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
Showing posts with label success. Show all posts
Showing posts with label success. Show all posts
Monday, February 8, 2010
Sunday, January 24, 2010
Assessing talent
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
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
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.
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
Wednesday, September 2, 2009
The Mental Game
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
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
Wednesday, August 19, 2009
Artistry in piano teaching by William Brown
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
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
Thursday, July 23, 2009
Private Music Teaching: Core Competencies
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
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
Saturday, July 4, 2009
How to develop musical creativity
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
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
Tuesday, June 30, 2009
Motivation
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
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
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
Friday, June 5, 2009
Music Lesson Marketing
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
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
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
Tuesday, April 28, 2009
Grade ten exam preparation
"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
Tuesday, April 21, 2009
5 Benefits of Music Lessons
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.
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.
Monday, April 20, 2009
New York Philharmonic Orchestra and the importance of student attendance of concerts.
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
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
Monday, April 6, 2009
Music Study and Adolescent Maturation
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
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
Monday, March 23, 2009
Inspiration for a slow day
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
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
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