Picking a university

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!”

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

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. “

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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

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

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

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

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