6 Things I've Learned WhileTeaching Music

I was recently discussing a typical day of teaching at DSM and DLP with my bestest friend Gracie. She thought it was funny that I spent more time telling her what I had learned from my students versus what I had taught them. She suggested I write a blog about this idea, and though it's probably not exactly what she had in mind...here goes:


6 Things I've Learned While Teaching Music


6. Teaching music is a calling... a much different calling than being a musician. If you are a great player but can't relate to people, then please go concentrate on your gigging career.  And thank you in advance from our profession.


5.  If you are teaching music and don't enjoy it, you should seriously consider choosing another line of work.Your students can tell if you like what you do or not. If you are lucky enough to teach music and enjoy it, congratulations and welcome to the club! 


4. Teaching music requires interpersonal skills. If you are a 'people person' you might be a good music teacher. If your idea of a perfect day is being alone with your i-pod and the Oxford Companion to Music, you may want to seek out a library position.


3. "Liking music" and or "knowing music" have little to do with "teaching" music. Your students want to know that you care about them, not the music they are learning.

2. Having the best curriculum, the best 'chops', the best instrument, or the best facility does not guarantee that you will be a successful teacher. Good teachers will be successful without these things and conversely, they will not help a bad teacher very much... if at all. 


1. Music is not important, people are.  

Who Are The Dallas School of Music and Discover, Learn, and Play?

We are the professional music educators of the Dallas School of Music (DSM) and we work with young children, teenagers, professional adults, and senior citizens. Our students are beginners, enthusiasts, novice learners, and professional musicians alike.  Some travel for hours to study at DSM each week. We use a curriculum designed 'in-house' and try as best we can to integrate state of the art technology whenever possible.  Learners can also access our brand of music education online at Discover, Learn, and Play (DLP) where we continue to meet extraordinary people from just about every corner of the globe.  (PS - for those of you who follow us in Twitter, MusickEd is the name we give to our collected work online and is a term mostly used internally.  It is an homage to the music philosopher Christopher Small).  


All faculty at DSM have at least a Bachelor's degree in  music. There are 3 doctors on staff (with another nearly completed), a world renowned retired collegiate jazz educator, and many folks with Master's degrees.  Our collected experiences of teaching over the past 20 years adds up to a frighteningly large number and I sincerely doubt that there is another music education facility in the world that has consistently completed more private lessons during any given month or year than DSM.


From the very outset The Dallas School of Music was determined to be a warm but state of the art facility that could accommodate anyone interested in accessing quality music education. DSM is not a 'conservatory' and there are no pre-requisites, age limits, or audition requirements.  There is a basic application process that allows us to match each learner up with their best possible educator at their most convenient time.


New hires learn quickly that they must be flexible and adept at communicating musical concepts to a wide array of students. Over the past 20 years we've had students with severe disabilities, learning disorders, and even brain trauma.  We have also had captains of industry, medical doctors, professional athletes, actors, actresses, and their families. On any given day students might range in age from 5 to 80 and they may be completely healthy or challenged both physically and or mentally. 


We do not label faculty by their chosen instrument ('he is  a clarinetist', or 'he teaches cello', etc.) and those who tend to identify themselves by their instrument often find DSM a difficult place to teach and work.


Many of the recent staff members come to us from the acclaimed University of North Texas College of Music but we also have staff members from Southern Methodist University and the Hartt School of Music among others.


Working at DSM can be demanding as staff take on projects and tasks while learning to utilize programs that are non-music related.  Over the years faculty have had to become familiar with Quickbooks, Timetonote, Mavenlink, and GoldMine that all help run the day to day operations of the school. And we are often pressed outside our comfort zones even further when contributing to projects for our web-based service and using programs like Dreamweaver, Parature, and Storefront just to name a few. 


Thanks for learning more abut who we are! Click here to visit our Facebook fan page and be sure to hit the  'Like' button! You can also follow us on Twitter and stay up to date with the news about Discover, Learn, and Play here. 

Practice Like You Cook

So you signed up for music lessons and now you're trying to fit that mystical 1/2 hour a day of practice into your busy schedule. But eek! You haven't touched the instrument since last week. So I guess you'll call to cancel your lesson, right? No way!  

First of all,  where did the mystical '30 minutes a day' number come from?  Is it kind of like the old adage 'wait 30 minutes after you eat before going swimming'? Speaking of eating...

The Food Network has done a brilliant job of presenting and even romanticizing the process of cooking. Far too often in music, we (both students and teachers) focus on the results and fail to embrace the process of learning which includes of course - practicing.

Here's a fresh approach to practice by the musical sous-chefs of The Dallas School of Music and Discover, Learn, and Play.

Prep

Let's face it, there are no magic bullets - you will at some point need to put time in on your instrument if you want to have any measure of success. However, we've found that most people spend what little time they do have unproductively and without a plan of attack.  This usually means simply 'playing' songs or exercises from beginning to end or 'noodling' without consciously applying any musical ideas.  

Don't get us wrong, we're all for noodling! But if you're stretched for time, you'll benefit from a little planning when you do have the time to practice.

 Ingredients

If the fridge and pantry are bare, there's a good chance you'll go hungry. You've got to acquire ingredients before you can eat. We sometimes call this 'paper-practice' and encourage busy students (especially adults) to read lesson material and/or take quizzes before they actually 'practice'. 

As time allows, practice like you might make a nice dinner. Assemble the ingredients, prepare the spices, then follow the recipe until you have a completed dish.  Repeat that process and eventually you'll have a full course meal. Repeat it often enough and you can begin to get creative and add your own touches!

These same ideas can apply to your music learning process. A good teacher or method will present musical concepts (ingredients) in the proper sequence, and communicate specific ways to apply them to your instrument  - that's your musical recipe. If need be, spend some lesson time reviewing your ingredients and preparing your recipes. It's time well spent that will pay off down the road. 

Slow-Roasted versus Stir-Frying

Think of practice as being more like making a turkey rather than a quick wok dish.  There are many steps of preparation that must be completed before the oven is even turned on.  And this line of thinking is valid at every musical level; from beginners naming notes and clapping rhythms, to more advanced learners practicing tempo or meter changes. 

Knowledge precedes results in almost every endeavor and any 'practice' time spent with your instrument should be time spent applying the knowledge that you've gained. If you don't have it upstairs (in your head), it won't come out downstairs (on your instrument).

We know you're busy, so a little planning can really go a  long way toward helping you get the most out of your musical journey. And now it's time for dessert - bon appetit!

Fender Music Foundation

Our recent affiliate outreach has brought us in touch with old friends and amazing new folks that champion great causes. It has been a fun few weeks of calls and introducing ourselves to other folks with a passion for music, music education, and music related goods and services. 


The Fender Music Foundation is one such group that we look forward to working with to achieve our goal of making more music makers of all ages. The text below is from their Mission and Vision statements - how could we NOT contact them?

The Fender Music Foundation was created to provide funding and resources for music programs across America so that kids and adults alike will have an opportunity to experience the joys of music. We also educate the public on the value of a musical education.

We understand the impact music has on the lives of people of all ages, and the tremendous gift it brings to participants and listeners. ...People don't have to be rock stars or professional musicians to enjoy the rewards of music participation, and age is not a factor in the enjoyment or ability to learn to play music. 

That is certainly music to our ears! And we are delighted to help the FMF by having them as an affiliate.  We hope it is the beginning of a long and fruitful partnership - one that leads to creating more happy music makers all over the world.

Be sure to show them some love by following them on Twitter @givemusiclife  and Like them on Facebook too. Click here for more information on how you can help.         

Where Are They Now? Part 2

It's hard to believe it, but DSM will be celebrating 20 years in 2012. Over that time we have worked with literally thousands of students from all over the DFW metroplex.  Many have become friends and some even consider us part of their extended families. In recent years we began seeing sons and daughters of former students which means - we're getting really old! It has been an incredible journey.

As we embark on a new 'global' phase of the school with MusickEd.com and Discover, Learn, and Play, we thought we'd take a look back and catch up with a few students to see what they were up to and ask what they remember about their time at DSM.  

Nicholas Sanchez studied both guitar and piano as a teenager at DSM. Although he moved away from Dallas, we have remained in touch over the years.  Now he is grown and has his own wonderful family.  Thanks for sharing your story Nico!

Is there anything in particular that you remember about DSM? Any specific event, or occurrence? 

I remember DSM in two ways - once during grade and high-school, and again after college.  Both times for me it was a wonderful escape - a different type of focus and creativity where I could put aside school and/or work, and spend time focused on learning the instrument.  

I was probably one of DSM's most unprepared or unpracticed students, but I sincerely valued the times where most of my musical learning was packed into my weekly lessons with really smart, interesting, and fun teachers that could work with my "loose" goals.  

One year, I even encouraged my future wife to take lessons there so she could focus on a violin piece she was learning.  It was really fun to hear and see her progress and participate with DSM.

Tell us what you're doing now and what your plans are for the next year or so. 
I am living in Sacramento with my wife Stephany and my brand new son, Gabriel!  I work for a software company but my passions are my brand new little family, cooking, and of course, listening and playing music.  It is my goal that Gabriel grow up with music in his blood and that instruments become his toys of choice. 

Is music part of your everyday life?

I play the piano and guitar a little less than before, but this will certainly be picking up again as it is something I want my son to grow up around.  Since moving to California, my wife and I became part of a small ensemble called "Delirium Tremens"... yup, medical people! We jam every once in a while and we have played the UC Davis Internal Medicine graduation for the last two years, and we're expected to play again this year.  Last year I was vocals and guitar, yikes!
 
Music is a major part of my life especially via my family on my mom's side, and on my wife's side.  We want to make sure this is a central theme for our young family as well.  I used to want to record music, but then, for me, it got in the way of just playing.

Thanks Nicholas and best to you and your new family! Be sure to stop in and say hello if you get back to Dallas - we'd love to see you.

Espresso, Gelato, Music!

Shari Fulton is a former student at DSM where she studied saxophone, flute, and even sang with the Student Jazz Ensemble. Unfortunately, life and work had her relocate to CA,  but her passion for music still burns! 


Shari and her husband Tom are the proud owners of Zia's, a gelato, espresso, dessert and pastry restaurant in Placerville, CA.  Aside from making great gelato in such interesting flavors as Pineapple-Passion-fruit and Cucumber-Mint, Shari finds the time to hear and book local musical talent for special evenings at the cafe. 

"We've had everything from a traditional Irish group celebrating St. Patrick's Day to classical guitarists, folk singers and of course, all sorts and sizes of jazz combos!" she says enthusiastically.

Shari is an interesting and multi-faceted lady.  The grand-daughter of Italian immigrants, she lived for four years in northern Italy and speaks the language fluently. Her passion for music is equally rivaled by a thirst for knowledge and the simple pleasures that most Italians pursue... "la bella vita" or "the beautiful life".  These interests include gelato, espresso, fine wines, wonderful food, and of course, great music!

We miss her here at DSM but wish her great success with Zia's.  Be sure to visit  Zia's Facebook page and if you're a MusickEd-er in her area, stop by for a fantastic latte or unique gelato.  Be sure to tell Shari we said ciao!

Mozart Effect Take 2: Finally Some Clarity!

'If you want music to sharpen your senses, boost your ability to focus and perhaps even improve your memory, you need to be a participant, not just a listener.'

This is the opening line in an article by Melissa Healy regarding a follow study by Frances Rauscher in 1993. Her findings set off a commercial frenzy of products to make baby geniuses — all she says 'from an experiment that had college students, not babies, listen to Mozart — and were "grossly misapplied and over-exaggerated".'

The Los Angeles Times article titled 'Playing along with the Mozart effect' states 'for all its beauty, power and capacity to move, researchers have concluded that music is little more than ear candy for the brain if it is consumed only passively. If you want music to sharpen your senses, boost your ability to focus and perhaps even improve your memory, the latest word from science is you'll need more than hype and a loaded iPod.

You gotta get in there and play. Or sing, bang or pluck.

For those receiving musical instruction, "there is evidence that music changes the brain in positive and permanent ways," says Laurel Trainor, professor of psychology, neuroscience and behavior, and director of the auditory development lab of McMaster University in Toronto. Yet like a medication that powerfully treats an illness, but in mysterious ways, the means by which music might enhance cognitive powers has eluded scientists so far.

Click here to read the full article and get out there and play!

Leading, Teaching, Being 'Plugged-In'

This should inspire us to reevaluate our roles (and goals) as educators, whether we are working individually or in a group setting.

Groovin' to the Tunes

A new study demonstrates the power of music to alter our emotional perceptions of other people.

'In the experiment, 30 subjects were presented with a series of happy or sad musical excerpts. After listening to the snippets, the subjects were shown a photograph of a face. Some people were shown a happy face – the person was smiling - while others were exposed to a sad or neutral facial expression. The participants were then asked to rate the emotional content of the face on a 7-point scale, where 1 mean extremely sad and 7 extremely happy. '

'The researchers found that music powerfully influenced the emotional ratings of the faces. Happy music made happy faces seem even happier while sad music exaggerated the melancholy of a frown. A similar effect was also observed with neutral faces. The simple moral is that the emotions of music are “cross-modal,” and can easily spread from sensory system to another. Now I never sit down to my wife’s meals without first putting on a jolly Sousa march.'

Read the full article here.

Oliver Sacks on The Daily Show

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It's so nice to hear this kind of information about music presented in a fun and entertaining atmosphere without it being packaged and turned into a 'save the music' battle cry.

Music educators might learn a lesson from other disciplines (like golf for example), who have done a brilliant job of marketing outside of academia and across all gender and age groups including professional adults and seniors. Maybe then our profession would thrive both inside and outside of academia, and we would not be held captive by budget cuts or the whim of indifferent school boards.

A guy can dream can't he?

The Music Instinct: Science & Song

The Music Instinct: Science and Song is a fascinating two-hour documentary on the science of music that premieres this Wednesday, June 24 on PBS.

Check out the Music Instinct website which includes videos and interviews with Bobby and Taylor McFerrin, Yoyo Ma, and many others. There is an interesting interview with David Levitin who authored This is Your Brain on Music
and a ton of other great material covering topics as far ranging as music and evolution to acoustics, intervals, and harmonics.

Once you've watched, be sure to let us know what you thought!

Do I Have to Learn all that Music Stuff?

These questions arise many times every year. Sometimes they're posed by people calling DSM for lessons and sometimes they're e-mailed to MusickEd.com by people searching the internet for uh.... 'music education'.

'I want to learn music, but do I have to learn how to read music?' Or 'I just want to play for fun and not learn any of that theory stuff.'

There are a bunch of fantastic tales about guys who 'just pick up an instrument and play!' and countless other threads to be found regarding famous musicians who 'can't read music'. There's no doubt that it can be done and done well.

The following jazzers are all said to have limited music reading ability; trumpeter Chet Baker, guitarists Wes Montgomery and Joe Pass, and pianist Erroll Garner. They all played wonderfully yet each struggled with (music) reading during their lives and some admittedly sadly never mastered the skill. Some of these stories are exaggerated. Erroll Garner may not have been able to sight read Chopin Ballades, but he could certainly explain the theory behind the chords and melodies.

The pop world is littered with formidable players who do not read music. There is the somewhat dubious tale of Prince handing Beyonce a piece of sheet music at a recording session only to have her gasp in horror and then sheepishly admit she couldn't read music. The nameless symbol-one was so taken aback that he reportedly abruptly ended the date and told Miss Knowles to 'come back when you've learned'. (Note to readers; it's a great story... but repeated searches for verification of the myth have turned up nada. If anyone has more insight, by all means, do tell.)

The bottom line is that some folks are gifted with great ears, musical minds and the dogged determination to play their instrument at a very high level. Eventually they learn the 'language' and are able to 'converse' with fellow musicians to make great art. The people who are searching for 'shortcuts' online or calling a music school for help are most likely not in this camp.

Searching for a shortcut to learning music is like learning a language but never developing the skills to read or write, building a house using only a screwdriver, or being an artist using only a pencil. The more knowledge you gain and the more tools you acquire, the more you can do with your instrument. This makes learning more fun and far less frustrating.

With the correct approach however, there is no doubt that anyone and everyone can learn musical concepts and become musically 'literate' on their chosen instrument. With that in mind, the question 'Do I need to know how to read music?' might be answered in true Socratic fashion by any potential teacher like so; 'How do you propose I teach you music?'.

In putting the MusickEd.com Kore Series software together it was blatantly obvious that a step by step approach of introducing concepts using the actual language of music was the best idea for both potential students and educators who would be using the product. Note reading, ear training and theory components (such as articulations, dynamics, tempo markings, etc.) are all important pieces of a large puzzle that of course also includes 'hands on' and 'how to' for each instrument.

We have been using the software curriculum for about 2 years on campus at DSM. The program provides teachers with lots of options and it's a great way for students to gauge their progress. Almost every student (both young and old) are delighted to know that they are following a set course of study rather than meandering through a random set of tasks that often lead to frustration.

The 'market' (and in particular, the internet) is flooded with cheat-sheet short cuts that sound more like used car deals than actual curricula. This approach almost always causes frustration for both the learner and the instructor because what's missing is a clear and consistent flow of sequential information.

So if you are one of the chosen few who are truly musically gifted and highly determined, then you may not need to learn 'music' in order to play your instrument at a high level. If you are like the rest of us however, be certain to choose a solid curriculum and a teacher who will help you through it for the best results!