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
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Sunday, January 24, 2010
Monday, December 28, 2009
Teaching the YouTube musician
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.
David Story
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.
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.
- 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.
David Story
Sunday, November 15, 2009
Book Review: The Talent Code by Doyle
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.
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.
Wednesday, October 7, 2009
The most important teacher: Our First
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
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
Thursday, October 1, 2009
sharing ideas with each other
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
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
Thursday, September 24, 2009
Free Mozart Scores for Study and Performance
Mozart Scores On-line
Free and available to students and teachers
Free and available to students and teachers
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.”
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)"
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.
Thursday, June 18, 2009
The Examining Experience
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
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
Sunday, May 24, 2009
Practicing styles
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
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
Wednesday, February 25, 2009
What makes a great Teacher
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
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