Tag: practice time

Adult Beginners on Musical Instruments are Fabulous

Adult beginners take up about 20% of my studio. I absolutely love to teach them how to play a musical instrument for many reasons. Here’s why.

Adult Beginners Are Dedicated

Adult beginners are generally really good at practicing regularly. They have a goal – to play well – and they know there’s only one way to achieve it. Practice.

Adult Beginners Learn Quickly

“The best time to plant a tree was 20 years ago. The second best time is now.” ~ Chinese Proverb.

Many adults want to catch up to where they would be if they started learning as a child. Luckily, their brains are fully developed so in the first year they gain about three years’ worth of skill. Children’s brains and muscles are still developing, so they take longer to learn things

Don’t believe me? Check out an adult beginner’s piano book. The last pieces are about the same level as the end of the third book in the children’s series.

I Don’t Have to Dumb Myself Down

When I teach a practice technique to a grade schooler, if they ask why it works, I have to say, “magic,” because I will completely lose them if I explained why.

When I teach a practice technique to an adult, I can go into the psychology of why it works and how we’re going around a wall our subconscious minds built rather than through. This is one of my favorite things.

Emotional Performances

This goes back to having a fully developed brain. It also goes to having more life experiences. If I assign something like the Moonlight Sonata, which should be played with tons of emotion, I can get it instantly from an adult. I usually have to teach someone younger than 8th grade how to fake it.

Adult Beginners Know What They Want

Most adult beginners usually have a clear vision of what they want to get out of their music lessons. While my job is to push them forward, they will show me the direction they want to be pushed.

Most want to use the piano to relax and maybe release some emotions. These are things that are necessary to life as a musician, anyway.

Some absolutely love the classical music and they want to be classically trained. The classical music is what drives them. Some are driven by pop, musicals, and Disney.

Some adults have a different purpose to learning their instrument. They want to learn how to compose or play in a band or church. I keep these things in mind when helping them decide on repertoire.

Ergonomics

Maybe I’m crazy, but I absolutely love helping people with the ergonomics of their instrument. I want them to enjoy the life-building activity of playing their instrument. I don’t want them to have to deal with tennis elbow, carpal tunnel, or some other form of tendonitis.

Because our bodies are not what they used to be, we have to be more careful about injury. Depending on the person, I sometimes start out with various upper-body stretches that target the common issues that flutists or pianists have. An ounce of prevention is worth a pound of cure.

I Get to Watch their Brain Grow

Studies have shown how great learning an instrument is for your brain. Here’s an article with a few different studies about that.

With kids, I don’t notice the difference because their brain is growing, anyway. I can’t always tell that their brain growing faster than it was before because I didn’t necessarily know them before.

With adults, I can really see a difference after the first year of playing an instrument. I’m not sure how to measure it, but they learn faster, remember things better, and are all-around sharper. It’s fun to see.

Conclusion

As you can see, I love working with adult beginners. I think it’s fabulous to see people learn new skills at every stage of life. If you’re not feeling great about starting later, I hope this either helps you strengthen your resolve or decide to start.

Music Ensemble Etiquette

Etiquette in a music ensemble can be somewhat of a mystery. There are a lot of unsaid rules and norms out there for how to act among other musicians. This article should help to solve some mysteries and help you make a good name for yourself among your peers.

I’ve only ever played in America – the Midwest and in the Pacific Northwest – so some of these norms might be different where you live.

General Etiquette

Let’s get some of the basics out of the way that apply to every group situation. It’s good etiquette anywhere, not just in music ensembles. You probably already know this, but someone might need this information.

  1. Be on time. On time in music world means 10-15 minutes early because it gives you time to warm up. It’s passive-aggressive to be late and awkward to be more than 15 minutes early.
  2. Never criticize, condemn, or complain. Thank you, Dale Carnegie, for writing this book and spelling it out for us all (not an affiliate link).
  3. Be lavish in your praise. Any time you see an improvement or you see an opportunity to give a compliment, do it. It will open doors to friendships and contacts.
  4. Practice Good Manners. Hold doors open, be kind, avoid taboo topics like politics and religion. If you have further questions, go read Emily Post.
  5. Practice Good Grooming. No one wants to smell you.

Music Etiquette

This list is more music-specific. Almost everything is unsaid, cultural norms.

  1. The Conductor/Leader’s word is law. It’s not up for debate. If your first chair or conductor says jump, you say how high. Be silent while the director speaks and try to keep eye contact when you can while playing.
  2. Do your five-minute warm-up. You arrived 10-15 minutes early (see #1 from the first list), so you have time to do your warm-up before you start running any parts.
  3. Greet Other Players. As other people come, or as you sit down, greet others within your vicinity. Stop your warm-up, look them in the eye, and say hi. If they want to chat, go ahead and chat for a bit. Otherwise, continue your warm-up.
  4. Own your mistakes. If there’s a crash and burn that’s your fault or you can’t hear whether you’re sharp or flat, apologize. It creates a good atmosphere.
  5. It’s better to be sharp than flat. When in doubt, go up. Other people are more likely to identify the flat person than the sharp person.
  6. Ignore the haters. Whenever I join a new ensemble, there’s almost always someone who instantly dislikes me. It’s instant and palpable, and it’s before I even have a chance to greet the other person. Still greet them, but otherwise ignore them and continue to be friendly with everyone else. They’ll either come around or leave. Another option that works occasionally is to ask advice, even if you already know the answer.
  7. NEVER practice someone else’s part. It can seem as though you’re out to get the other person.
  8. Put in your practice time at home. Rehearsal isn’t for practice, unless you’re running fingers or working on something before rehearsal starts.
  9. Clean your instrument. Taking the time to do this after rehearsal says a lot to the others about your musicianship and helps you keep your instrument in top shape. It also gives you a chance to chat with others while you put your instrument away.

Other Stuff

Here are some other things that I like to do that aren’t necessarily music ensemble etiquette, but make life easier.

  1. Talk to the Old-Timers. They will have cool stories and fabulous advice. Try to joke around with them to get them to open up.
  2. Ask Questions. Be a sponge. Others have a different background than you with different ideas that you can learn from.
  3. Try to Create a Relationship with the Leader(s). They’re in that position for a reason – they know more than you. See #2. Also, they might know about other gigs that are available to you.

Conclusion

When we all act with good etiquette, life goes smoother and everyone is more comfortable. When everyone in a musical ensemble is comfortable, they make better music. If you act properly among other musicians, you’re more likely to be asked to come back.

A Rushed Practice Session

The rushed practice session is a useful tool. It’s for when you have a limited amount of time to practice on a certain day. It can also be used for when you need to devote more time to your repertoire that day. It shouldn’t be used all the time, but can be used until a crisis is over.

This is the last in the series of the three kinds of practice sessions I do – regular, super fun, and rushed.

How the Rushed Practice Session is Set Up

The rushed practice session is pretty simple. It’s a five-minute warm-up followed by the things that you need to learn.

On the other hand, there are different things you can do based on your situation to help things along

Not Enough Time in the Day

When you have over-scheduled yourself and there’s not enough time in the day, just run through everything once. Don’t stress about it, just run through it. It’s the slow way around, but it works. Usually when you do this, whatever you’re working on usually includes a real warm-up. Therefore, you can skip the 5-minute warm-up.

This article will give you some more ideas on how to find more practice time in your day.

Crisis-Learning Repertoire

When you need to use your normally scheduled practice time to concentrate on repertoire, the rushed practice session is the ticket. This, in addition to the rushed practice sesion, also helps.

Too Much Repertoire

Sometimes you get bogged down with too much on your plate – a ton of gigs, recitals, competitions, etc. If you do a regular pracitice session, you might spend a longer time practicing than you should. What that means is that if you’re used to practicing for an hour and you have an hours’ worth of repertoire to practice, you should do the rushed practice session at least once a week. You don’t want to overwork your muscles and tendons.

Here are some more ideas for how to deal with that problem.

Lack of Motivation

Let’s say you’re forcing yourself to practice. This is one way to get yourself to do it. You promise yourself that it’ll be quick, so you just do a rushed practice session.

Here are some other ideas for how to help with motivation. Towards the end of this article, I talked about how to prevent a lack of motivation.

Conclusion

The rushed practice session is a great tool. It shouldn’t be overused, but it’s an option for when you find yourself in a bind.

Are there other situations where you find yourself needing to use this tool?

How to Reduce Homework Time by Half

When I took grade school curriculum class in college, the professor said that 5th grade is the hardest. This is because the children are finally fluent in reading, their brains have reached the next stage of development, and the textbooks increase the load. Quickly.

I try to teach the information in this article at the beginning of 5th grade, but sometimes the problem crops up earlier or the student forgets about that conversation. So, I often have the following conversation:

Student: I didn’t practice this week because I had too much homework.

Me: How much homework did you have?

Student: 2-3 hours per night.

Me: Wow, that’s a lot. I completely understand, and your homework is more important than everything else. Can I give you some advice on how to make your homework go faster?

Start with a Piece of Music

Play something. Anything. Play something that inspires you. Something that helps you with any emotions that you’re feeling at the time. Something that you might already know. Play just for the enjoyment of playing.

This supercharges the brain so that you can work at optimal level (an article containing research on that statement is here.), and you are able to do your homework faster from the start.

20 Minutes

Focus begins to wane after 20 minutes (an article containing research on that statement is here, scroll down to the end). Therefore, I recommend that the student sets the timer for 20 minutes and does their homework.

After the timer goes off, they should switch from homework to practicing one piece, whether it be a scale, something from the lesson book, or the current repertoire piece. The student should be away from their homework for at least 5 minutes to allow their brain to reset.

Notice I said, “reset,” and not “rest.” The brain is going to supercharge itself for the next 5 minutes. After the 5 minutes of practice, they can go back to homework for another 20 minutes. Keep cycling in this way until the homework is done.

Here’s what the cycle looks like in list form (I think lists are easier to read).

  1. Play something that’s fun, inspiring, or emotionally cleansing.
  2. Do your homework for 20 minutes, with a timer.
  3. Practice for at least 5 minutes. Usually one item. Scales don’t take long, so it might be scales and something else.
  4. Do homework for 20 minutes, with a timer.
  5. etc.

Results

Over the years I have had several students take me up on this advice. Invariably, they say that their homework time is cut in half. I haven’t timed it myself or witnessed it, but the parents confirmed that it happened.

Some students don’t like this method because they have a tendency to hyper-focus. Hyper-focusing tends to cause loops in thinking, so it’s imperative that a hyper-focused person break up their focus into 20-minute increments (This information is from Healing ADD by Dr. Daniel Amen). This practice technique is something that a parent would have to force on the student because the hyper-focused student wouldn’t allow it for themselves.

From what I’ve seen, most students with attention problems tend to do very well with this method. They love it because they feel that they get part of their lives back. Sometimes these are the ones that report they got their homework done in less than half the time.

The Flip Side

Because of the 20-minute focus rule, if a student is practicing for longer than half an hour, I tell them to set a timer for 20 minutes and stop practicing for five minutes or so, then finish it up.

For myself, I stretch and get a drink of water during this five minute break. Sometimes I’ll even foam roll my shoulders. I come back to practice ready to go.

Not only does this make you more productive in practice, but it also gives you more stamina and it’s good for your muscles and joints. Many musicians have sports injuries from playing an instrument. The practice of taking a short stretching break every 20 minutes helps to prevents this, in addition to other things.

Housework

I hate doing housework. When I’m particularly loathing cleaning on any given day, I like to play Lorie Line’s Heritage II book on the piano. First I straighten the house for 15 minutes, then I’ll play the first piece in the book. Then I dust. Then the second piece. So on and so forth until the house is clean.

By the time I’m done cleaning the house, I’ve also played through the whole book. It’s my way of rewarding myself.

I’ve tried practicing flute while doing housework in this way, but it doesn’t work as well for me. Part of the reason is the fact that I’m feeling emotional. Piano moves my emotions and helps me deal with them more efficiently than the flute.

Another part of the reason why piano helps me clean better is the fact that the piano is a standing instrument. It feels easier to get on and off the bench than it does to pick up my flute, even if I leave it put together while I’m doing the next task. I know that it isn’t actually easier, but sometimes you can’t argue with your subconscious.

The final reason I can’t do housework while playing the flute is because I forget that I was cleaning the house because I’m having so much fun playing the flute. I end up playing for an hour or two, look around the house, and say, “Oops!”

Conclusion

Cycling between homework and practice really helps a student be more efficient with their time. I’ve seen it decrease the amount of homework time, reportedly by half. I haven’t witnessed it, but enough students and parents have reported to me how well it works.

I wish I would have known about this back in college when I was struggling to write papers and doing all-nighters. It might have been a little disturbing for my roommate if I pulled out my flute at 3AM, though (mischievous smile). I wonder how many college kids would be knocking down the door of a practice room if they saw the person inside doing their homework.

Daily Schedules of People in the Arts

I read a book that listed successful artists’ daily schedules, quirks and all. I always feel like my schedule is inadequate. I hope this helps.

I always feel like my schedule is inadequate. There isn’t enough time in the day. I have to hurry up and wait. I always have something along to do because I have to drop a kid off at sports practice, and it’s not worth it to go home. Sometimes I forget to bring something to do.

The book I’m reading right now is Daily Rituals: How Artists Work by Mason Currey (not an affiliate link). It describes in detail the daily schedule that great people in the arts have had – writers, artists, composers, etc. I thought it might be a good idea to see what other people do and how other people set up their day. Maybe I could find something to help me.

I’m partially through the book, and a pattern has emerged. The vast majority of artists did most of their work from 9AM till Noon. Most of them took a walk after lunch, sometimes for several hours, and did some office work before supper. After supper, a majority of the artists either went to parties or read books. Those who were around before the 1850’s would have their social time in the afternoon and do office things or read in the evening.

So far, I have only seen one mention of television. Most of the artists mentioned are from the 20th Century, so you would think they would follow the norm and have television as one of their diversions. Not at all. The one person who watched TV was a movie producer, which makes sense.

Applying This Information

Exercising during the afternoons in the summer is a definite no-go. I’m training for a marathon. Outside. The entire month of July is usually in a heat advisory here in Omaha. Nope. That’ll stay firmly stuck in early mornings or evenings, as my schedule permits.

The 9AM till Noon portion of the average schedule intrigues me. I could change it so my work time is 9 – noon starting in the school year. I could spend that time alternating between composing and practicing.

I like to watch TV. It helps me unwind. It keeps my mind occupied while I fold laundry. My kids learned to read before PreK because they watched PBS. Maybe I should cut back on TV. I’m not sure. I do use it for good, but it’s also a time thief.

During the school year, my late afternoons and early evenings are pretty booked up. Between giving music lessons and taking my kids to sports practices, there’s not much time left. After that, I tend to crash on the couch and watch TV. Maybe I could do my office things at that time, like the pre-1850s people did in the book.

As for partying, I wouldn’t know where to start. I’ve never been a partier, even in college. I also don’t know how wise it would be for me to go out, what with having young children.

Do What Works for You

I know that I’m in the minority, being able to set up my day like this. Most of my work is in the afternoons and evenings because I teach flute and piano. If you can’t set up your schedule like the majority of the greats, don’t worry. You have a different path.

There were lots of people in the book who worked longer than this on their art. There were lots of people who didn’t start working on their art until 10PM, and stayed up until the wee hours of the morning. There were people who got up at 4AM to write until breakfast time. These were the outliers, but they can be other ideas for you. I hope this information helps you like it has helped me.