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The Music Lesson
How do you teach music? When do you start teaching musicality? What is musicality? What is music? In his book, The Music Lesson: A Spiritual Search for Growth Through Music, Victor Wooten, five-time Grammy Award winner bass guitarist, gives many avenues for discovery into these questions. I found it to be a very provocative book and plan to read it again. Those who have read Richard Bach’s Illusions will find this story very similar. Additionally, there is an audio book available that is excellent and was named as a 2011 Audie finalist.

In Measure One (chapter one), Victor, a struggling bass guitarist finds himself low on income with no upcoming performance engagements and decides that he better “practice.” Practicing scales, chords, and arpeggios, he quickly loses interest and gets sleepy. Suddenly, the teacher appears, dressed in a NASA-style blue jumpsuit with a motorcycle helmet on his head, carrying a skateboard in one hand and a burlap sack on his back. His name is Michael and he states that he is a teacher. When asked of what, he replies, “a teacher of nothing.” The discussion winds its way around to music, and Michael asks the student, “What is music?” After more dialogue, Michael finally says, “Music comes from the word mu which is the ancient word for mother; sic is an abbreviation of science. Therefore, music is the mother of all sciences.” “Music is important.”

DSC06240 copyMany years ago I instituted a policy in my studio about playing in outside ensembles. The policy states that beginning in 6th grade, every student must commit to a weekly ensemble experience outside of lessons and group classes (my core program includes a weekly private lesson and bi-weekly flute group classes). School band or orchestra, local area chamber music, youth symphony or wind ensemble, even a group of kids forming a rock band that agrees to meet regularly, all ensemble opportunities “count”.

Two common struggles of teachers/studio owners are motivating students and keeping students long-term.   These are, of course, related to each other.  A student who isn’t motivated to practice his instrument probably isn’t enjoying the experience and isn’t progrPejman-Recital-Hollandessing, and it’s likely that it won’t be long before his family feels the investment is a waste of money and decides to pull their child out of lessons. 

That said, I’ve never been one to implement reward programs to try to motivate a student.  I’ve known teachers who provide prizes or even monetary rewards for students who practice a certain number of times per week, but in my experience these can be ineffective and expensive.  Instead, I have found that providing students with performance opportunities motivates students to practice and in doing so, helps encourage a long-term relationship with the student and his family.

We hope your studio is off to a great start for the new year and wish you a happy and prosperous New Year! Here is the list of updates we launched in December, 2011. We're monitoring the votes on our feedback system and are looking into adding those with the most votes soon. If you haven't voted the features you'd like to see implemented into Studio...

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Readying Your Studio for 2012

At the top of my list of to-do’s over the holiday break? Whipping my studio into shape for the new year. It was badly in need of reorganization after the end-of-semester frenzy — and I’m pretty sure mine isn’t the only one!

That, of course begs the question: is your studio ready for 2012?

I started to feel a little overwhelmed as I wrote down all the tasks involved, but actually tackling them one by one was surprisingly enjoyable. The very best and most satisfying part was crossing them off the list, which looked like this: