Assorted Notes
Friday, October 30, 2015
Monday, August 18, 2014
A typical day at work
People often ask me how I make a living as a musician. Most weekends this time of year are spent in the California Wine Country playing tunes for weddings and other events. It's a job....
Saturday, May 10, 2014
Concert Class
In our monthly concert classes, students experience the joy and camaraderie of making music with their peers. They find their voices and express themselves through improvisation, games, and practice performances. Here, students prepare for their annual Spring Concert.
Monday, April 8, 2013
Short Term Goals for Long Term Success
As a violin teacher, parents often seek my advice on ways to help their children stay interested in music, particularly when it comes to daily practicing. Although learning an instrument is exciting at first, the consistent repetition required to master technique and memorize music soon becomes a tedious daily chore. However, consistent and mindful practice is the only path to mastering the mechanics of playing the violin. Like hand writing, typing and using a fork, violin technique requires muscle memory. Muscle memory only develops through repetition. Herein lies the secret of violin success - daily practice!
The good news is that consistent practice, even fifteen minutes each day, yields efficient results. The more consistent the practice, the faster one masters the instrument. It's exactly like joining a gym. The more you go to the gym, the stronger you feel, which motivates you to keep going. Likewise, the less often you hit the treadmill, the slower the results, and the less motivation you have to continue. Not to mention the guilt you feel for having a membership in the first place! Like a gym membership, lessons only yield results if students do the training each day.
As adults, we understand that if we practice each day, we will eventually reap long term benefits. Children, on the other hand, do not see very far into the future. They want to play the violin well right now and struggle with the reality that competence on such a difficult instrument takes time and practice. As teachers and parents, we can help our students navigate toward long term benefits by offering short term goals and rewarding the completion of certain tasks. This system begins in the lesson.
The greatest skill I learned from my teachers was how to practice in a way that was accessible to me as a young student. They taught me how to break down complicated passages into achievable parts, how to drill phrases in order to memorize whole concertos, and how to plan comprehensive practice sessions that covered the huge amount of etudes, exercises and repertoire I was expected to learn. As a teacher, I spend a great amount of lesson time teaching my students these skills.
Because many of my students are very young, I use games and contests to entice them to develop good practice habits. For example, a difficult fingering may be conquered using the dice game: roll the dice, then loop a small challenging section of music the number of times rolled on the dice. If the student makes a mistake, they must begin again. Another favorite among my students involves an abacus: The top row of blue beads represents playing a passage correctly, the second red row represents making a mistake. Each time the student plays the passage, a corresponding colored bead is moved across the abacus. The goal, of course, is to play the passage correctly more times than incorrectly, causing the blue beads to win the race. Such games are fun for my students but also help them learn valuable practice strategies that can be applied to any type of learning.
I am also a big fan of the practice chart. During each lesson, I make notes and assign students specific tasks to complete each practice session. I record these tasks on a special chart, which contains boxes for young children to check after completing each item. For older students, I use a simpler list format, but the structure is similar. The chart refreshes my memory from one lesson to the next but, more importantly, it guides my students in their practice sessions at home. For young students, checking off items in their chart provides a sense of accomplishment and completion, especially because the checks are a visual representation of their progress.
Although teachers can provide many motivational tools, students only attend lessons once a week. The real work needed to achieve success happens at home. This is where parents play a vital role. It is a proven fact that a student does better in school when their parents are involved and supportive of their schoolwork at home. Learning a musical instrument is not different. Just as parents help and encourage students with homework, so may they support and motivate children to practice. Parents needn't be musical themselves to help with practicing, especially when the child's greatest need is motivation.
The best way for parents to encourage young children to practice at home is to set short term goals that coincide with existing reward systems. For instance, if a child earns his or her allowance by setting the table each night, perhaps practicing five days in a row could earn that child and extra dollar. When I was a child, I earned my allowance this way. It felt good to work toward my "paycheck"- I never considered that I was also improving my tone and intonation at the same time! Another idea is for students to prepare an informal concert to be performed at the end of the week. This sets a deadline and gives students something to work toward in the immediate future.
Once students establish a practice routine fueled by short term goals and rewards, consistent practicing becomes easier. As a positive cycle is set in motion, the student achieves more and more success on the instrument and, finally, violin itself becomes the reward.
Setting and accomplishing big goals is an invaluable skill that students will utilize their entire lives. By rewarding small accomplishments and guiding students through positive routines, parents provide the tools to help long term success become a reality. Playing violin just happens to be a great way to develop strong learning skills that students will apply throughout their lives.
The good news is that consistent practice, even fifteen minutes each day, yields efficient results. The more consistent the practice, the faster one masters the instrument. It's exactly like joining a gym. The more you go to the gym, the stronger you feel, which motivates you to keep going. Likewise, the less often you hit the treadmill, the slower the results, and the less motivation you have to continue. Not to mention the guilt you feel for having a membership in the first place! Like a gym membership, lessons only yield results if students do the training each day.
As adults, we understand that if we practice each day, we will eventually reap long term benefits. Children, on the other hand, do not see very far into the future. They want to play the violin well right now and struggle with the reality that competence on such a difficult instrument takes time and practice. As teachers and parents, we can help our students navigate toward long term benefits by offering short term goals and rewarding the completion of certain tasks. This system begins in the lesson.
The greatest skill I learned from my teachers was how to practice in a way that was accessible to me as a young student. They taught me how to break down complicated passages into achievable parts, how to drill phrases in order to memorize whole concertos, and how to plan comprehensive practice sessions that covered the huge amount of etudes, exercises and repertoire I was expected to learn. As a teacher, I spend a great amount of lesson time teaching my students these skills.
Because many of my students are very young, I use games and contests to entice them to develop good practice habits. For example, a difficult fingering may be conquered using the dice game: roll the dice, then loop a small challenging section of music the number of times rolled on the dice. If the student makes a mistake, they must begin again. Another favorite among my students involves an abacus: The top row of blue beads represents playing a passage correctly, the second red row represents making a mistake. Each time the student plays the passage, a corresponding colored bead is moved across the abacus. The goal, of course, is to play the passage correctly more times than incorrectly, causing the blue beads to win the race. Such games are fun for my students but also help them learn valuable practice strategies that can be applied to any type of learning.
I am also a big fan of the practice chart. During each lesson, I make notes and assign students specific tasks to complete each practice session. I record these tasks on a special chart, which contains boxes for young children to check after completing each item. For older students, I use a simpler list format, but the structure is similar. The chart refreshes my memory from one lesson to the next but, more importantly, it guides my students in their practice sessions at home. For young students, checking off items in their chart provides a sense of accomplishment and completion, especially because the checks are a visual representation of their progress.
Although teachers can provide many motivational tools, students only attend lessons once a week. The real work needed to achieve success happens at home. This is where parents play a vital role. It is a proven fact that a student does better in school when their parents are involved and supportive of their schoolwork at home. Learning a musical instrument is not different. Just as parents help and encourage students with homework, so may they support and motivate children to practice. Parents needn't be musical themselves to help with practicing, especially when the child's greatest need is motivation.
The best way for parents to encourage young children to practice at home is to set short term goals that coincide with existing reward systems. For instance, if a child earns his or her allowance by setting the table each night, perhaps practicing five days in a row could earn that child and extra dollar. When I was a child, I earned my allowance this way. It felt good to work toward my "paycheck"- I never considered that I was also improving my tone and intonation at the same time! Another idea is for students to prepare an informal concert to be performed at the end of the week. This sets a deadline and gives students something to work toward in the immediate future.
Once students establish a practice routine fueled by short term goals and rewards, consistent practicing becomes easier. As a positive cycle is set in motion, the student achieves more and more success on the instrument and, finally, violin itself becomes the reward.
Setting and accomplishing big goals is an invaluable skill that students will utilize their entire lives. By rewarding small accomplishments and guiding students through positive routines, parents provide the tools to help long term success become a reality. Playing violin just happens to be a great way to develop strong learning skills that students will apply throughout their lives.
Thursday, February 28, 2013
February's Concert Class
February's concert classes were prototypes, of a sort. Danielle and I combined our studios and separated the kids into two groups based on their reading level and age. Danielle led the younger group and focused on basic ensemble and performance skills. Watching her teach reminded me how important it is to play in a group right from the beginning. The kids were intuitively listening to one another and keeping a steady beat, even while layering multiple rhythms. Such skills will be invaluable when they play in bands and chamber music ensembles later on. These are also skills that often take a back seat in the private lesson as it becomes filled with more technical matters.
I led the older kids (grades 3 - 5) who are just beginning to read music. Rather than wait until their music reading skills are advanced to introduce chamber music, I am introducing ensemble playing early on. The first class was a challenge but I am excited to witness their progress in the months to come. We will be learning to listen to one another and fit our parts together, not get lost when we miss notes or lose our place, and generally make music out of a mess of notes.
The most important reason we have concert classes, of course, is camaraderie. It's fun to get together with kids your own age and share the experience of learning to play music. Kids who participate in group classes stay interested in music far longer than kids who only study privately. In my experience, playing in a group is often the best motivation for practicing, too...
I led the older kids (grades 3 - 5) who are just beginning to read music. Rather than wait until their music reading skills are advanced to introduce chamber music, I am introducing ensemble playing early on. The first class was a challenge but I am excited to witness their progress in the months to come. We will be learning to listen to one another and fit our parts together, not get lost when we miss notes or lose our place, and generally make music out of a mess of notes.
The most important reason we have concert classes, of course, is camaraderie. It's fun to get together with kids your own age and share the experience of learning to play music. Kids who participate in group classes stay interested in music far longer than kids who only study privately. In my experience, playing in a group is often the best motivation for practicing, too...
Sunday, September 16, 2012
Mastering Curious George
I am now as proficient at reading Curious George as I once was at learning concertos. Seriously. Anyone can sight read a children's story but, once you have read the same story every single night for several months, you start to own it. The words, memorized, come alive as you begin to perform the story as if you were on the Shakespearean stage. You tell the story as if you wrote it. And that, in essence, is why we musicians practice so much.
Wednesday, September 5, 2012
Expansion
This Fall I will be taking a four month maternity leave from the violin studio. I am expecting twins any time in the next ten weeks and it's time to let my body rest. At 30 weeks pregnant, it's getting a little worn out. My brain, however, still seems to be functioning so I will be spending the next several weeks catching up on some writing projects and organizing some ideas for the future.
Weekly lessons will be in the capable hands of Danielle Taylor, who is a patient and dedicated teacher. I am so happy she has become a teaching partner and I look forward to working with her on some "studio expansion" ideas this Spring.
Concert classes will also continue through the Fall, led by Lucia Harley. Lucia is a long-time violin student and a junior at Berkeley High School. She did a wonderful job leading her first concert class last Saturday and I can't wait to see what she has in store for the next one.
Lucia leads the concert class.
Weekly lessons will be in the capable hands of Danielle Taylor, who is a patient and dedicated teacher. I am so happy she has become a teaching partner and I look forward to working with her on some "studio expansion" ideas this Spring.
Concert classes will also continue through the Fall, led by Lucia Harley. Lucia is a long-time violin student and a junior at Berkeley High School. She did a wonderful job leading her first concert class last Saturday and I can't wait to see what she has in store for the next one.
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