book. Even as a teacher with a full studio, I've learned lots.

Core message:

The greatest obstacle for many will be accepting the amount of hard work and effort that will be required to succeed.

Cheers,

David Story

Post Workshop Blues

2011-10-29T04:22:00.000-07:00

Patricia Ahern's presentation set the room on fire. I look forward to more workshops by her. She is dynamic, organized, informed, and interesting. A violinist talking to pianists, it was brilliant. The Blues? I don't have enough time to practice what I learned, but I will try.

I was thrilled to hear her speak of learning a new instrument to stay fresh and the importance of improvisation in classical music.

Cheers,

David Story, ORMTA

Friday, October 28, 2011, 10AM-12:30PM

WORKSHOP WITH TAFELMUSIK MEMBER, PATRICIA AHERN
Topics: Baroque music interpretation, execution of ornaments, articulation, history, elements of tempo, style & dynamics

See everyone at the next events in November

Sunday, November 13, 2011, 3:00PM
STUDENTS OF ORMTA TEACHERS PART OF WORKSHOP WITH LANG LANG

Presented by the Toronto Symphony Orchestra
Roy Thomson Hall, Toronto, ON
Sunday, November 20, 2011, 2:30-5:30PM

JAZZ PIANO MASTERCLASS WITH DAVID BRAID

Presented by ORMTA Central Toronto Branch
The Music Gallery 197 John St., Toronto, ON.
Adm: $40 - participants, $20 - auditors, $15 - ORMTA members

Participating Students should have a solid foundation of jazz harmony, improvisation and rhythm. They should be able to play at an equivalent of RCM grade 7 repertoire and have studied jazz piano for at least a year. See flyer for more info. Contact Carissa Neufeld for student enrollment....416 697 8007, carissa@carissaneufeld.com

Marketing Music Lessons: help with links to books

2011-10-20T06:17:00.000-07:00

Here is are links to books on finding students and gigs. I've used all these books successfully. I hope they are helpful.

http://shop.pianoaccents.com/How-I-Made-100000-My-First-Year-as-a-Piano-Teacher-Paperback-KSD100.htm

http://www.amazon.ca/Marketing-Shortcuts-Self-Employed-Credibility-Competition/dp/1118014200/ref=sr_1_sc_1?ie=UTF8&qid=1319115975&sr=8-1-spell

http://www.amazon.ca/Book-Yourself-Solid-Reliable-Marketing/dp/0470643471/ref=sr_1_1?s=books&ie=UTF8&qid=1319116002&sr=1-1

http://www.amazon.ca/Social-Media-Marketing-All--Dummies/dp/0470584688/ref=sr_1_1?s=books&ie=UTF8&qid=1319116042&sr=1-1

http://www.amazon.ca/Profits-Arent-Everything-Theyre-Thing/dp/0061856312/ref=sr_1_1?s=books&ie=UTF8&qid=1319116071&sr=1-1

http://www.amazon.ca/Leap-Ways-Grow-Your-Business/dp/1601630794/ref=sr_1_1?s=books&ie=UTF8&qid=1319116098&sr=1-1

http://www.amazon.ca/Sales-Bible-New-Ed-Ultimate/dp/0061379409/ref=sr_1_2?s=books&ie=UTF8&qid=1319116133&sr=1-2

Cheers,

David Story, ORMTA

Playing for our students

2011-10-17T21:20:00.000-07:00

I was reminded today of the importance of playing for our students. I was at my drum lesson today with Paul DeLong. We were working away, when suddenly he starts wailing on the drums. I was dumbstruck. I was so inspired I wanted to run home and practice until I dropped. Needless to say, tonight at band practice with the Burlington Concert Band, I played with great energy and enthusiasm. Received a few compliments too. And, I'm a music teacher and professional pianist. I'm not easily impressed. Imagine how our students feel when we play for them.

David Story
ORMTA

100K teaching piano

2011-10-12T21:24:00.000-07:00

The book arrived, I've started reading it. It looks good. Detailed report to follow very shortly.

Main points so far:

create real value
locate in an area that can support you
blow your horn
its a business.
make sure everyone is having fun

Cheers, David Story, ORMTA

Marketing Shortcuts for the self-employed

2011-10-12T05:23:00.000-07:00

This is a great book on mastering social media for your marketing efforts. A must read of up-to-date info.

http://www.chapters.indigo.ca/books/Marketing-Shortcuts-Self-Employed-Leverage-Patrick-Schwerdtfeger/9781118014202-item.html?ikwid=schwerdtfeger&ikwsec=Home

Cheers,

David Story, ORMTA

Books promising big results

2011-10-06T05:11:00.000-07:00

I've ordered the first one, I'm thinking about the second one. Both books promise a healthy middle class professional business income. i.e. 100K+

I look forward to reporting back on the content of the books to everyone soon.

How I Made $100,000 My First Year as a Piano Teacher

http://www.amazon.com/gp/product/0983445613

$12.00 Check out the table of contents on Amazon, it is quite revealing.

The Snowball Effect of a Shoestring Startup

http://www.linkedin.com/news?viewArticle=&articleID=716794835&gid=134791&type=member&item=67586030&articleURL=http%3A%2F%2Fshoestringventure%2Ecom%2F2011%2F08%2F19%2Fthe-snowball-effect-of-a-shoestring-startup%2F&urlhash=fXy_&goback=%2Egmp_134791%2Egde_134791_member_67586030

Cheers

David Story, ORMTA

Professional Development

2011-09-23T03:46:00.000-07:00

Champions want to learn and improve
Practice is evidence of our commitment
Feedback is the breakfast of champions

Time to schedule which workshops and conventions I will be attending this year.
I think I will start by registering for this convention in New York City in March.

http://www.mtna.org/

A couple of thousand “on-fire” music teachers all in a room.

Cheers,

David Story

Advertising with Flyers

2011-08-29T21:16:00.000-07:00

Ron drops 20,000 flyers a year, it works in his working class community.
Teri dropped about 1,000 flyers to get started. It worked for her in a university community, she got her 20 hours.
Others drop a few hundred in suburban communities, results were disappointing.
The amount counts.
How professional they look counts
The time of year counts, (mid august seems to be best)
It takes a lot of work

Cheers,

David Story

ORMTA

Prodigies, a 7 year old RCM Grade 10 student

2011-08-22T04:28:00.000-07:00

Catherine is 7 years old and is preparing for her grade 10 piano exam. Catherine plays Oscar Peterson transcriptions. Catherine sings and plays Doctor John style.

I've heard her Mozart Sonata in F. Yowza!
I've heard her sing/play, "O when the saints", jamming along on the brushes.
I've heard her play Peterson's "Hogtown Blues"

Catherine is not my student.
Catherine's teacher has raised the bar.
I'm ready for September.

Cheers,

David Story

Playing a cadence

2011-08-01T07:14:00.000-07:00

When adjudicating for a while, patterns of playing emerge. It is thrilling to hear the work of so many great teachers. But, adjudicators learn from all performers, if you know what I mean.

One area that seems to be neglected is the idea of playing a cadence. Too many students speed through cadences. Cadences are breathing spots, musical punctuation so to speak. A good approach is to mark the cadences in the piece, and then explore how each phrase builds to those points. Generally the harmonic and melodic tension builds and then releases at the cadence, sometimes just the opposite. Learning to breathe at the cadence allows the listener to participate in the performance, enjoying the push and pull of the music, hearing the form, enjoying the musical conversation.

Cheers,

David Story

www.davidstory.ca

My other Blogs

Marketing Music Lesson Blog

http://musiclessonmarketing.blogspot.com/

Teaching Excellence Blog

http://hamiltonhaltonormtaeducationblog.blogspot.com/

Zen mind/beginners mind

2011-07-17T20:21:00.000-07:00

To learn takes, among other things, determination and humility. The humility to put yourself out there, take direction, follow-up, keep the faith, and watch where it goes. Determination keeps you in the game when the going gets tough, and it will.

I think that is called the Zen mind/beginners mind

The practice of Zen mind is beginner's mind. The innocence of the first inquiry - what am I? - is needed throughout Zen practice. The mind of the beginner is empty, free of the habits of the expert, ready to accept, to doubt, and open to all the possibilities.
http://www.petercoyote.com/zenmind.html

David Story

My other Blogs

Marketing Music Lesson Blog

http://musiclessonmarketing.blogspot.com/

Getting feedback from a trusted colleague

2011-06-26T12:13:00.000-07:00

Lately a colleague observed both my students and my teaching methods. An eye opener and they were blunt: ''you have some work to do. You could be more effective.''

''really?''

''yup''

So I sucked it up and listened.

-you go too slow with your students
-your students' dictation books are mess
-how come your students don't have all the books needed?
-you should have fewer students so you can give them more time
-your method books are boring me and your students (yikes!)
-you don't push them enough

...Right...

So I listened, quiet and humbled. I took notes, asked questions, probed, and reflected.

I'm going to immediately address these problems.

This experience high-lights the draw-backs of working in isolation. No annual performance review.

So I vow: next year I will do this again.

David Story

www.davidstory.ca

Effective Teaching, Attractive Teachers

2011-06-19T14:51:00.000-07:00

"Select your work carefully and if you don't love what you're doing enough to want to be the best at it, get out! Flee from the boring or unsatisfying job as you would from a burning building. Working at something you don't care about is the very best way to waste your life. Remember, this life is not a rehearsal for something else." Brian Tracy 2011

Music Teachers who have made this decision are effective and attractive. Effective and attractive teachers have students who promptly recommend them to their friends.

"The right company is dynamic, growing, open to new ideas, and full of opportunities for people with ambition and initiative."
Brian Tracy 2011

As self-employed trades-persons, we make our own opportunities. So dream, explore, reflect, and act. The job will will stay interesting to us and energize our students.

Action step:

Ask yourself: What is the last new and exciting thing you learned that you shared with your students?

Cheers from Starbucks, Langley BC
David Story

Make-up Music Lessons from an Economist’s Point of View

2011-05-17T08:01:00.000-07:00

http://kmclayton.wordpress.com/2008/07/20/music-lessons-from-an-economists-point-of-view/

Make-up Music Lessons from an Economist’s Point of View
By Vicky Barham, Ph. D.
I’m a parent of children enrolled in Suzuki music lessons. I’d like
to explain to other parents why I feel – quite strongly, actually -
that it is unreasonable of we parents to expect our teachers to make
up lessons we miss, even if I know as well as they do just how
expensive lessons are, and, equally importantly, how important that
weekly contact is with the teacher to keeping practising ticking
along smoothly. I think that it is natural for we parents to share
the point of view that students should have their missed lessons
rescheduled, but if we were to ‘walk a mile’ in our teachers’ shoes,
we might change our minds about what it is reasonable for us to
expect of our teachers.

See the whole thing at the link above.

David Story

Keeping our skills sharp

2011-05-15T04:27:00.000-07:00

Keeping our skills sharp keeps our enthusiasm up, cements our confidence, and serves our students.

Core Skills for Music Teachers

performance on our instrument
knowledge of repertoire
sales and marketing
customer service
communications technology
theory
teaching skills and techniques
networking

the list goes on and on.

Cheers,

David Story

Lesson Planning

2011-05-08T05:55:00.000-07:00

Speaking with a colleague this week, I had the opportunity to exchange thoughts and details on lesson planning. We both use formal and informal lesson plans.

I follow the lesson plans contained in lesson books.
I have additional lessons plans on Jazz, Fakebook playing, Boogie Woogie and other addendum to the curriculum which I created myself.

She abandons the lesson books early and heads to RCM preparatory books. At the grade 1 level the students has the full compliment of books: Repertoire, technique, sight-reading etc. They go from there. She says that piano lesson books like Piano adventures are boring to the kids. Her students do more than one grade a year at the elementary level. She has a complete break-down of activities and expectations that she communicates to the student and parent.

OK, maybe those prepackaged lesson books are boring. I've had some nagging doubts over the years. So, I'm going to try this new approach and see what happens. I will keep my own personal lesson plans, ditch the lesson books, and head right to the exam books as soon as note-reading is mastered.

Teaching an old dog new tricks in Dundas,

David Story
Publicist, Hamilton ORMTA

ORMTA Teachers

2011-05-01T07:50:00.000-07:00

ORMTA teachers have a successful track record of student achievement.
ORMTA teachers have made the commitment to their profession.
ORMTA teachers have first hand experience in musical achievement: Their own.

A good reason to call us.

http://www.hamiltonhaltonormta.org/

David Story
Publicity

Interesting take on thinking for yourself

2011-04-26T20:30:00.000-07:00

Vivienne Westwood: 'Punk was just an excuse for people to run around' - video

Vivienne Westwood on punk, art, education and why a book is the best status symbol

Excellent thoughts on music, art, fashion, and thinking for oneself

Connecting with students

2011-04-25T04:25:00.000-07:00

When we started our teaching careers parents were older than us, then they were our age, and now they are the age of our children. Each decade separates us further from the age of young students. How do you connect across a 40 year or so gap?

A few ideas

Stay interested in their needs. For us, the issues of childhood have been dealt with over decades of students. For them its their first time.
Ask them, engage them as interesting people. Act on what you learn.
Show them a dream worth pursuing. i.e. making music and sharing it with others.
Learn new things. Learn new teaching repertoire, stay interesting.
Exercise and take care of yourself. People of all ages love the look of an engaged winner.

Cheers,

David Story

Publicity Hamilton/Halton ORMTA

Training the Parents

2011-04-17T10:31:00.000-07:00

Parents often articulate their desire for us instill good work habits and a love of music in their children. We do try, but as a colleague put it recently: “It's about training the PARENT to respect the habits we are being paid to instill”: regular focused, practice time and enthusiastic attention to the child’s progress.

Cheers,

David Story, ORMTA

Overheard conversation

2011-04-13T20:19:00.000-07:00

I heard this from a young participant at a music festival I was working at.

"I have friends who used to take lessons, now they just learn tunes they like off youtube"

A lot to think about here:

A reminder that students often have unmet musical desires.
Self-learning is self-motivated.
They get to interact with others on the same youtube site.
This may be our biggest competition next to apathy.
No body is telling what they should be doing, they just follow their whims. Sounds fun to me.

Cheers,

David Story

Happiness is Practicing

2011-04-10T15:03:00.000-07:00

Music has power and magic.

Practicing is magic.

Observing our students growing their skills is magic.

Letting ourselves be pierced emotionally by music is magic.

Letting music bring out our tenderness is magic.

The passion, confidence, and vulnerability which is evidence of our musical talent is magic.

Cheers,

David Story

Medicine Hat Music Festival Drum Report

2011-04-07T04:50:00.001-07:00

Last weekend in Medicine Hat Alberta I was adjudicating piano. Lots on that elsewhere.

This report is on the drum competitions. Piano students have fun. Drum students spread joy in a room packed with family and fans, loud backing tracks, and lots of fast and furious action on the drum kits.

Adults, children, and babies dancing; hoots, hollers, high 5s, and more. Triumphant competitors, reminiscent of Olympic athletes. A sight to behold. A happy limbic musical celebration.

Cheers,

David Story

Teaching excellence in Medicine Hat

2011-04-03T05:46:00.000-07:00

Teaching excellence can't be faked. It is obvious: listen to the kids play. Listen to a bunch of students from a teacher and you know what is going on.

The standard here in Medicine Hat Alberta are high. I heard a large group of kids aged 5-16 play swing piano. The kids were great! Happy and swinging.

Keeps our game up.

David Story
www.davidstory.ca

National Conference on Keyboard Pedagogy

2011-03-21T09:18:00.000-07:00

Celebrating 32 years of excellence and innovation in music education at the keyboard, NCKP 2011 will offer participants four inspiring, innovative, and challenging days at the splendid Westin Lombard Yorktown Center.

Attend the Pre-Conference Seminars on July 27 and stay for the Main Conference, July 28-30.

http://www.francesclarkcenter.org/NationalConference.html

It looks exciting.

Marvin Blickenstaff
Repertoire Class for Elementary and Intermediate Students
Ingrid Jacobson Clarfield
The Road to Artistry---Easier Sonatina to Advanced Sonata
Dennis Alexander
Why Didn't I Think of That?
Sara Ernst
Improving Your Teaching Effectiveness
Randall Faber
Student-Centered Teaching: The process

Pedagogy Students and Young Professionals
Developing a Niche in Today's Economy
NCKP Committee on Pedagogy Students and Young Professionals, Lesley McAllister and Lauren Thompson, Co-Chairs
Kristin Yost and Kathleen Theisen
Got Money? How to Write A Business Plan That Gets You Thousands!

David Story

Guilt Free Music Lessons for Adults

2011-03-19T06:07:00.000-07:00

Home study courses continue to proliferate on DVD, books, and the internet. As teachers we understand the hopelessness of it all. Without feedback and correction from a skilled mentor, teacher, or musician, success is hardly likely.

But, like diet books and fads, hope springs eternal. Why?

1. Students are afraid of us! Home study courses allow the student to cherry pick the information, skim, and sample in the area of their interests. No obligation to a teacher. No criticism either. Learn the parts you like and can manage, forget the rest.

2. Students have no time, but harbor aspirations anyhow.

3. Students don't want to practice, they only want to play.

4. Students want to learn what they want, not what we want. (Hmm, something for us to ponder as teachers.)

The solution: we need to offer guilt-free music lessons as an option to shy adults.

Cheers,

David Story
ormta publicist

Learning formulas

2011-03-07T20:40:00.000-08:00

Look, listen, imagine, play, review, magic words for students

Look at the score
Listen to a professional recording while reading the score
Imagine and think about what you are about to do
Play
Review, were you successful?

Cheers,

David Story, ORMTA Publicity

Music Lesson Marketing

2011-02-26T03:38:00.000-08:00

I attended a marketing workshop called "Stand out in a Crowd" put on by the Halton Region Small Business Centre this week. So many good ideas were shared and explored: I plan to write up a full report this week. Some quickies:

are you a piano teacher or someone who helps children love the piano?
did you know Google has changed how it ranks pages?
how do we get referrals for life?

It goes on and on.

Stay tuned.

Attracting more students

2011-02-13T04:56:00.000-08:00

It is gratifying to have a full studio with a waiting list. It let us sleep better knowing we have options. And options equal happiness and security.

My top 10 is followed by some tips from Philip Johnston’s book “Promoting Your Teaching Studio”.

Practice and share with your students what you are learning and working on. It will inspire them.
Buy a new teaching book for your collection. Try out the ideas.
Consider reading Seth Godin’s books: starting with “Purple Cow” and then Lynchpin. It will put you in a marketing mindset. Join his mailing list
Hand out business cards to all your students and their parents.
Up-date your website
Networking with colleagues is obvious. Here is another idea I came across to meet lots people who don’t know you. Make a list of five things you are passionate and knowledgeable about: (chess, cooking, dancing, whatever). Join a group around these interests, participate in the group, enjoy and learn. People will ask you: what do you do? BINGO!
Have the students play more duets together. Learning a musical instrument can be very lonely.
In a few short years, 35% of the population will be over 60. I understand that the child demographic is shrinking. Consider expanding in a big way into adult education.
Gentlemen: wear a tie to work
Does your studio look like a place of business?

Promoting your teaching studio by Philip Johnston

Some ideas in no particular order

Raise your fees
Up-grade your qualifications
Stay motivated: participate in master classes and workshops
Become involved in local schools
Offer “free lessons” in local raffles. i.e. schools and community groups
Pianists, join a community choir as accompanist, Singers: start a choir
Have a great web-page with lots and lots of content
Professional phone message
Communicate regularly with students through a printed newsletter (not a emailed one, or web post: no-one has time to read it. David)
Call all your competitors, meet them for coffee. Refer your overflow to them and vice-versa.

Cheers,

David Story
Publicity, Hamilton Halton ORMTA

Keyboard Interpretation from the 14th to the19th Century by Howard Ferguson

2011-01-29T03:36:00.000-08:00

A very interesting and exhausting study. Of particular interest is performance practices in National Music Styles including ornamentation, tempo, and rhythmic inflection. Browsing through one is struck by the fact that European musicians of the past considered a score a guide, not a definitive set of instructions. Not unlike modern pop/blues/jazz/folk musicians approach to the standard repertoire of their musical fields. Something legions of young exam candidates and their teachers might consider.

ISBN 0-19-318419-2

Cheers,
David Story

Take it to the Next Level by Marshall Goldsmith

2011-01-23T05:10:00.000-08:00

An interesting book for music educators. Ostensibly a success book, it really is a primer on good communications and coaching. Obviously the core of teaching. I'm on my third or fourth re-read.

The core message: Listen, reflect, ask, and shut-up. If need be, speak up. Otherwise give the person you are working with a chance to communicate with you.

For each of these habits, Goldsmith offers a simple and highly actionable alternative behavior that will have an electrifying effect on your quest for greatness. You’ll discover:

How you may be deluding yourself when it comes to your own success
Why feedback is so much more critical than you thought, and 5 ways to get it without having to ask
What you should stop doing right now
The future of coaching
The special challenges faced by people in charge, and how to overcome them
The ideal time to change

TAKE IT TO THE NEXT LEVEL

Cheers,
David Story

Musician or Artist?

2011-01-03T04:07:00.000-08:00

Artists seek audiences
Musicians seek gigs

Which one are you? Good questions to ask a student contemplating a life in the arts.

David Story

Lessons from Basketball and Competitive Greatness

2010-12-22T03:51:00.000-08:00

Great advice for the new year to help our students grow more assured, and confident in a music/learning culture that fosters focus and unwavering effort.

From the New York Times

Speaking about the Huskies, Bill Walton, the all-American center on those U.C.L.A. teams of the early 1970s, told The Associated Press: “They play with a great sense of team, great purpose, phenomenal execution of fundamentals, relentless attack. It is what every team should aspire to, regardless of the sport.”

“One thing John Wooden used to say about what competitive greatness is, is having the ability to be your absolute best when your best is absolutely needed,” Auriemma said. “That’s Maya Moore.”

For musicians: mastering the fundamentals: goals, technique, commitment, execution through a growing repertoire of music.

Acceptance of personal accountability, and good coaching, an inspiring article.

Have a great 2011

David Story

Dance Rhythm in the Baroque

2010-12-18T04:34:00.000-08:00

http://widgets.platform.emi.com/landing/c538903466264f9ab871f06adbbc8784.html

Following the popular and critical international success of her Haydn and Hummel concertos recording, Alison Balsom has recorded a programme of Italian Baroque concertos. The album has quickly garnered critics’ praise: “The fast movements are played with sparkling ease and technical brilliance. The slow movement [Balsom] forms delicately, tenderly, yet without denying she’s playing a brass instrument.” - MDR Figaro

The video is quite good. The rhythm of the ensemble is a good reminder to our students of the importance of dance.

David

Do you like Teaching?

2010-11-30T04:51:00.000-08:00

To all my teaching friends: A young student asked me recently if I liked teaching. I said, "very much so". She said her last teacher hated teaching and just taught for the money. Yikes!

http://www.google.ca/search?aq=f&sourceid=chrome&ie=UTF-8&q=Joy+of+teaching

David

Goal Oriented Practice

2010-11-22T21:06:00.001-08:00

Drum Lesson: "Goal-Oriented Practice" (02-17- 2006) - Level = 2/5

This lesson talks about a practice strategy that may help you to spark that motivation and to really start seeing improvements in your drumming! (or Piano, or Flute, Violin, and Voice)

http://www.onlinedrummer.com/drum_lesson_video.php?Id=10

Terrific for all students.

David

The art of the piano: Great Pianist of the 20th C.

2010-11-14T03:59:00.000-08:00

See it here on youtube

This video documentary provides a survey of 18 extraordinary keyboard artists that dominated the concert world in the mid 20th century, from Ignaz Paderewski to Claudio Arrau. Sir John Tusa narrates this comprehensive overview of some of the greatest pianists of the 20th century. The program effectively blends archival film with video clips, concert footage and rare artist interviews. Featured performers are Vladimir Horowitz, Artur Rubinstein, Sviatoslav Richter, Sergei Rachmaninov, Glenn Gould, Edwin Fischer, Claudio Arrau, Georges Cziffra, Wilhelm Backhaus, Alfred Cortot, Ignacy Jan Paderewski and Francis Plante performing live and on film. The theme of the video is tied together through interviews and commentary by conductors including Sir Colin Davis and Daniel Barenboim.

Enjoy.

David Story

The perfect student

2010-10-31T04:40:00.000-07:00

http://www.umanitoba.ca/faculties/arts/economics/cameron/success.html

A sampling: Click above for the entire article:

The "A" Student - An Outstanding Student

ATTENDANCE: "A" students have virtually perfect attendance. Their commitment to the class is a high priority and exceeds other temptations.
PREPARATION: "A" students are prepared for class. They always read the assignment. Their attention to detail is such that they occasionally can elaborate on class examples.
CURIOSITY: "A" students demonstrate interest in the class and the subject. They look up or dig out what they don't understand. They often ask interesting questions or make thoughtful comments.

The "C" Student - An Average Student

ATTENDANCE: "C" students are often late and miss class frequently. They put other priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high-level performance.
PREPARATION: "C" students may prepare their assignments consistently, but often in a perfunctory manner. Their work may be sloppy or careless. At times, it is incomplete or late.
CURIOSITY: "C" students seldom explore topics deeper than their face value. They lack vision and bypass interconnectedness of concepts. Immediate relevancy is often their singular test for involvement.

Marketing piano lessons

2010-10-26T04:54:00.000-07:00

1. Book yourself solid, by Michael Port

2.Promotion your teaching Studio, by Philip Johnston

3.Reinvention by Brian Tracy

4. Time Power by Brian Tracy

5. Snap Selling, by Jill Konrath

6. Success Magazine

An excellent start for all of those wishing to increase the size of their studios. I have used them all to profitable effect.

David Story

Parents: How to raise a creative genius

2010-10-24T10:06:00.000-07:00

http://www.cnn.com/2010/HEALTH/10/22/motivation.kids/?hpt=Sbin

What motivates a passion for learning, and achievement? High achieving kids say that they have a natural drive to challenge themselves, but parents have also opened their world with opportunities to excel.

Parents should observe and cheer on their children, but should not be attached to outcomes, said said Robyn McKay, a psychologist and creativity researcher at Arizona State University. Some kids will rebel and drop an activity if they believe their parents have too many expectations about it.

See link above for more details.

Cheers,
David Story

First Meeting and lesson with a transfer student

2010-10-11T05:34:00.000-07:00

First impressions count.

At the first class clarify the goals and intentions of the student
Understand why they are changing teachers
Establish or reestablish your credentials to teach what they want to learn
Outline your expectations
Get their name right, and confirm you have the correct contact information
Immediately engage them is work

Cheers,

David Story

Publicity Hamilton Ormta

Professional Presentation Part One

2010-10-03T04:04:00.000-07:00

1. A professional has a business card that is not homemade, and is specific to teaching.

2. A professional has a website that is:

Bright and Cheerful
Owned by the professional i.e. your own domain name
Full of content: the more expensive the purchase the more people will read
Constantly evolving: Google loves this
Linked, lots of links, both inbound and outbound: Google loves this
Not cheesy in it’s look or worse BORING: Prospect killer--you look cheap or amateurish
Highlighting student successes: Blow your horn
Making it easy for the prospect to buy: Ka-ching $$

3. A professional protects their image.

Cheers,

David Story

Professional Skills and New Students

2010-09-26T07:03:00.000-07:00

September 24ths workshop I gave at Long and McQuade Burlington was a lot of fun. A full house of teachers shared ideas on student retention and professional happiness. Key ideas: its about the students, communicating with parents and professional skill development.

Each new skill attracts a new type of student. Each new type of student = a growing and diverse student body = more income. Each new skill broadens our reach and the depth of our knowledge. New skills keep us fresh.

Cheers,
David

Workshop Friday September 24th Long and McQuade Burlington

2010-09-20T04:24:00.000-07:00

Five days to go to Friday morning’s workshop at Long and McQuade Burlington. I’m looking forward to sharing ideas with colleagues on helping our students achieve more satisfying results and exciting musical experiences, including 80 things a student should know before attempting grade 1 piano and improvisation in classical music.

Free: email Karen kthornton@long-mcquade.com

David Story

Piano Poem

2010-09-15T18:59:00.000-07:00

Piano

Softly, in the dusk, a woman is singing to me;
Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.

In spite of myself, the insidious mastery of song
Betrays me back, till the heart of me weeps to belong
To the old Sunday evenings at home, with winter outside
And hymns in the cosy parlour, the tinkling piano our guide.

So now it is vain for the singer to burst into clamour
With the great black piano appassionato. The glamour
Of childish days is upon me, my manhood is cast
Down in the flood of remembrance, I weep like a child for the past.

D. H. LawrencePublish Post

Practicing, “Meeting Yourself”

2010-09-07T06:07:00.000-07:00

Quotes from “The Art of Practicing” by Madeline Bruser

“Passion, confidence, and vulnerability are evidence of musical talent” pg 9

A fine teacher told me “ones talent can only be discovered by focused and correct practice and study. You may never golf like Tiger, but imagine how well you’d play with his training and practice regime.”

Cheers,

David Story

Kids who love piano

2010-09-03T07:31:00.000-07:00

Here are some thoughts on helping your children succeed at piano/music lessons.

1. Be clear of your goals and communicate these with me.
2. Make sure you leave enough time in their weekly schedule to practice. The amount of time needed depends on their level and goals.
3. Supervise and support your child’s practicing. One of the most successful strategies is to cheerfully help your children complete their homework correctly.
4. Take your children to concerts. Southern Ontario has an embarrassment of riches available seven nights a week. Play good music around the house. Children love what they know.
5. I take requests! I encourage all students to supplement their studies with pieces of their choice. After all, for most students this is their primary goal.
6 Encourage your children to participate in recitals and exams. This is a positive experience for most students, though I caution to add, not everyone. We must use our good judgement.
7. Repetition is the mother of learning. Learning to play the piano is both an intellectual and athletic skill. It takes time to develop both. Encourage your children to take the long-term patient approach.
8. Participate as a family in other artistic outings and activities: consider trips to the Art Gallery of Hamilton, the opera, a jazz concert, a piano recital at McMaster University, a country and western show or Scottish tattoo at Copps Coliseum, the list goes on. If you attend church, synagogue, or mosque ask the musicians if your children may sit quietly with them while they work.

Cheers,

David

Video Practicing, Recording your practicing on your laptop

2010-08-31T12:29:00.000-07:00

I may be the last person on earth to try this.

Record your practicing on your laptop.
Listen and watch

With myself, I discovered a few things:

I have tension in my jaw.
I have minimal tension in the arms.
The second time I recorded, the performance was much improved.
I will be trying it with students this week. (I will carefully delete the file at the end of the lesson.)

Cheers,

David

Student Interview Questions

2010-08-29T04:49:00.000-07:00

When interviewing prospective students we owe to them and ourselves to assess our compatibility. The following was suggested to me.

1. If they are 8 years old and up, ask them to write on a piece of paper why they want music lessons, and what they hope to accomplish, while this is going on exchange pleasantries with the parent. Then interview the parent in light of what the student wrote.

2. If they are a transfer student listen to them play their favourite piece and then play a duet with them.

Cheers,

David

Income Tax tip for Busy Teachers

2010-08-25T11:44:00.000-07:00

I had a conversation with some colleagues this week concerning income tax instalments, paid quarterly.They were remarking how "painful" writing that check can be.

A few years ago, the fine folks at Revenue Canada and I came up with the weekly pay plan. It works like this. Divide your upcoming tax liability by 52. Tell Revenue Canada to withdraw this amount weekly from your bank account. They will be happy to oblige over the phone.

Cheers,

David

Keeping fit

2010-08-11T16:02:00.000-07:00

We typically sit all day at our jobs. Some of us travel in this line of work as well, eating on the road. Many juggle child rearing responsibilities with the job. Meals are often rushed or skipped. This stress leads to weight gain, high blood pressure, diabetes, heart attacks and other lurking disasters.

One day we look in the mirror an unattractive stranger looks sadly back.

Speaking with some of our more fit colleagues I created the following list.

Diet

Eat fresh
Eat regularly to keep blood sugar stable
If it comes in a box or is served by a teenager in a cardboard hat: don’t eat it.

Exercise

Get a competent trainer, follow the plan
Some do Yoga
Speak with the doctor if it has been a few years since you did vigorous physical activity, before putting on the runners. I don’t what the next blog to be an obituary. :-)
If it took twenty fives years to get in the shape you are now, it will take some time to remake yourself.

Work load stress

This is a tough one for piano teachers

A wiser man than I said. “Don’t tell me you know what to do, tell me why you don’t do it.”

See you all at the gym and juice bar.

David Story
In the Saskatoon airport lounge

The Future of Classical Music

2010-07-31T08:53:00.000-07:00

A very interesting article on the Classical music business.

The record label Naxos has gone from budget outsider to industry leader in its 20-plus years of existence. But what does the future hold for any record label at a time when CD sales are plummeting and dowloads are stagnant? Naxos’s founder and CEO, Klaus Heymann, is one of the most candid and straightforward executives in the business, and he’s tailored his long-term goals to the realities of today’s market; his goal, he says, is to be “the last man standing.” He spoke to me while in the States for marketing meetings about the Naxos’s future.

http://voices.washingtonpost.com/the-classical-beat/2010/07/the_future_of_the_recording_in.html

Be sure to follow this link afterwards.

More music is being recorded and released than at any other point in history. Yet music copyright is completely insecure, and piracy rampant in the current climate. So what does that say about pro-copyright and anti-piracy initiatives?

A sticky debate indeed. One of the major reasons for copyright law is to ensure the continued creation of intellectual property. Yet more musicians are in the game than ever before, and music fans couldn't be happier with the abundance.

http://www.digitalmusicnews.com/stories/072710stand

Cheers, I think.

David Story

Children Today

2010-07-26T04:20:00.000-07:00

I remember a time before computer games, cell phones, instant messaging, IPads, iPhones, Internet surfing, Youtube.com, inflated school grades, unlimited free downloadable musical files, and instant communications.

Instead, we had: wall-to-wall television, radio, telephones nailed to the wall, bootleg cassettes, top 40 charts, hippies with guitars.

Okay, we still have hippies with guitars, except we now call them singer songwriters. Same chords, same banal sincerity.

And, old folks still worry about young folks.

Teaching young folk when you are an old folk has always presented a few challenges. But, the basics remain. Teaching, inspiring, and succeeding with still children requires:

Confidence
Competence
Enthusiasm
Experience
Knowledge
Trust
Faith

Cheers,
David Story

Upcoming: more book reports on teaching

The Music Exam Experience

2010-06-20T08:53:00.000-07:00

I’ve just finished a week on the road, travelling in southern British Columbia hearing many piano and voice candidates.

A few observations

For the well prepared and enthusiastic student it is an awesome experience. In a world of faked experience it is a truly real and exciting.

I’ve learned five year olds can successfully and joyfully complete a grade one exam.

As always, Adult candidates are the most emotionally intense musicians, bringing the day’s emotional baggage into the exam room. But it is to their credit they persevere and succeed in spite of it.

Teachers are usually more nervous and anxious than their students

Pity the poor teenager. The desire is there, the talent is there, but often the skills are underdeveloped. Why? Speaking with their teachers the usual list of reasons comes up: over commitments. They are expected to get good school grades, have a part time job, social life (mostly on-line, the average teen in my studio is on line upward of 40 hours per week!), volunteer work (now required in many school districts) etc.

Cheers from Kamloops

David Story

Picking a university

2010-05-20T04:00:00.000-07:00

It is that time of year: Picking a university

From a recent email

A family I teach in Hamilton have a son who graduated from MAC recently. He just finished his MBA at Columbia in NYC. Paul, another student is about to graduate with his PHD from University of Chicago, he went to MAC. MAC is now in the top 100 schools in the world.

The Ottawa school has a co-op, which I’m told is an advantage.

At MAC costs are potentially lower: i.e. Housing. Large student loans really cramp a young person’s start in life. This comes from other former students.

Roger, another student went to York, for music, he is working on his PHD in music/brain research in England.

Jim, Western University, is going to UofT for a doctorate in music.

The conclusion: It’s the student’s ambition and well focused plans which make the biggest difference, with the student debt factor being a significant determinant in post grad studies. This advice comes from other students and family members who have piled up debt and are now saddled with a school debt mortgage.

I hope this helps.

(The first names of the students have been changed.)

“I want to play the drums!”, “Piano is dumb!”, “Piano is for girls!”

2010-04-07T09:55:00.000-07:00

We have all heard these comments from time to time, usually from early teens. What to do?

“I want to play the drums!”

Without blinking, I always start by asking a few friendly questions.

1. “What kind of music would you like to play on the drums?”
2. “Do you have friends who play the guitar?”

A statement “I want to play the drums!” often alerts us that the music we are teaching the student is becoming increasingly irrelevant or our approach needs a little rethink for this particular student. Remember they love music or they would simply quit. And, playing the drums really is fun.

“Piano is dumb!”

1. "What do you mean?"

Some possible causes of stress:

1. Overscheduled pressured student- hockey, band, piano, friends, homework, Facebook, etc. They love the piano; they just don't have time because of other commitments. Talk to the parents, quick.

2. Sitting still in a room by yourself, for extended periods of time, practicing music that you don’t understand when your friends are running around the mall, and having fun online is pretty hard to do when you are 13. Someone once told me that most kids quit piano when the music on their iPod doesn’t match what is sitting in front of them on the music stand.

“Piano is for girls!”

Believe it or not I’ve heard this.
My response, “I’m not a girl”.
He quit anyhow.

Cheers,

David Story

College and University Preparation

2010-03-08T20:50:00.000-08:00

Five questions I consider before giving my approval.

1. Are they artists or musicians?

An artist creates, a musician plays what’s put in front of them. Two completely different skill sets. (An artist knows they are one, musicians always ponder this question.)

2. Preconditions of success

They have the “rage to master” as outlined in the book “Talent is Overrated”
They have faith in themselves which is grounded in reality
They have access to resources; musical training is expensive

3. What’s the endgame?

Lady GaGa adoration
Schoolteacher
Industry professional
Medical school
Or a drugs, sex, rock ‘n roll fantasy?

4. Are they prepared?

They have a history of focused accomplishment
Entrepreneurial talent
Adult maturity is becoming evident

5. Charisma: how big is their talent?

Dave’s definition of talent? “Can you hold the attention of a room full of strangers for 90 minutes? 89 minutes won’t cut it. “

-----------------------------------------

Part of the toughness, determination, and vision required to succeed, as many of us have uniquely done, precludes the need for approval.

Cheers,

David Story

Selecting their next teacher

2010-02-21T05:42:00.000-08:00

I can think of a few situations this may be necessary.

■They’re moving
■You’re moving
■You’ve taught them all you can
■It’s not a good fit
■They’re off to music school
■You are downsizing
■They want to learn something you don’t teach

Whatever the reason, the next teacher will assess their ability, progress, and potential and our teaching effectiveness. Possibly an embarrassing prospect. The next teacher will be impressed with our work if the student has learned the basics, has mastered the technique at their level, has learned how to practice and they still possess the joy to play that attracted them to music in the first place.

When I interview a prospective transfer student or I’m evaluating a student in a professional situation some of the things I’m looking for are:

■Enthusiastic attitude
■Good hands (technique)
■The student can clap accurately the rhythm in the music I give them (shows me they’ve worked on the basics)
■They are clear on their objectives (clarity of purpose)
■They can play a few favourite pieces (indicates their musical preferences)
■They have a few favourite pieces (an excellent indicator of enthusiasm)
■They listen to the music they want to study. (If they want to study classical music they enjoy actively listening to it. Ditto for jazz, pop, whatever.)

In the book “Practicing, A musician’s returned to music” by Glenn Kurtz, Kurtz muses with regret the technical deficiencies he brought to music school.

Wynton Marsalis in all his writings stresses the work ethic, a good heart, and mastering the basics. His books “To a young musician” and his latest, which I finished recently, “Moving to higher ground” harps constantly on these themes.

So, I suggest they interview teachers and select the one who stresses the basics, is student focused, and has a history of success in the area the student wants to work. Find a teacher who will stretch them, challenge them, and encourage them. Seek one who is creative, enthusiastic and knowledgeable.

Cheers
David Story

Linchpin, Are you indispensable? By Seth Godin, Book Report

2010-02-08T07:24:00.000-08:00

Artist: Someone who uses bravery, insight, creativity, and boldness to challenge the status quo. Not all artists can draw, but all artists can see. And, an artist takes it personally.

Art is a personal gift that changes the recipient. The medium doesn’t matter. The intent does.

(Possibly a brilliant book. Or maybe just a new spin on Tom Peters.)

It is interesting to note how the corporate world is being challenged to adopt the artisans’ philosophy: do something remarkable that matters to someone. Work with your skills to touch people emotionally, change them, challenge them, and thrill them.

The book challenges people to think outside the box. Personally I think this is impossible. You are either creative or not, courageous or not. I can’t imagine the people he is challenging to be different could ever take the leap. A charming read non-the-less.

Any thoughts?

BTW, Seth Godin has a great Blog at http://sethgodin.com/sg/

Cheers,
David

Assessing talent

2010-01-24T06:46:00.000-08:00

It came up again this week, talent.

We have all heard it from time to time, “does my kid have talent?” or its variation, “Do I have talent?"

Do you mean, I respond, “Can you/they win American Idol, become a pop culture commodity and benefit financially from excessive adulation, and live the life of rich and famous?” Probably not.

Or do you mean, “Do you/they have the ambition, desire, patience, focus, clarity of purpose, time, money, access to resources, and family support to realize your/their potential?” I don’t know.

Or, do I respond, “After you/they have put in 10,000 hours of focused practice lets revisit the question.”

Or, do I respond, “How big is your/their desire?”

Others have stated: “talent is ability“, let’s keep practicing!

Cheers,

David Story

Creativity

2010-01-13T07:42:00.000-08:00

Some ideas I’ve collected over the years:

Don’t be afraid to fail
Work, work, work
We are all a product of our influences, so choose well
Work long enough to get some results
Hang with creative people
Turn off Facebook, Twitter, MSN, etc. Use the time to work
Attend events (concerts, galleries, lectures, workshops, etc.) outside of your range of interests. Let some fresh air in.

Cheers,

David Story

Teaching the YouTube musician

2009-12-28T06:08:00.000-08:00

A recent phenomenon that we should be cognizant of is YouTube.com. This free video service is quickly revolutionizing music teaching. It is already created an enormously motivated pool of potential new students. A new class of students, which has been flying under the radar for years and a group poorly served by the professional teaching profession I say.

Here’s a typical profile from my studio:

10 to 12 years old, oldest is 23
Male
An enthusiastic user of the computer, computer games, and the internet
Loves music, and pop culture
Has an impatient character
Possesses high energy
Self-motivated
Have definite musical tastes
The predominant learning style is visual and auditory. In other words, they don’t like to read music.
They are unresponsive to traditional teaching methods, aims, and processes.
They fit the classic definition of amateur: for the love of music.

The big question, of course is” how do we serve this group”, or maybe the question is,” Do we want to serve this group?”

There are few strategies I’ve successfully used:

I review the instructional video on YouTube with the student. I help correct their technical approach to the piece, typically we redo the fingering.
I take their musical interests seriously.
I help them explore other music related to their interests.
To help their reading, I often write out a phrase of the piece for them to learn.
I teach them how to assemble the music on the computer using sequencing software.
I encourage them to think about joining a band or jamming with their friends.

Here are a few outcomes

Because they play primarily by ear, love to practice and are highly motivated they typically play with the best groove and feel of all my students.
Because I take their musical interests seriously, none of them have quit.
I learned some exciting new music from enthusiastic self-motivated students.

Cheers,

David Story

How to teach listening skills

2009-12-22T05:06:00.000-08:00

I have collection of old piano pedagogy books, one dating around 1900. A common thread throughout these books is the observation that many students can’t hear themselves, or others.

It is my contention that a student can’t play what they can’t hear. A teacher can’t teach what they can’t hear either. So, I’ve collected up a series of ideas from various sources.

Have a listening practice. Play a recording, or demonstrate yourself. Afterwards ask the student questions on tempi, dynamics, articulations, etc. Compare different recordings of the same piece. Teach the student to hear the difference. The depth of inquiry depends on the development of the student
Give out the list of genres given a few weeks ago and invite the older students to youtube.com the list. A wonderful discovery.
Give a mock student demonstration and ask the student to critique the performance. This is particularly fun for younger students.
Record and playback a student performance in your studio.
Teach them to play with a metronome. Start easy, on scales: one note per click.
Teach them some of the lessons outlined in the book, “The music lesson”by Victor L. Wooten. A priceless gem @$12.00
Improvise together
Teach them to pick out tunes by ear. Start with Jingle Bells
Organise a jazz, new music, Renaissance music field trip. Meet the musicians afterwards.
Introduce the kids to composition through Frances Balodis Young composer books.
Teach ear training from the get-go: intervals, chords, dynamics, articulations, etc.

All the best to everyone in 2010

David

Marketing Music Lessons Seth Godin

2009-12-14T07:04:00.000-08:00

Seth Godin, marketing guru, predicts that over the next two years there will be a seismic shift in the marketplace. And, it’s likely to come out of left field.

For instance, hundreds of thousands of young people are learning to play musical instruments on http://www.youtube.com/. They may or may not be taking formal music lessons. I guess they’re not. Why is this method of learning become so popular?

They learn at their own pace
They can pick their own material
They can learn only the good parts
They can connect with others who have a similar interest
They can fantasize that they’re part of something bigger, i.e. pop superstardom
Nobody is standing over them correcting them
Nobody is insisting they get it right
Generally the parents like the same music, so give positive feedback

They just get to play, have fun and then do it all over it.

I currently have five http://www.youtube.com/ kids. Last year I had none.

Seth Godin has a new e-book for free. I encourage everyone to download this.
http://sethgodin.typepad.com/files/what-matters-now-1.pdf

David Story

Holiday Recital 2009

2009-12-13T05:40:00.000-08:00

Christmas Recital was initiated last (2008) year, it replaced previously existed General recital.

We thought that the idea of Holiday recital will be more attractive for the teachers/students. It also would allow non-discriminative entries to all students, who would like to participate and enrich their experience in public performance; proved to be very successful.

This year we had more than 50 entries and decided to divide recital in two parts: Junior- Early Intermediate group at 4pm and Late Intermediate- Senior Group at 5pm. Dr. Tiiu Haamer – Recital coordinator required a dress code for this recital – kids were beautifully dressed, which added to the festive spirit.

It was a full house at RBG – very well attended. Everyone loved the new venue - RBG Auditorium. Very “intimate and inviting” in Dr. Joan Heels words. We had a privilege to use 7”grand piano for free – courtesy of YPC.

Many participants took pictures around RBG which was beautifully decorated for the holiday season.

Wonderful experience for our students and truly enjoyable for parents.

Olga Tcherniak

Musical Genres: How many do we know?

2009-12-04T06:25:00.000-08:00

With the internet information explosion and the fracturing of musical preferences in our culture, I thought it would be fun to explore some of the musical genres competing for our students' attention. The following list was culled from http://www.live365.com/listen/browse.live, an internet radio service.

Grab a cup of tea, fire up the site or visit http://www.youtube.com/.

David Story

here we go!

30s

40s
50s
60s
70s
80s
90s
Acid House
Acid Jazz
Acoustic Blues
Adult Album Alternative
Adult Contemporary
African
Alt-Country
Alternative
Alternative Folk
Alternative Rap
Ambient
Americana
Anime
Anniversary
Arabic
Asian
Avant Garde
Bachata
Banda
Barbershop
Baroque
Big Band
Big Beat
Birthday
Bluegrass
Blues
Bop
Bossa Nova
Brazilian
Breakbeat
British Invasion
Britpop
Bubblegum Pop
Cajun/Zydeco
Caribbean
Celtic
Chamber
Chicago Blues
Children's/Family
Chill
Choral
Christian
Christian Metal
Christian Rap
Christian Rock
Christmas
Classic Alternative
Classic Christian
Classic Country
Classic Jazz
Classic R&B
Classic Rock
Classical
Classical Period
College
Comedy
Community
Contemporary Bluegrass
Contemporary Blues
Contemporary Country
Contemporary Folk
Contemporary Gospel
Contemporary R&B
Contemporary Reggae
Cool Jazz
Country
Country Blues
Cumbia
Dance Pop
Dancehall
Dancepunk
Delta Blues
Dirty South
Disco
Doo Wop
Downtempo
Dream Pop
Drum 'n' Bass
Dub
Early Classical
East Coast Rap
Easy Listening
Electric Blues
Electro
Electronic/Dance
Emo
Environmental
Ethnic Fusion
European
Exotica
Experimental
Extreme Metal
Filipino
Folk
Folk Rock
Freeform
Freestyle
Funk
Fusion
Gangsta Rap
Garage
Garage Rock
Glam
Gospel
Goth
Government
Greek
Grunge
Halloween
Hanukkah
Hard Bop
Hard House
Hard Rock
Hawaiian/Pacific
Healing
Heartache
Heavy Metal
Hindi
Hip-Hop/Rap
Honeymoon
Honky Tonk
Hot Country Hits
House
IDM
Impressionist
Indian
Indie Pop
Indie Rock
Industrial
Industrial Metal
Inspirational
International
JPOP
Jam Bands
Japanese
Jazz
Jewish
Jungle
Latin
Latin Dance
Latin Jazz
Latin Pop
Latin Rap/Hip-Hop
Latin Rock
Lo-Fi
Lounge
Love/Romance
Mariachi
Meditation
Mediterranean
Merengue
Metal
Middle Eastern
Modern
Modern Rock
Motown
Neo-Soul
New Acoustic
New Age
New Wave
Noise Pop
Old School
Oldies
Opera
Orchestral Pop
Original Score
Party Mix
Patriotic
Piano
Polka
Pop
Pop Metal/Hair
Pop-Reggae
Post-Punk
Power Pop
Praise/Worship
Prog/Art Rock
Progressive
Psychedelic
Punk
Quiet Storm
R&B/Urban
Ragga
Rainy Day Mix
Ranchera
Rap Metal
Reality
Reggae
Reggaeton
Rock
Rock & Roll
Rock Steady
Rockabilly
Romantic
Roots Reggae
Salsa
Scanner
Seasonal/Holiday
Sermons/Services
Showtunes
Shuffle/Random
Singer/Songwriter
Ska
Smooth Jazz
Soca
Soft Rock
Soul
Soundtracks
South American
Southern Gospel
Space Age Pop
Spiritual
Spoken Word
Surf
Swing
Symphony
Tamil
Tango
Techno
Teen Pop
Tejano
Top 40
Traditional Folk
Traditional Gospel
Trance
Travel Mix
Tribal
Trip Hop
Trippy
Tropicalia
Turntablism
Underground Hip-Hop
Urban Contemporary
Valentine
Vocal Jazz
Wedding
West Coast Rap
Western
Women
Work Mix
World Folk
World Fusion
World Pop
Worldbeat
Zouk

Teaching Excellence

2009-12-04T06:12:00.000-08:00

These are some of the topics I will be exploring over the next year or two on the subject of teaching excellence. Feel free to submit your thoughts prior to publication.

Cheers, David Story

Lifelong learning

Studio layout

Responsiveness

Recitals

Bookkeeping

Workshop attendance

Conventions

Forming discussion groups

Marketing

The Internet

Children today

Technology

Emotional wellness: ours and theirs

Teaching adults

Exam preparation

Exam follow-up

Creativity

Improvisation

Concerts

Master classes

Selecting their next teacher

College and university preparation

Assessing talent

Perfect students

Imperfect students

Parents

School band

“I want to play the drums!”

Pop music in the age of the iPod

Teaching seniors

Attracting new teachers to the profession

Keeping fit

Keeping up-to-date

Keeping our performing skills sharp when we teach all day

Technique

Posture

Deportment and etiquette

Great teaching books

Competing with the Internet

Outlook for the profession

Teaching the YouTuber

Why kids want to play

Why adults want to play

Why teens want to play

Staying motivated as a teacher

Dealing with stress: ours and theirs

Meditation for students

Musical genres: how many do we know?

How to teach listening skills

Book Review: The Talent Code by Doyle

2009-11-15T05:55:00.000-08:00

Introduction: the girl who did a month’s worth of practice in six minutes

1. Clarissa had an internal blueprint of the piece before she begun. (She knew what the piece was supposed to sound like)
2. Clarissa liked the piece
3. Clarissa chunked the piece. (She practiced in small sections)
4. Clarissa mastered each chunk before proceeding to the next one.

She’s got a blueprint in her mind she’s constantly comparing herself to. She’s working in phrases, complete thoughts, she’s not ignoring errors, she’s hearing them, fixing them. She’s hitting small parts into the hole, drawing a lens in and out all the time, scaffolding herself to a higher level.

(We tried this with my students, they were intriged by the idea, thrilled by the results. David)

This book is about the neurological mechanism of targeted practice to build skill. It is about accelerated learning and Myelin.

This book is divided into three parts: deep practice, ignition and master coaching. This corresponds to the three basic elements of the talent code. Convergence is the key to creating skill.

Deep Practice

Main points
Screwing up, purposely operate at the edges of your ability is making them better. Deep practice is built on a paradox: struggling in certain targeted ways--- operating at the edges of your ability, making mistakes-- makes you smarter. Or to put it in a slightly different way, when you are forced to slow down, make errors, and correct them, you end up becoming graceful without you realizing it.

Excellence is a habit. Aristotle

The unskilled quality of a beginner isn’t a contradiction of where they may eventually end up it’s a prerequisite to it. A beginner becomes great not in spite of the fact that they started out immature and imitative but because they were willing to spend vast amounts of time and energy being immature and imitative, building myelin. Rules must be formed and obeyed

Inspiring beginners will help ignite their passion.

Environmental factors and mental inputs of the correct kind are imperative. Think teenage rock musicians who take on the mannerisms dress and speech patterns of their favourite musicians.

Commitment

Commitment: the commitment, whether short-term, medium-term, or long-term is a high predictor of success. But it makes progress a powerful idea: a vision of their ideal future selves, a vision that is oriented energized and accelerates progress, and that originated in the outside world. They need a signal from somewhere or someone, a set of images and experiences that ignite an intense in the unconscious response that is manifested in the idea: I want to be like them.

The most important teacher: Our First, Part 2

2009-10-28T06:29:00.000-07:00

1. Name of the teacher and your age when you began working with this teacher.

I began working with Jean Broadfoot in Winnipeg when I was 5 years old and studied with her until I was 22.

2. Subject(s) taught:

Jean was my piano teacher.

3. What were the one or two major qualities that inspired you most as a young person?

Jean was extremely disciplined and logical in her approach and she encouraged me to perform frequently. She never talked down to me and always treated me with respect.

4. Can you briefly describe their teaching method? For example, how did they introduce a subject, plan their lessons, and follow-up?

I began lessons 55 years ago, so teaching was different then. Jean taught me every major and minor scale by showing me how each was related to the other and by having me listen and figure out how to find them myself. She had a series of technique books that I used for many years which introduced wrist rotation, phrasing, pedalling etc. so that these ideas were easy to assimilate into the repertoire. I never worked on a piece for very long unless it was for a special competition. She would drop and bring back out pieces after a few months to polish and rework. This approach always gave me perspective and fresh ideas.

5. How did they respond to special requests?

If I was asked to perform somewhere, she would give advice as to what to play and she would help me with it.

6. Where they a permissive teacher or more focused?

Jean was a focussed teacher without being rigid. I knew a lot was expected of me and I behaved accordingly.

7. How has they’re example continued to inspire you in adulthood?

Jean taught me to have high standards of performance, to feel every phrase, to love the intricate nuances of good piano playing and helped me with repertoire selection for my students. She treated each student individually and talked to us all differently depending on our interests. I try to do the same with my students.

Andrea Battista, ORMTA Piano and Violin Teacher
Artistic Director Rotary Burlington Music Festival

The most important teacher: Our First

2009-10-07T05:43:00.002-07:00

This begins a series of blogs on our early teachers who inspired us. It is my hope this will encourage our prospective students and parents to choose carefully, looking carefully at the professional and personal qualities of ORMTA teachers.

From: Jacqueline J.Huffman-Krisza ARCT, B. Mus., M. Ed., RMT

1. Name of the teacher and your age when you began working with this teacher.

Name: Mrs. Myers at age 5. She died suddenly during the first year I was with her. I still treasure a couple of pictures I received from her estate.
Name: Louis Murch at age 10. My sister was allowed to start lessons with him, courtesy of Reginald Godden so I was very honoured to take lessons with him. My Mother always made going for our lessons a special event at the old Conservatory in Hamilton.

2. Subject(s) taught:

Piano ... Mr. Murch tried to teach me theory but that was a horror story…the poor gentleman endured those lessons!

3. What were the one or two major qualities that inspired you most as a young person?

Mrs. Myers - her kindness and genuine caring quality
Mr. Murch - Wow! To me he was a magical musician. He was an amazing concert pianist.

4. Can you briefly describe their teaching method? For example, how did they introduce a subject, plan their lessons, and follow-up?

Introduction - he played the piece flawlessly; in fact, when we started a new grade he would play several of the pieces and encourage me to choose pieces. He always had the final choice. He gave me an interesting historical fact/hook about each piece, and challenged me to present a designated section from memory the following week. There really was not a "plan" that I remember except, minimal directions in my dictation book. Hanon was a must! Czerny sight reading books were encouraged.

5. How did they respond to special requests?

I can't remember ever making requests as I was so busy trying to keep up with assignments plus always trying to avoid scales.
　
7. Where they a permissive teacher or more focused?

Mr. Murch was focused, a gentleman who I respected, yet a friend who I shall always admire.

8. How has they’re example continued to inspire you in adulthood?

He has encouraged me to take the time to listen to my students, encourage them and focus on them as the most important person in the world.

------------------------------------------------

Postscript: I encourage other teachers to send in their memories, based on the eight questions.
Cheers,
David

sharing ideas with each other

2009-10-01T07:48:00.000-07:00

Dear Hamilton- Halton ORMTA members, Our ORMTA Fundraising

Committee is embarking on a new venture, and we are asking for your help. We feel that all of our members have teaching ideas that every member can benefit from knowing, and we ask you to request at your first branch meeting that everyone in your group sit down and record all the teaching tips they use in their studios to help their students progress in their musical studies.

We have the following categories in mind, and are also open to all other suggestions for topics: Rudiments, Theory, Technique, Practice Tips, Musical Games, Vocal, Piano, Other Instruments, Time Management, Visual Aids, Motivational Tools, Memorization, Exam, Festival and Recital Preparation, Composing Ideas

One of the MANY reasons that ORMTA membership is so important to all of us is sharing ideas with each other, and supporting each other, so we will all be better teachers. Each of us has many gifts to share, and to that end, we ask you to share your ideas with all of us, so we can help our students to reach their goals.

The completed "OPUS" will be for sale at the Convention in London next July, and we will be taking orders as soon as the book is completed. Please watch for more information about this fundraising project in the next issue of NOTES. We thank you very much for your support. Lorrie Tennant and Charline Farrell ORMTA Fundraising Committee send your tips to lorrietennant@sympatico.ca

my response

Here are five tips I've given to students:

1. Listen to the music, professionally and competently played, with the score in hand. Concentrate listening to one element at a time: Dynamics, phrasing, articulations, etc. Mark up your score with what you hear. Try it out. Keep what you like.

2. Go to concerts letting your teacher know what you like. Too many students like one type of music and dutifully and reluctantly study another type.

3. Exercise before practicing. The release of endorphins will help you focus and inspire you. For kids I've recommended running around for 10 minutes, or playing street hockey, throw some hoops etc. For adults practice try practicing after returning from the gym.

4. Learning to play well is very difficult, which is why it is so satisfying. :-)

5. Try to breathe slowly while practicing, it will help the body relax, the keep the mind focused.

Cheers, David

Free Mozart Scores for Study and Performance

2009-09-24T04:53:00.000-07:00

Mozart Scores On-line
Free and available to students and teachers

http://dme.mozarteum.at/DME/main/index.php?l=2

Available now:

“The first step in the digitalization of the New Mozart Edition has taken place and includes the digitalization of 126 volumes and some 26,000 pages of music, as well as, the critical reports which add an additional 8,500 pages to the total. Access to any specific work has been made easy via the database.”

Scores: http://dme.mozarteum.at/nma.

Upcoming in 2010:

"The web premier of the first interactive, online works is planned for summer 2010. Intensive preparation for this release is underway in Salzburg with special attention given to the following areas
Libretti (complete text editions, catalogues)
Opera archive (expansion of the source collection)
Digitalization (online publication of all original sources found in the ISM collection)"

Have fun
David

Upcoming: More free music and profiles of “our” favourite music teachers.
　

The Mental Game

2009-09-02T08:35:00.000-07:00

Below are a few principles of self-management for music success. This was taken from an article by Henry Brunton. www.henrybrunton.com I’ve adapted it for music.

Performance, expectations, reinforcement, motivation, energy, effort, self confidence, commitment, decision.

1. Performance and execution is of course the key. Consider yourself accountable for your results and your performance.
2. Your expectations dictate your performance. You get what you expect.
3. Establish and keep good habits.
4. Motivation is 90% pull and 10% push.
5. Maximize your return on energy by establishing your commitments, setting priorities, and managing your energy within these commitment areas.
6. Manage your efforts. As Henry says “there is only one way to get from objectives to results-Effort”
7. Manage your self-confidence. Because expectations determine performance managing your self-confidence determines your expectations.
8. Commitment: changing “I should” to “I will”, and set a timetable.
9. Get busy. Put your energy into doing it, not thinking about doing it.

Cheers,

David

Artistry in piano teaching by William Brown

2009-08-19T05:53:00.000-07:00

Artistry in piano teaching by William Brown

Menahem Pressler, the renowned pianist and teacher is lovingly profiled in the book “Menahem Pressler artistry and piano
teaching “by William Brown from Indiana University press 2009

The biography traces the early years and development of this fine pianist, teacher, and musician. A couple of points stand out:

1. The importance of receiving correct and enthusiastic instruction from the earliest years.

2. The power of the human spirit to overcome seemingly insurmountable problems and threats.

3. I was inspired to read of Mr. Pressler’s passion for lifelong learning. Where ever he was, Pressler would seek out instruction from the finest teacher in the area. His continued seeking guidance well after he had established himself as a professional pianist. His search for excellent teachers and new influences for his life led him to seek the best he could find, both in Europe and in America. The lineage of these various teachers reaches into the history to Bach, Beethoven, Haydn, Mozart, Liszt, and Chopin and includes the Germanic, French, and Russian traditions. He became carefully schooled in the details of form, musical theory, and style. He learned to incorporate the relaxed approach into his own playing and his teaching. His desire for perfection came from being highly demanding both of himself and his students. His amazing love for practicing as well as performing lends a quality of delight to his music making and teaching.

4. As a teacher he sought the following qualities and prospective students: “I look for character, attitude, a sense of inner discipline, a force that would help the students succeed. You have to come with everything, with a love for it, with the desire to really devote your life to it.” He says he looks for coordination… that the hands are good. “And I look for intelligence, so that I know they will understand what I have to say to them. We must do anything to help a person find his maximum, how few do find it. I want them to be motivated and to continue after the decree, after getting a job, and so forth I wanted to keep the desire, no matter where they end up because that place where they are is the musical center for them. If you continue to live that way, you will make yourself happy and will make others around you happy. You will not feel that you are just a poor pianist who makes a poor salary, but that you are rich man."

Cheers

David
　

Private Music Teaching: Core Competencies

2009-07-23T04:45:00.000-07:00

1. Helping students to connect emotionally to music study. (Desire)
2. Expanding their repertoire. (The Pay-off)
3. Teaching the student to enjoy practicing. (The Process)
4. Technical development. (The Tools)
5. Nuturing and developing their desire to succeed. (Primary Life-skill)

Madame Boulanger: "without desire you have nothing".

Cheers,
David

CFMTA Convention Report and Analysis 2009

2009-07-13T04:57:00.000-07:00

CFMTA Convention Report and Analysis 2009
Sackville, New Brunswick

Arriving in Sackville is like arriving on a movie set of the Dick van Dyke show, or Leave it to Beaver. Lovely and quaint, with not a mall in sight is how the locals describe it. I agree.
The convention was off to a great start with a lobster cruise and dinner on a boat in the beautiful harbour of Sediac. Eighty teachers, presenters, and vendors had a delightful time learning the fine art of cooking and eating a lobster. Hint, after cooking in boiling water, immediately plunge into ice water for 10 minutes and then serve on its back.

The following day the workshops begun with my presentation “Riffs, Rags and Rumbas: Intro to Contemporary Idioms Piano Syllabus” to an enthusiastic audience. Teachers want to improvise they just don’t think they can, a pity everyone can. A person just needs help and permission to do it better. I will be presenting a three hour version of this workshop across Canada at the end of summer, including Toronto. Contact me if you would like to attend. Other centres include St. John’s, Moncton, Halifax, and Ottawa and points west.

The next highlight for me was the CFMTA National Piano Competition. One student per province competed. I’m pleased to announce that Eric Tan from Ontario made the finals. It was very instructive to listen carefully to the young musicians play with grace under fire.

Convention attendance is a highly recommended activity for all of us teachers: lots of learning, sharing, and professional growth.

Cheers,
David

How to develop musical creativity

2009-07-04T04:17:00.000-07:00

A student asked me this question the other day, some of my thoughts:

1. Develop, maintain, and nurture your technical skills
2. Become physically fit
3. Practice being creative
4. Go to library and pick 10 cds at random, listen and ask yourself, “What is going on here?”
5. Keep practicing
6. Go to the art gallery, look and ask yourself, “What is going on here?”
7. If you are a jazz musician go to a country and western concert, if you are a classical musician go to a rap concert.
8. Balance your life, free up some mental space
9. Keep practicing
10. Play with others
11. Learn to improvise
12. If you are a jazz musician take some classical lessons, if you are a classical musician take some jazz lessons.
13. Carry a note book and pen with you, jot down your ideas
14. Take a walk in nature
15. Keep practicing
16. Hang out with creative people
17. Turn off the electronics
18. Read books on creativity
19. Find a mentor
20. Keep practicing
In short, creativity is a function of technical skill meeting a balanced and fertile mind.
http://www.chapters.indigo.ca/books/Improvisation-Its-Nature-Practice-Music-Derek-Bailey/9780306805288-item.html?ref=Search+Books%3a+%2527music+practice%2527

Motivation

2009-06-30T10:02:00.000-07:00

Adults/Parents often asked me how do I motivate my child/myself. The short answer: I can’t, but I may be able to inspire them with your help.
1. Why do you value music study?
2. Do the musical preferences and the content of the lessons match? Remember exposure = preference.
3. Does the student have time in their schedule to succeed?
4. Do you like music? Do they like music?
5. What was the last live concert you attended with the student?
6. What music does the student hear at home?
7. Has the student learned to expect immediate gratification of every desire?
8. Is their instrument in good condition?
9. Do you attend lessons with the student?
10. Do you know how to help your child/yourself master the fine art of practicing?

Parent's guide to music lessons
http://cnx.org/content/m11640/latest/

Cheers,
David

The Examining Experience

2009-06-18T04:52:00.000-07:00

I’ve just returned from a week in Saskatchewan examining for Conservatory Canada, an inspiring experience as always. Listening to other teachers’ students perform the same music you teach is an educational experience.

Below are some observations of interest to parents and students.

-Proper preparations help to reduce anxieties
-Everyone makes mistakes, remembering not to crumble when you do is a skill to develop
-Children are capable of artistry
-Children take pride in genuine success

Cheers,
David

Music Lesson Marketing

2009-06-05T05:02:00.001-07:00

Recently I’ve had questions about the marketing of music lessons, “how do you have so many students?”

Here are some ideas that work for me

-I give more value than the student pays for
-I’m responsive to the needs of my students
-I communicate weekly with parents
-I run it like a business
-I’m always learning new things, which I share with my students
-I’m upbeat and enthusiastic, no matter what

Here are some resources:
1. Promoting your teaching studio, by Philip Johnston
http://howtopractise.com/?q=node/1627
2. 77 ways to build your private music practice by Milana Leshinksy
http://www.musicstaff.com/lounge/article64.asp
Other resources:
Success magazine
http://www.successmagazine.com/ I read it every month. It is full of good ideas for business and teaching.
Cheers,
David

Practicing styles

2009-05-24T05:57:00.000-07:00

Book Review: “The Practice Revolution” by Philip Johnston, Practice Spot Press
An informative and often humorous look at practicing between lessons.

Common practice flaws, a selection

Chopping wood with a spoon: applying inappropriate practice techniques. Solution: “Have we as teachers clearly spelled out what, where, and how to practice?”

Shiny object polishers spend there time playing what they already play well, avoiding entirely that which needs their attention. Solution: have the students keep a practice log this week.

Sheep counters play the thing over and over and over and over and… you get the picture. The following week they present their work with all the problems now firmly and perfectly entrenched. Solution: Have the student describe how they plan to fix a problem before they leave.

Speed demons, too fast, to often. Why? They want to hear it like we presented it to them. Impatience prevents them from practicing slowly because of their enthusiasm to enjoy the speed rush. Solution: Have them practice it at an appropriate tempo in class.

Clock-watchers practice the required time so they can stay out of trouble. Ouch! Solution: We need to help them regain their enthusiasm.
　
The book goes on and on for 320 pages of helpful techniques and strategies to make the life of ourselves and our students easier and more effective.

http://www.chapters.indigo.ca/books/The-Practice-Revolution-Philip-Johnston/9780958190503-item.html?ref=Search+Books%3a+%2527the+practice+revolution%2527
　
Cheers,
David

Grade ten exam preparation

2009-04-28T10:47:00.000-07:00

"I'm curious as to what you expect of students who want to go on and take Grade 10. What are your expectations of the student, e.g. amount of time to practise, where they should be musically, work ethics that you expect of the student and so on." Greg

Successful students at this level exhibit many qualities including:

1. They love to practice, lots of practice. They don't need to be nagged.
2. If they want to go on to the associate level, they practice a lot. (One adult of our acquaintance practiced and studied about 5000 hours in 4 years. Two year for grade 10, two years for ARCT.)
3. They love theory, history, and harmony.
4. They have support of their family and or spouses as the case may be.
5. They go to concerts.
6. They have classical music preferences.
7. They are competitive.

Cheers,

David

5 Benefits of Music Lessons

2009-04-21T19:06:00.000-07:00

By Mrs. Treasures Takeaways

First benefit is the ability to handle pressures in life. Music students become proficient in handling stress as a natural part of learning.

Second benefit is the ability to respond to criticism. Music students learn to work under the close scrutiny of a mentor, in this case, their music teacher.

Third benefit is the ability to cope with victory as well as setbacks.

Fourth benefit is the value of hard work and perseverance in long term goals. Music study is incremental learning as student goes from primer level books to book 1, 2, 3, 4 and so forth. Students recognize that as they advance from one level to the next level, they are not only getting better but enjoying playing as well.

Fifth benefit is to get accustomed to the feeling of achievement. Studying a musical instrument is about learning how to become good at something.

New York Philharmonic Orchestra and the importance of student attendance of concerts.

2009-04-20T08:27:00.000-07:00

I took a student group to NYC this past week for a musical festival competition. As part of the trip we attended a performance at Lincoln Center of “The Great Symphony” of Schubert.

All of us were in awe.

Musical vision: check
Phrasing: check
Articulations: check
Dynamics: check
Balance: check
Tempi: check
Note releases: check
It was a revelation to the students.

From the New York Times review
“Mr. Muti’s conception of Schubert’s Ninth Symphony was grand but never ponderous or overinflated. The performance was almost surprisingly propulsive; jollity outweighed pensiveness by a considerable margin…”
http://www.nytimes.com/2009/04/17/arts/music/17muti.html?_r=1&ref=music

Cheers
David
　

Resources for Teachers and Music Students

2009-04-09T05:54:00.000-07:00

Classical music for study

The following site has thousands of scores for all instruments and combinations; 1000 years of European “Classical” history. Perfect for the curious and intrigued.

From the home page:

Welcome to the Petrucci Music Library! Our goal is to create a virtual library containing all public domain scores and/or sheet music, as well as scores from composers who are willing to share their music with the world without charge.
　
http://imslp.org/wiki/Main_Page
　
Cheers,
David
　

Music Study and Adolescent Maturation

2009-04-06T05:59:00.000-07:00

I heard on the new today that 55% of first university students are ill prepared for university. Professors feel that this large group are immature, rely too much on internet sources such as Wikipedia, and expect success without effort.

Well…

I’d hazard to guess that music students who have completed exams, competed in festivals, and attended concerts will not fall into this group.

Music students learn first hand the relationship between preparation and success early. Putting together a polished performance requires real effort and commitment. It can’t be delegated, faked, plagiarized, or rushed. Success is genuine.

In a microwave world, music study is a truly authentic experience which helps Adolescents along the road to adult maturity.

Cheers,
David
　
　
　
　
　

Joy

2009-03-27T20:27:00.000-07:00

http://www.ted.com/index.php/talks/benjamin_zander_on_music_and_passion.html

Benjamin Zander has two infectious passions: classical music, and helping us all realize our untapped love for it -- and by extension, our untapped love for all new possibilities, new experiences, new connections.

About Benjamin Zander
A leading interpreter of Mahler and Beethoven, Benjamin Zander is known for his charisma and unyielding energy -- and for his brilliant pre-concert talks.

His video presentation is one of the most charming and articulate presentations on the joy of classical music. A treasure for music teachers, students, and parents.

Cheers,
David

Inspiration for a slow day

2009-03-23T04:29:00.000-07:00

http://www.ted.com/

Inspired talks by the world's leading thinkers and doers

I thoroughly enjoyed listening to Sir Ken Robinson speak of creativity in education. He quotes Picasso “we are all born artists, the trick is to stay an artist”

How about this from Ted

The 8 key words of success
-passion
-hard work
-good
-focus
-push
-serve
-ideas
-persist
　
The two videos I watched were funny, very funny, informative and well produced. Neither were hustling products either.

Cheers,
David

Piano Technique for Dummies Book Review

2009-03-17T04:38:00.000-07:00

Piano Exexcises for Dummies Book Review.
I'm happily working through this book, the chapter on warm-ups is worth the price alone. Included are scale fingerings for all blues scales and more. It is a large format book which will lie flat on the music stand or desk. Excellant exercies for piano teachers to assign their students.

The following ISBNs are associated with this title:

http://www.chapters.indigo.ca/books/Piano-Exercises-For-Dummies-David-Pearl/9780470387658-item.html?ref=Search+Books%3a+%2527piano+exercises+for+dummies%2527ISBN - 10:0470387653ISBN - 13:9780470387658

The fun and easy way to tune up your technique and improve your playing
Is the piano your passion? This easy-to-read guide is bursting with fun exercises designed to hone your piano-playing technique, from warm-ups and major and minor scales to octaves, chord cadences, and more. You''ll play challenging rhythms, practice with different tempos, play a performance piece at the end of each chapter, and find inspiration for performing music your way.
Warm up away from the piano; release tension in your hands, wrists, and arms and go to the piano feeling loose and comfortable
Wake up those fingers; perfect your hand position and develop left and right hand finger independence. Develop greater control practice smoother finger crossovers and pass-unders for speedier scales and arpeggios
Incorporate greater movement; play chords without tension, jump across the keyboard, and move with ease in parallel and contrary motion
Ramp up your skills; perfect your pedaling, play grace notes, trills, and other fancy ornaments.

Open the book and find:

More than 150 exercises that vary in style, key, and tempo
Major and minor scales
Blues, diminished and chromatic scales
Finger, rhythm, and chord progression exercises
Left-hand accompanimentpatterns
Performance pieces with every chapter
Ten one-page dance pieces
Bonus CD Includes
More than 70 tracks all played by the author
Selected exercises from each chapter
Every performance piece
Ten dance pieces from the book

Cheers,
David

Unlocking piano technique: Video Guides

2009-03-10T08:20:00.000-07:00

Unlocking piano technique

http://www.premierpianocourse.com/technique1a_1.htm Alfred Premier Piano Course

http://www.pianoteaching.com/guide/ Piano Adventures

Two excellant sites with video.

Cheers,
David

What makes a great Teacher

2009-02-25T08:24:00.000-08:00

What makes a great teacher?

Great teachers ...

make you feel special.
teach you how to learn.
inspire you with their passion.
engage your whole being.
keep you focused.
open you up to new experiences.
have no agenda.
make the complicated simple.
give clear explanations.
show you how everything ties together.

from:
http://encarta.msn.com/encnet/features/columns/default.aspx?Article=greatteachersmain&page=tamimhome

To this I would add

Great teachers ...

Have a track record
Are passionate about the job
Know what they are doing
Like teaching
Listen to you
Are open to new experiences

Cheers,

David

Expectations

2009-01-08T07:51:00.000-08:00

Expectations

With every new year comes a set of expectations and hope for what we can accomplish in the future. As a student, or the parent of a student, you too have expectations for the new year. Expectations motivate us. They drive us and cause us to invest time and money into the dream of being able to perform at a high level. This is a good thing. As music teachers, we’re thankful for expectations. They keep us in business.

The expectations are not fruitless. Many of our students excel and go on to become professional musicians, church musicians, teachers and choristers. Many more maintain their skills throughout life and play “for their own amazement.” However, there are a few who fall off the wagon prematurely and fail to achieve the expectations they once had. While there may be a variety of reasons for these students wandering away, more often than not, it is a failure to understand or meet the expectations of their teacher. Below is a partial list of expectations that professional music teachers have of their students and/or parents.

Practice

There was a time when this was a given. Music lessons meant practicing. But with so many different activities eating up our lives (soccer, swimming, dance, drama, etc.), music lessons are sometimes lumped together with the other weekly activities as if they are just another time slot in the calendar. Soccer practice is a time for practising soccer skills. Swimmers improve their stroke and endurance during swimming lessons. Students of dance progress during their dance class. Musical progress, however, cannot take place exclusively during a 30 or 45-minute lesson. Music lessons are a time for evaluation, correction, instruction, and planning. The majority of the learning takes place in regular practice sessions at home. When a student comes to the lesson ready and eager to display to the teacher what they have accomplished, the lesson is exceedingly valuable. The teacher can help the student take the next step in perfecting their performance, or push on to new repertoire. Lessons are not intended to be practice sessions. If they are, progress occurs at a snail’s pace and lesson fees are often wasted.

Perform

Music is a performing art. As teachers, we expect our students to perform. Some teachers have studio recitals, master classes, and group lessons. ORMTA sponsors many recitals and competitions throughout the year. The Burlington Rotary Music Festival is held each November, providing an opportunity to showcase the efforts of students. Though some students will experience some initial nervousness about performing, this can be overcome or controlled over time. Don’t hide your accomplishments. We want to hear you perform!

Follow policy

As professionals, we each have a set of guidelines that enables us to operate an efficient and fair studio. In order to maintain an effective relationship between teacher, student and/or parents, we expect you to pay for lessons and classes on time, according to the terms of our policies. We expect you to be familiar with and abide by our policy for missed lessons. Please contact your teacher if you do not have a copy of their policies. Remember that communication prevents many misunderstandings.

Individual teachers may have other specific expectations for students. While we will likely not discuss our differences in a public forum such as this, I have tried to represent (unofficially) what we as a professional music organization think is essential to a student’s success. All the best as you strive to achieve your expectations in 2009!

Scott Ashby
Ashby Musical Enterprises
2397 Sutton Drive, Burlington, ON L7L 7N2
Ph.: 905-963-1268 Fax: 905-592-2077
Cell: 905-630-2179 Email: scott@ashbyme.com
Web: http://www.ashbyme.com
Blog: http://musicteachercafe.viviti.com