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Business Advice for Music Teachers

Business, Teaching, and Life Advice for Music Teachers: John Tracy Interview Parts III & IV

In the final two videos in this series, John Tracy–Founder and Owner of Tampa Bay Music Academy–advises music teachers to strengthen their networks and sharpen their skills.  These invaluable tips are not to be missed!

The Power of Your Network – John Tracy Interview Part III

This video is a must-see for all music teachers. You will learn:

  • What networking with other musicians can do for your life and career
  • How to network–it’s easier than you think!
  • Ways to keep afloat of discouragement
  • How to get involved in your community
  • What you can do to keep your skills sharp

 About Tampa Bay Music Academy – John Tracy Interview Part IV

In this video, John Tracy tells us more about Tampa Bay Music Academy.  His story is an interesting case study, which provides valuable insights on:

  • How to leverage the power of your website
  • Where to find venues for private instruction
  • Why writing frequently about music is so important

Additionally, he discusses his motivation behind the academy and what the music community is like in the Tampa Bay area.

If you are interested in writing about music and would like to contribute to our blog, contact us today!

To learn more about John Tracy and Tampa Bay Music Academy, visit http://www.tampabaymusicacademy.com

What Most Music Students Overlook

 What Most Music Students Overlook: John Tracy Interview Part II

John Tracy, Founder and Owner of Tampa Bay Music Academyin Florida, gives his advice to music students as he describes the one point that is most often disregarded.  This video is the follow-up to Parents Help Their Kids Succeed in Music.

First and foremost, he emphasizes the importance of rhythm.  “A right note played at the wrong time is still a wrong note.”  Many students struggle to play rhythms correctly–and not just beginning music students!  Intermediate-level students likewise face this challenge.  Even more advanced students run into trouble if they haven’t made rhythm a priority early on in their music study.

As an experiment, I sometimes ask my students to learn the rhythms first before plunking out the melody of a new piece.  The results are always favorable, especially with students who struggle to play rhythms accurately.

In addition to emphasizing rhythm in this video, John Tracy shares a bit of his own history.  He explains how he started studying piano at the age of five and how he got involved with other instruments.  For serious music students who wonder how to make money as a musician, he also talks about how he landed his first job and how that led to him creating Tampa Bay Music Academy.

Turn Any Setback into Success

Isabelle Jeannet, concert pianist and advanced teacher

Isabelle Jeannet, concert pianist and advanced teacher

Sometimes a huge setback can fuel your greatest success.  After two surgeries on her hand, concert pianist Isabelle Jeannet was forced to put her performance career on hold.  During this time, she intensely studied hand movements of many great piano masters.  What she learned dramatically transformed her concept of playing piano, and formed the foundation of her current teaching method.

Today this native of Switzerland teaches advanced piano students and performs all around the world.  She performs solo works, accompanies singers, and is a featured performer in chamber ensembles, choirs, and orchestras.  Isabelle Jeannet shares with us her story and her secrets to turning any setback into success.

Our Interview with Isabelle Jeannet

What defines your teaching method with your advanced-level students?

 1)      It’s all in the hands. When you are watching Horowitz, Cartot or other great artists it always looks completely effortless and relaxed.  In my playing or teaching, I have that ideal in mind.  I concentrate a lot on relaxation.  I combine flat and round fingers, and the thumb hangs below the keys when not being used.  Playing a melody with flat fingers completely changes the sound.

2)      Phrasing and expression.  What we receive as a beautiful, rich sound often has to do with the lengths of a particular note, the breathing in between two or more notes, or a phrase and the freedom of a well-chosen rubato.  The agogics are highly important to create a vibrant performance and it’s the instinct of a good teacher guiding a student here.

3)      Focus on the whole person.  Teaching my advanced-level students is the most fun, deep, close and emotional experience for me.  I love creating an atmosphere of trust, which helps the student to bring out more of their abilities, their personality and also their fears.  If something isn’t working in the playing, it’s always deeply connected with the whole person and I see myself there as more than “just” a piano teacher.

Pianist Hands

Isabelle Jeannet's method focuses on the combination of rounded and flat finger positions.

When did you start studying music?  How did you know you wanted to be a concert pianist?

I got my first piano lesson at the age of eight.  My parents would often listen to classical music and there was never a doubt that I would choose the piano as my favorite instrument.

I loved practicing but didn’t have a career as a wonder child, nor was I forced by anyone to sit at the piano.  Everything I did, I always did out of free will.  To become a pianist was a dream I had since I was a child.  At the age of thirteen, I increased my practicing so I could enter the University at the age of seventeen.

What have you noticed about the differences in your audiences?

In Dubai people didn’t mind talking on their mobile phones while I was performing.  Then I played in a jail and it was so emotionally intense you would have heard a pin drop.  It depends very much on habits, social dynamics, environment, and country.  It all matters.

What stays the same if I’m teaching or performing is the emotional language of the music that touches on the level of the heart.  In general, any audience that is educated in classical music is usually listening with intention.

How do you manage your scheduling as a performer?

Until now I have done all the scheduling and booking on my own.  As teaching has always been an important part of my work, I haven’t had room in my schedule for numerous concerts.  The concerts I’ve played have largely come through personal connections.  Also, when I’ve had the chance to meet somebody important, I also get the concert.

The recent economic downturn has changed the situation with agencies dramatically.  We used to have a list for agencies all over Switzerland and about two thirds of them have completely vanished.  I do believe in a good online presence today and I’m also convinced that I’ll find somebody helping me with the booking soon!

How can musicians eliminate distraction?

Playing classical music requires a lot of time.  Classical music was composed at a time when people in general had less distraction in their lives.  As our world gets faster and faster, I think it’s important to create islands of silence and freedom.  I know how fast one can get lost by multimedia, etc.

Isabelle Jeannet IIWhat is your dream?

My vision as an artist is to “infect” my audience with my love for the classical music.  It’s so important that this music be kept alive!  I would love to show that classical music is something very sexy and passionate and to find ways to attract a younger audience.

I have a dream about a different furnished small hall with a touch of an elegant bar instead of a usual concert hall—a modern version of a saloon when Chopin used to play his works for the first time.

Inspiration for Good

Few things in this world are as inspiring as watching a concert pianist perform.  Among her many influences, Isabelle Jeannet sites Alfred Cortot, Vladimir Horowitz, Clara Haskil, Martha Argerich, Joseph Hoffmann, ­­ Edwin Fischer, Claudio Arrau, and Peter Feuchtwanger, with whom she is also friends.  She received her teaching and concert diplomas at the Hochschule für Musik und Theater in Bern.

Remembering Betty Jeanne Chipman: Music Teacher, Mentor and Friend

Betty Jeanne Chipman, voice teacher, author, and legend

Betty Jeanne Chipman, voice teacher, author, and legend

Music teachers have tremendous power to improve lives forever.  Today the classical music world honors the life of Betty Jeanne Chipman, a great music teacher who passed away Sunday in Salt Lake at the age of 93.  Many of her friends and former students have connected on Facebook to pay their respects to this great woman, after whom a prestigious University of Utah scholarship was named.

One of her former voice students, soprano Clara Lee, expressed her deep love and respect for Chipman on her status update.  Referring to Chipman as “my wonderful voice teacher, friend, mentor, therapist, and champion”, Lee thanked her for “[shaping] me and my voice with generosity and love coupled with expertise.”

Dr. Ruth Christensen likewise commended Chipman as “a wonderful, lovely, truly beautiful human being and builder of singers and their voices.”  Dr. Christensen, who teaches voice at BYU, added that Chipman still kept a full teaching schedule when she passed away.

Anna Mooy, who teaches voice at BYU Hawaii, says, “What a wonderful legacy she leaves behind!  Betty Jeanne, I love you and will miss you dearly.”

These comments echo the sentiment of many students who will miss this influential mentor.  Those who knew Betty Jeanne refer to her as “grand lady, a master pedagogue, and a true friend,” a “wonderful, amazing teacher,” a “treasure”, someone who “lived a great life” and “touched so many” others.

Betty Jeanne Chipman will be greatly missed.  She leaves behind a legacy of true mentorship and many students whose lives she has improved forever.

Think You Own Your Sheet Music? Think Again.

Think you own your sheet music? Not until you mark it up.

Think you own your sheet music? Not until you mark it up.

You may think you own your sheet music, but there’s only one way to tell.  How much do you make it a part of yourself?

Think about it.  When you borrow music from a friend or a teacher, you’re often too afraid to touch it, or do much else with it for that matter.  By contrast, owning your own sheet music gives you the freedom to do whatever you want with it—as long as it’s legal, of course.  So how can you get the most out of owning your own sheet music?

Mark it up, baby!

Highlight your part.  Making your part stand out helps you stay on track while turning pages.  This is especially helpful if it’s an orchestral score because your eyes will quickly distinguish your part from all the other ones.

Take notes.  Write notes on dynamics and other indications of how the piece should be performed.  If you’re blocking or choreographing the piece—as you would in a solo vocal score—write down your movements.  Here’s an even more novel idea: write down what your teacher tells you in your lessons!

Break it up.  Circle parts that are tricky and require extra practice.  Don’t be embarrassed.  Nobody will judge you.  If you mark these areas in pencil, you can always erase them later.

Translate it.  In classical music especially, it’s common to see Italian or German indications of how you’re supposed to perform the piece.  If you don’t know what these words mean, find an online translator and write the English words on your sheet music.  If it’s a vocal score with foreign lyrics, write the translation for these words, too.  Make note of unusual vowels and consonants.

Create symbols.  You will naturally develop your own shorthand and symbols as you develop the habit of marking up your music.  In my scores, for example, I mark tri-tones with a triangle—naturally.  You may use IPA to help you with pronouncing foreign words, or you may come up with your own system.  The most effecting method is the one that works for you.

The more you go to town with marking up your score, the more you pride you will take in owning your sheet music.  Have fun!

7 Reasons Everyone Should Play Piano

Play Piano

Studying piano carries so many benefits. Why doesn't everyone play piano?

I’m an advocate of having every musician play the piano.  This powerhouse instrument packs a powerful punch of benefits.  These are merely the top seven:

1)      It has more notes.  The piano keyboard represents every note available on other instruments.  There is no instrument that has a note that the piano does not have.  This reason alone gives a strong case for everyone to play piano.

2)      What you hit is what you get.  The piano produces the most immediate results of any instrument.  You simply touch a key and the note sounds—no tone training required.  With most other instruments, you have to spend weeks just trying to make a sound and many more years striving to perfect it.  Not so when you play the piano.

3)      Get the big picture first.   This straight-forward quality of piano playing makes it ideal for sight reading.  If you play a different instrument, you can always plunk out your part on the piano first.  If you’re learning an orchestral piece, you can even play the other instruments’ parts.  After getting an overview of a piece on the piano, then you can worry about creating all the other musical features on your primary instrument.

4)      You can play chords.  Since the piano allows you to play multiple notes at a time—unlike a saxophone or bassoon—it is by far the best instrument for learning music theory.  Theory teachers frequently use the piano to play chords and explain other concepts.  The keyboard is ideal for visualizing the music you’re analyzing.

5)      Impress more friends.  Keyboard instruments are the most versatile of all instrument families.  The piano by itself is used in all genres—classical, baroque, rock n’ roll, jazz, pop, hip hop—you name it.  If your primary interest in studying music is to impress your friends, the piano is a wise choice.  You are more likely to impress a diverse crowd of individuals.

6)      Branch out.  The ability to fit into many styles is not the only benefit of playing piano.  You can easily learn other keyboard instruments like organ and harpsichord.  Mallet and other “layout” instruments such as the marimba and xylophone are easy to learn after studying piano.

7)      Play virtually anything.  Electric keyboards have an added bonus: built-in voicings of other instruments.  If you get bored with the grand piano sound, you can switch to cello, accordion, or even a sophisticated drum kit.  Record yourself playing one “instrument”, add another voice on top of that, and you’ve got a whole orchestra at your fingertips.

Playing piano is key to a singer’s survival.  My voice teachers always told me that the best singers were good pianists.  Sadly, I had quit piano lessons years before learning this essential fact.  I have worked hard in my adult years to make up for lost time.  Now I teach piano basics to all my voice and violin students.

It’s never too late to start to play the piano.  Search for a piano teacher in your area today.

The Ideal Student-Teacher Relationship in Music

Boy Confused

What are the signs of the ideal relationship between the music student and the music teacher? How can parents detect these signs?

The music teacher is more than just a private instructor.  She is a role model and personal mentor for her students.  Her pupils place absolute trust in what she says.  In many cases, her advice matters more than anyone else’s in her student’s lives, except for their parents.

This gives the music teacher tremendous power.  If not careful, the teacher can use this influence to unwittingly crush her student’s dreams.

As a private teacher and a parent, I take personal interest in preventing such tragedies.  That is why I place so much emphasis on finding the right teacher-student relationship.  Every teacher is different, and her methods are helpful to some students and destructive to others.

Every relationship presents challenges.  There are no perfect relationships, though some are pretty close to ideal.  Almost every teacher-student relationship encounters bumps in the road.  However, you can sense when a relationship is becoming unhealthy.

Parents play a vital role in diagnosing the status of the student-teacher relationship.  In fact, the importance of parental involvement cannot be overstated.

How do parents know when it’s time to switch teachers?  How do teachers know when it’s time to drop a student?  If your intuition isn’t getting the answers you want, take one of our specialized quizzes:

Teaching Music: Advice for Work at Home Parents

Work at Home Mom

Music teachers who are work at home parents have a unique set of challenges.

Teaching music lessons is a viable career choice for work at home parents.  Many mothers, fathers, and legal guardians make the choice to work at home so they can remain in close contact with their children.

One of the biggest challenges of working from home is setting boundaries.  You need to have your children respect lesson time.  Let them know that you are always there for them, but they can’t interrupt music lessons unless there is a dire emergency.  (They should also understand what situations would count as dire emergencies.)

Older children are more capable of respecting your time while you’re teaching music.  Younger children, however, may require extra assistance.  Getting a babysitter or nanny may be necessary.

Since having my twins, I have been offering deals to my young students.  I give them a discount if their parents watch my kids while I’m teaching music lessons.  I find this to be a win-win situation; my students look forward to lessons, and their parents look forward to playing with my babies.

For more advice for stay at home moms and parents, read my guest post on Pocket Greens .

Quiz: Should I Drop This Student?

Frustrated Girl

When is it time to let a student go?

Just because a student has potential doesn’t mean you should keep teaching her.  Your methods may not be well-suited to her needs.  Continuing with an uncooperative student isn’t worth the time or money for either of you.  In fact, it can quickly sap you of the energy you need to teach those students who are a better fit for you.

Breaking up is hard to do, but it may be time to refer her to another teacher.

Rate your agreement to the questions below in regards to your student.  (Keep in mind that the answers to all of these questions are personal and highly subjective, not a reflection of how “good” your student is.)

 

For each question, use the following scale as a reference:

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

Strongly Disagree      Disagree        Somewhat Disagree        Somewhat Agree        Agree       Strongly Agree

 

1)            The student listens to me and is on board with my agenda and methods.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

2)            The student is cooperative and strikes a good balance between following and leading.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

3)            The student is reliable in showing up, completing assignments, and making payments on time.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

4)            The student shows measurable progress.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

5)            I feel that my encouragement really allows the student to shine.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

6)            The student asks me when she doesn’t understand something.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

7)            The student is open to learning new concepts.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

8)            I am pleased with the amount of practicing she does each week.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

9)            Our relationship is characterized by mutual trust and respect.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

10)          This student would never progress as quickly without my instruction.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

11)          The student’s inquisitive nature help set the tone for enjoyable lessons.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

12)          The student gives me helpful feedback during the lesson, which helps me understand her needs.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

13)          Our personalities work well together.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

14)          I always know if she really understands something because she feels comfortable tell me.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

15)          I don’t become easily frustrated with this student.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

16)          I am effective in holding her interest through the duration of the lesson.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

17)          After each lesson, I feel satisfied in my work.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

18)          When disagreements arise, we are always able to work them out by communicating effectively.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

19)          We both learn from each lesson and feel edified.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

20)          Overall, I feel gratified when teaching this student.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

What your scores indicate:

180-200 = 90-100% = Excellent!

This student is a good fit for your teaching style.  Your expectations and goals consistently complement one another, although you may have occasional disagreements.  Wouldn’t it be nice if all students suited you so well?

150-179 = 75-89% = Could Be Better

You have some kinks to work out in your relationship.  Be open with your student about these concerns.  Raising mutual awareness could easily solve the problem.  If not, a different instructor may be better for this student.

51-100 = 26-50% = Not So Great L

Hopefully this exercise has helped you determine the underlying reasons for dysfunction.  You may have so many disagreements as to render reconciliation impossible.  To avoid unpleasant relationships in the future, make sure you set clear expectations with each new student.

0-50 = 0-25% = Simply Awful!

This relationship is so bad that it has likely caused you to lose some sleep.  You’ll be glad once it has ended.

Look back at your answers to determine why this arrangement isn’t working.  This will help you be able to recognize your ideal student in the future.

How to Tune a Violin

Tune a Violin

Instructions on how to tune a violin for beginners, intermediate, and advanced players.

Read the rest of this entry →

Stop Criticizing Famous Singers!

Famous Opera Singer

How many opera singers does it take to change a light bulb? Twelve. One changes the light bulb while eleven others stand around and discuss how they could do it better.

Okay, classical singers, it’s confession time.  We’ve all done it.  While watching a world-famous opera singer perform, we take joy in tearing her technique to shreds.  Though sometimes in jest, we usually express a sense of outrage.  How can she get away with flaunting those lazy vowels?  Have you seen the way her tongue moves with each oscillation of her vibrato?  She’s only famous for taking her clothes off.

Why do we do this?  Is it because we’ve been working so hard and getting no recognition for it?  That’s called jealousy.  Admit it.  You wish you were famous just like she is.

Sadly, it’s not just “unseasoned” students who did this.  In fact, voice teachers are the worst culprits.  I’ve learned never to tell other teachers who my favorite singers are.  I don’t care to hear unsolicited criticism of my idols, thank you very much.

Teachers often pretend that such criticisms are teaching moments.  Don’t do what she does with her jaw!  That’s wrong.  That’s bad!  Well, how bad can it be, considering how successful she is?

Despite what some teachers tell you, there is no single way to sing correctly.  There are somewhat defined “schools” of thought, but disputes arise even within these allegedly unified methods.  When somebody famous comes along, displaying virtuosity through some technique that isn’t the same as your teacher’s, you can anticipate heckling comments from that teacher.

Singing is such a personal thing, more so than playing an instrument.  Since your body is your instrument, how can you not take everything personally?  When someone criticizes your voice, you feel like they’re attacking you as a person.  Singers feel threatened by the thought that what they’re doing is wrong.  If some famous singer exhibits success in a technique that’s completely different from what you’ve learned, what does that say about you?

These fears, rational or otherwise, are what I take occasion to laugh at today.  The next time your voice teacher pokes fun at a famous opera singer, just remember: she’s famous and you’re not.

The End

5 Benifits of Audio Learning

5 Benefits of Audio Learning

Listening to recordings helps students develop musicality.

Why listening to recordings helps students develop their unique style and method.

While learning new pieces, most teachers encourage their students to listen to recordings.  Social media facilitates this, bringing videos and sound clips to millions of people who never would have accessed them otherwise.  Watching and imitating professionals carries so many benefits and very few drawbacks.

 1)     Imitation is a natural way of learning.  Children learn to speak by imitating sounds, then words, then phrases.  Musicians first learn to be expressive by imitating as well.  In lessons, teachers model what they want students to do, and the students imitate.  If teachers frequently use themselves as a models, why wouldn’t they also encourage students to imitate professionals?

 2)     Exposure to many great recordings provides comparative insight.  The more recordings students listen to, the better.  That way, they aren’t held hostage to one artist’s interpretation or even his or her mistakes.  Hearing professionals mess up also has benefits.  First of all, students are reminded that even professionals are human beings, and mistakes are forgivable in the professional world.  Secondly, students realize that there is never one right way to do perform a piece.  Musical performance is more of a journey for the artist than a declamatory presentation of truth.

 3)     Hearing multiple interpretations intimately acquaints you with a piece.  As students listen to more interpretations, they deepen their understanding of a piece beyond the pitches and rhythms.  They begin to see the big picture.  The phrases link together into a narrative whole.  Not only do students start to string them together in order to anticipate what comes next, but they also learn how the phrases build on each other.  The links form a cohesive story.

 4)     You develop your own style and preferences.  With so many different versions to compare against one another, students will quickly develop preferences for different aspects of each interpretation.  In so doing, each student she can pride herself in becoming a music snob.  Also, each student will be developing her unique musical style and method.

 5)     At the very least, you can make sure you’re playing it correctly.  Aside from deepening technique and appreciation for a piece, it’s nice for students to double-check with professional recordings simply to ensure that they’re playing the piece correctly.  (Nothing is more embarrassing that performing a piece and later being told that you played it incorrectly.)  Imitating great recordings will save everyone from such awkward situations.

 When it comes to imitating “the greats”, there are only two potential hazards.  The first is that a student might become dependent on hearing recordings in order to learn songs.  To counter this, teachers must ensure that their students develop good sight reading skills.  Many teachers have students learn the music before listening to recordings.

 The second risk is that a student might imitate the mistakes of certain performers.  As aforementioned, this problem can easily be eliminated by listening to more than one version of the piece.

 It’s always a good idea for students to get the basics down first—notes, rhythm, dynamics, etc.—before listening to recordings.  When they are ready, students can fine-tune their other musical skills by imitating what professionals have already done well.

The Mahler Effect

The Mahler Effect

Gustav Mahler Conducts the Vienna Philharmonic, by by Max Oppenheimer, 1935

I was so moved the first time I saw Gustav Mahler Conducts the Vienna Philharmonic at the Belvedere in Vienna, Austria.  It may not look extraordinary in a pixilated rendering, but its life-size original is breathtaking. 

The mark of a great painting is its appeal to more senses than just sight.  In this painting, not only can you see the wind blowing through everybody’s hair; you feel it.  Though non-existent, you become convinced that there’s an actual breeze in the room.  This effect blurs the separation between the artwork in front of you and your reality on the other side of it.  You are transported from your world into Max Oppenheimer’s fantasy.  It thrills and frightens you at the same time.

As you analyze the windy effect of this painting, a riddle emerges.  The Golden Hall doesn’t have windows, so . . . aha!  The epiphany appears.  It’s not a literal gust of wind that Oppenheimer paints so eloquently.  It’s the unearthly whirlwind of passion that sweeps up each orchestra member—and you, the viewer.  It’s rather Pentecostal in nature.  The solemnity of said passion is expressed in everybody’s prayer-like closed eyes and bowed heads.

One would think this painting has inspired so many orchestra members around the world to grow their hair out–as indeed, many have.  What is more becoming of a musician than a swooshy, aerodynamic hairstyle?  As a violinist sways with each bow stroke, his hair punctuates each movement.  What a brilliant way to get the audience more visually involved in the performance!

Few paintings capture the dynamic movement of orchestral music as well as this masterpiece does.   The wind effect is largely to credit for this.  The brush strokes themselves are lively and add to the sense of mobility.  The timpani player’s multiple mallet heads clearly illustrate a rapid drum roll.

Max’s decision to squish everybody together helps, too.  Each player’s individuality becomes irrelevant as they perform, move and breathe as one musical organism.  Mahler is the nucleus, the DNA code, the brain and heart, the mastermind.  Every line in the painting points directly to him, as he’s placed conveniently at the center of all activity.

Despite the sheer amazingness of this aesthetic gem, hardly anyone has heard of it outside of Vienna.  I couldn’t find any historical information on the painting online, and a search through print materials was equally hapless.  Perhaps I was wise to forgo my original dissertation idea in college.  I wanted to explore how artistic portrayals of Gustav Mahler reflected European ideologies of the time.  Due to the lack of reliable information, I abandoned the project.  I hope one of these days some more daring student will pick up where I left off.

Quiz: Is This Music Teacher Right for Me?

Is This Teacher Right for Me

If music lessons aren't working out for you, it's time to evaluate why. You may need a new teacher. Figure out what you need to succeed.

Quiz: Is This Teacher Right for Me?

How “good” other people think your teacher is has nothing to do with whether or not the teacher is a good fit for you.  Every student has unique goals and every teacher his own expectations.  In order for the student-teacher relationship to work, their goals and expectations must be harmonious—pun intended.

This quiz will not only help you evaluate your current arrangement, but help you understand your own goals and expectations.  You can improve your current situation or seek out a mentor who is better-suited to your needs.

Rate your current teacher according to your expectations.  In the quiz below, answer according to how strongly you agree or disagree with each statement.  (Remember, your answers are personal and highly subjective.  The final score does not necessarily reflect how “good” your teacher is.)

For each question, use the following scale as a reference:

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

Strongly Disagree      Disagree        Somewhat Disagree        Somewhat Agree        Agree       Strongly Agree

 

1)            The teacher listens to me and is on board with my personal goals.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

2)            The teacher leads to the extent I find appropriate in my ideal student-teacher relationship.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

3)            I agree with the teacher’s business practices, including payment methods, scheduling, cancellation and other policies and procedures.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

4)            The teacher gives me as much performance time during lessons as I desire.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

5)            I like the extent to which the teacher encourages me to perform in public.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

6)            The teacher helps me develop my skills at a pace I find appropriate.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

7)            The teacher puts the perfect amount of pressure on me to really succeed.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

8)            The teacher expects me to practice a reasonable amount each week.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

9)            Our relationship is characterized by mutual trust and respect.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

10)          I would never progress at the rate I am improving without this teacher’s help.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

11)          The teacher maintains a good balance between structure and spontaneity.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

12)          The teacher explains concepts clearly in a way I can understand.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

13)          Our personalities work well together.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

14)          I learn as much music theory as I want from this instructor.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

15)          In our lessons, we spend the perfect amount of time on sight reading.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

16)          The teacher helps me overcome my weaknesses.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

17)          The teacher helps me build my strengths.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

18)          When disagreements arise, we are always able to work them out by communicating effectively.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

19)          The teacher maintains a good balance between traditional methods and remaining open to new ideas and approaches.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

20)          Overall, I am highly satisfied with my teacher’s methods.

1                 2                  3                  4                  5                  6                  7                  8                  9                  10

What your scores indicate:

180-200 = 90-100% = Excellent!

This teacher is a good fit for your personal goals.  While you may have disagreements at times, your expectations and goals line up consistently.  Since your results are so positive, feel free to give this positive feedback to your teacher—and plenty more—so that other students can benefit from your evaluation.

150-179 = 75-89% = Could Be Better

You may have a few bumps to smooth over with your teacher.  No relationship is perfect, but good communication helps to work out virtually all minor issues.  Try discussing your concerns with your teacher in a tactful way.   If you are in the lower end of this category and don’t feel comfortable bringing up these issues, you may consider looking elsewhere.  Just make sure your next student-teacher relationship is a better fit.

51-100 = 26-50% = Not So Great L

Hopefully this exercise has helped you determine the underlying reasons for dysfunction.  You may have so many disagreements as to render reconciliation impossible.  If you continue your studies with a different instructor, make sure the expectations on both sides are clearly-set.  This way, you’ll be sure not to repeat bad experiences.

0-50 = 0-25% = Simply Awful!

You don’t need a quiz to realize that this relationship isn’t working.  Look back at your answers now and determine why this arrangement isn’t working, and what to look for in other arrangements.

Treasure Negative Feedback

Treasure Negative Feedback

The critique that hurts actually helps the most.

Open rebuke is better than secret love (Proverbs 27:5).

A few years ago, a good friend of mine related to me what had happened to him during an audition for a prestigious company.  After singing his songs, the panelists gave him immediate feedback.  First, they made it clear that they would not accept him into their company.  Secondly, they told him he needed to learn how to stay on pitch.  That was a hard criticism for him to accept, since he had trained intensively in classical voice for years.  As if that didn’t smart enough, the judges also advised him to lose weight—“At least twenty pounds”, they said.

Ouch.  Upon hearing his story, I was glad to have foregone my own audition for that institution.  However, in the years following that episode, I have come to value such feedback.  Having gained more audition experience, I realize that criticism is the most valuable thing a performer can receive.

How can this be?  Isn’t getting the part you want the whole point of auditions?  Sure, landing a desired role or post within a company is more valuable to your ego and your wallet in the short-term.  In the long-run, however, criticism drives the artists to improve far more than acceptance or praise ever does.

Why musicians take it personally

Since the very nature of music is emotional, it is very hard for artists to separate their performance from their egos.  When someone criticizes your performance, it’s as if they were criticizing you.  This is especially true for singers because the instrument is a physical part of oneself.  If somebody tells you they don’t like your voice or the way you use it, it feels as though they’re really saying that they don’t like you as a person.

One solution to this dilemma is to avoid criticism altogether.  To some artists, pleasing themselves is more important than pleasing their spectators.  Either the judges like it and they’ll hire the performer, or they don’t, in which case the performer would prefer not to work with them anyway.

For performers who are only concerned with pleasing themselves, the confidential nature of the audition is very convenient.  They don’t care to know the judges reasons for rejecting them.  They’ll simply move onto another audition, and another, until a job is landed.

Why musicians don’t learn from auditions.

Unfortunately, auditioners rarely receive any feedback from the panelists at all.    Most of the time, you go in there, show them your stuff, and they politely dismiss you.  You never hear from them again.  What they think of you forever remains a mystery to you.

As a result, most performers measure their success in a pass-fail manner: did they get the role or not?  There is no in-between.  Either the audition was perfect because they landed the role, or it was a failure because they didn’t.

How do you counter this?  The real solution would be if all the panelists would offer immediate feedback.  “Your singing was beautiful, but it lacked authenticity.”  Or, “Your instrument is bright and clear, but we’re looking for a huskier sound.”

Sadly, we can’t count on that happening any time soon.  To delve into the reasons would take up more space than the author is willing to dedicate in this article.

What to do about it

For one thing, the performer can learn not to take rejection personally.  Since judges will rarely tell you why you didn’t make the cut, there’s no use in guessing.

To ease the pain of rejection, actor Trevor Nero[i] advises me to forget about every audition once it’s finished.  “Auditioning is a way of life”, he says.  “When you go in for a part, chances are, you’re going to get rejected.  You can’t afford to stake your hopes on getting the gig.  Rather than agonize over what you could have done better, forget all about it and move on.”

Since you won’t get it from judges very often, it’s important to actively seek feedback from other people.  I always encourage my clients to rehearse their pieces in front of friends, family, and whoever is willing to listen.  Do so with the intention of learning every awkward thing you do that distracts from the music making.  After the performance, collect honest information from your spectators.

Auditioning for the sake of it

In a world in which most judges will never give you constructive criticism, we can take advantage of auditioning simply for our own benefit.

I sometimes like to audition for roles that I almost know I won’t get.  These end up being the auditions I learn the most from.  I like to throw myself into roles that are so unlike my previous characters because this forces me to think, observe, and fight with myself in ways I wouldn’t otherwise.  The process of creating harmony within oneself where there is dissonance and lack of understanding is more thrilling to me than always auditioning for the same cookie-cutter roles I always have done before.

I recently auditioned for such a role that was outside my comfort zone.  As such, I didn’t expect to get the part.  My friends, upon learning that I didn’t get the role,, felt very sad and sorry for me.  I told them they really didn’t need to, because the purpose of my audition was to gain experience.

Having said that, I wish with all my heart I could get some feedback on my performance—especially of these challenging roles.  I wish a director would tell me, “You played that too vulnerably.  I’m looking for indelible strength.”  Or, “Stop acting!  Show me the real you!”  Or maybe even, “You’re very authentic, but you’re just too attractive.”  Now there’s a criticism I would be keen to receive.


[i] Name has been changed to respect his privacy.

Classical Concert Etiquette

Vienna's Golden Hall in the Musikverein

The culture at classical concerts has been established for many years. Familiarize yourself with the rules everybody expects you to keep.

Angry tweets and Facebook posts abound amongst my friends who attend classical concerts.  Hardly a month goes by in which I don’t read somebody’s rant against a rude person talking or texting during the performance.

You might have read a few rants yourself.  The next time you do, please don’t think your classically-incline friend is snobby.  She was simply taught the rules of classical concert etiquette that many people obviously miss out on.

The rules of concert etiquette make the music hall experience more enjoyable for everybody.  If you violate them, your classical friends will want to rip their hair out—or worse, your hair.  So let’s protect ourselves from premature baldness by respecting these simple guidelines.

The rules can be summarized in one word: respect.  It’s important to be courteous to the performers and to your fellow audience members.  If everybody obeys these simple rules, then we can all go home feeling respected and happy:

 

Rules of Concert Etiquette

1) Turn off your cell phone, or any other noise or light-making device.

2) No flash photography.  There may be copyright issues involved with picture-taking, but the real hazard is distracting the performers  and annoying others around you.

3) Clap at the end of sets, not between movements.  The program will clarify where sets begin and end.  If in doubt, don’t clap.

4) Don’t talk during the performance—or at least not audibly to others around you.

5) Keep noise-making in general to a minimum.  Don’t fidget with jingly jewelry and accessories.  Don’t be that person rustling noisy candy wrappers.  Laughing may be appropriate, but try not to let it get out of hand.

6) Dressing up is preferred.  You don’t have to spend lots of money on concert-going attire, but wearing something nicer than the movie theater shows some respect for the higher arts.  Business casual, Sunday best or semi-formal are all appropriate choices.

7) Serious concert halls are not always child-friendly.  If your child is able to sit quietly, by all means, bring him or her to the concert hall.  However, some venues discourage children under certain ages (like 6, 8 or even 12 years of age) from attending simply because they can be distracting to others.  Use your judgment on this one.

These rules take no time at all to master.  All they require is an attitude of respect for the performers, the audience members, and the art being presented.  If you can abide by these rules, the concert experience will be a sweet memory for all involved.