Digital Learning is Here to Stay

If music is truly a universal language then we  as music educators have an amazing opportunity  to reach learners of all levels according to  these 2011 statistics. This graph shows  percentages of internet usage per population  in various areas of the world.  With 488 million users in the America's alone,  it's no wonder why folks like Tom Vander Ark  are keen about investing in Digital Learning  programs. Tom's Getting Smart is a site focused  on innovations in learning with primary emphasis  at the K-12 learner, but they also explore  informal, early, and adult learning as well.   From the Getting Smart site: "We are optimistic  about the potential of connecting more young  people to the idea economy through personal  digital learning. Getting Smart is a community  of people passionate about learning and helping  others learn." Music ed. programs take note. Our future music  teachers need more training in non-traditional  classroom teaching/learning with a special  emphasis on digital technologies.  Reaching  this huge and growing market can provide  far-reaching support for musical arts organizations,  music retailers, performers, and yes, even in-school  music programs. The global educational landscape is  changing and we need to be proactive about the  future of our profession. This is an opportunity  that needs to be seized. Let's not be the last  profession to the dance!

Advice for Future Music Teachers

A former student of mine  (and a very good player by the way) has 

decided after several years of applied instrument classes to be a

music education major. I am not certain of his motives, but I have 

no doubt that if he decides to go ahead with this decision, he can 

be a super teacher. I thought I'd put down a few thoughts for him 

and anyone else who might be considering music education as a career.

1. Don't choose music education as a 'fallback'. 

I've seen first-hand what a huge mistake this can be.  Most 

successful music educators are passionate about teaching or feel

it is a calling. Those who 'back-in' to education are often disappointed or worse, burned out after a short time. If you want to be a performer, then be a performer. If you decide to teach, make it a career decision and jump in with both feet. Your performing career will most likely become secondary.

2. Be ready for anything!

Anything? Yep...anything. If you are in a school setting you may be asked 

to monitor study halls and the lunch room. You may have only a handful of 

colleagues on your team and you may be working with students who care as 

much about music as they do math...which is to say about nil. I have taught

in a janitor's closet and a math classroom. And you may wind up outside of 

your comfort zone when someone asks you to design a half-time show or cover 

a French class. If you go the private practice route, be ready to learn book-

keeping and management skills, scheduling, and tuition collection. In fact, 

you may very well spend more time on the business end of things than on 

actual teaching. Who knows,you may be asked to write a blog.

3. Keep all of your options open.

The job market can be limited. Your ideal teaching gig may be at a small 

private school working with a jazz quartet, or as an instrumental teacher 

at a college.  But those specific jobs are tough to get aside from being 

few and far between. It's sort of like saying you'd like to coach basket-

ball... at Duke; it's probably not gonna happen for a while. However,

the future of music education is bright if you keep your options open. 

Consider the private instruction studio or starting a small private 

'practice' with colleagues. Innovations online have made this a tremendous 

option in many communities and even globally. Lastly, do not be defined or 

confined by your chosen instrument or area of expertise! Having a teaching degree

means you are the expert and should be able to work with students on

many levels, in many genres, and on any number of instruments.

Most of all have fun and enjoy the ride!

Music Education + Business = Win Win

Last week we were fortunate enough to be contacted by Marty Albertson the former CEO and current non-executive Chairman of Guitar Center.  We decided to do a little research on him before our call and learned that his is a very cool story.

He started as a clerk and rose through the ranks all the way to CEO.  He weathered through sales of the company, buy-outs of partners, and even led the company from public to private status (and back again?).  He champions a 'slow-growth' strategy that he believes will benefit Guitar Center over the long run. This is all good stuff.

Marty's initial e-mail to us ended with a very interesting sentence that caught me just a tad off-guard.  He said "I have spent a great deal of time over the past several years investing in the music ed world we depend on. I would look forward to seeing your program."


I'm not sure why I was surprised as it makes so much sense.  Head of a company that sells instruments and gear is interested in music education success... so they can sell more instruments and gear! It's crystal clear and seems to be sound business logic as well (no pun intended). We were humbled that Marty contacted us and were pleasantly surprised to learn that he wanted to talk about music education with us 'outsiders'. But you see, as a businessman and passionate music fan, he understands the importance of music education on many levels.

For example, we are all familiar with the benefits of music education; how students of the arts continually outperform non-art peers on the SAT, how cognitive reasoning is elevated, and  and how playing music can instill in students "the good habits of mind that can last a lifetime" among others.  These are noble and just reasons for the existence of foundations like VH1-s Save the Music and The Mr. Holland's Opus Foundation (of which Marty is a board member) but they are not the only reasons.

The basic premise that 'more music makers = more music SALES' is... in my humble opinion, no less of a reason to 'save the music' and for music educators to become more business savvy. This can and should be a win-win situation.  


I know that each time a shop makes an instrument sale, there is a potential lesson for a teacher (whether it's here at DSM or online at DLP)  and perhaps another potential member for a local band or orchestra program. And I know too that if the teacher does his job well, he will make a lifelong ambassador and purchaser of music and its related products or services. That's a Win-Win. 

I suppose it was the word 'depend' in Marty's initial e-mail that struck me the most. I wondered to myself if music educators understood this?...Then I chuckled at how silly that sounded. Of course they don't.  Music educators are trained to sight sing, read scores, transpose, and fix the occasionally bent octave key. These are wonderful attributes in the band room, not so useful in the real world.  We are trained to do one thing, and do it well. But in most cases, a music ed. major's 'business hat' is most often only worn when dealing with local shops that provide (hopefully) quality rental instruments to their band and orchestra programs.  

This leads to a disconnect between school music programs and the outside world, including the business world (and in many cases, the music world - but that's another story for another time).  In short, this disconnect is a real and palpable one. If you don't believe me, read the account of our trip to the MENC (now called NAfME) National Conference or see for yourself by attending a NAMM show and making a note of who the majority of music merchandisers are courting. You might also try listening in on any of the national round-table discussions on music education and see how often they address 'the other 80%'. 

So I believe it's time for a change.  Let's try to...

...encourage future music educators to be more entrepreneurial minded by making business training part of their basic required curriculum.  

...work with businesses to leverage the current interest in adult music education and start reaching that portion of 'the other 80%'.

...use technology to make music educators more accessible and to reach more people of all ages and all levels of ability interested in learning music.


And finally, let's not be afraid to become more entrepreneurial in spirit and to work with businesses of all kinds for a 'slow-growth' approach to creating more music makers. It can be good for everyone's business - a true win-win.

And the winner is.....

We have a winner!  

                                                 

The EasyEarTraining contest is over and we have a winner. After gathering names from our facebook, twitter, and blog pages, we decided to have a 'DSM bowl-a-thon' to find the last cup standing.  

1. We printed the names off and sliced them into individual pieces.

2. Then placed each name in a paper cup.

3. Next, we set them up for 5 hotly contested rounds of elimination bowling. 

4. First up, Eugene the "Big Bocce" Cantera...with sort of a Greco-Roman wrestler's approach.

5. Followed by Gary "Fleet Foot" Feltner. Those tango classes have sure come in handy.

...and finally, 

6. Mike "Quisenberry" Finkel in smashing sidearm form sends a wicked slider down the lane.

7. We've reached the final 2 names as "Flames Finkel" fires one just wide...

8. ...but wait!   On the carom, a single cup remains...

9...and the winner is... Kathey Woolsey Lites! 

Commence Rocky Theme...

Congratulations Kathy! 

We will be in touch to get your Free EasyEarTraining App on its way!

TEETH - 5 Things Every (Music) Teacher Should Know

I recently came across this post which ran in its original form at the beginning of the school year in 2008. I have made a few changes but in general I thought it has held up well.  Enjoy!


TEETH 

T=Take Charge

Your students are looking for guidance, they want direction; don't allow them to dictate the course of action, that's your job!  Do not fall into the trap of teaching the way YOU were taught. As well as you did with whatever method your teacher used, it is probably boring and outdated by now. 

E=Energy

Leave your problems at home. Your students (and colleagues) want you to be at your vibrant, upbeat best each day. If you're not happy or feeling 100%, then fake it. Help yourself to a cup of coffee and if you still need extra energy, see any one of your colleagues or administrators, they usually have plenty to go around.

E=Engage

Meet and get to know the families in your school - even if they do not belong to your students. Greet your students cheerfully, they want to know you are excited to see them. Engage your students in the learning process and ask about their 'day'. Perform for them, play along with them, share what you know with them.

T=Teach

Your students are not eager to show you how much they've practiced this week (and by the way, they haven't practiced very much if at all). They are in music because the like music and want to know more about it. They trust that you can help them learn. 


If you thought the "T" might stand for 'talent', (as in the talent you display on your instrument) guess again. Just because you have a degree in music doesn't mean you can be successful teaching it. And your success will most likely not be judged by how well your students play or perform, but whether they like you or not.

H=Have Fun!

Fun after all, is what students really want.  If you can make the connection between 'fun' and 'teaching moments', then you will be successful.  So smile, show some teeth, and inspire!