When booking new students for music lessons, we often hear, “How long will it take to see results?” We tell our customers that it really depends on each student’s ability to learn and how much dedication and effort they choose to put into it. Meaning, if a student is enrolled in weekly lessons but fails to show up for lessons and/or practice regularly, they probably won’t see a drastic improvement. However, if they attend their scheduled lessons while continuing to practice and push themselves, they will be amazed at what they can accomplish.
When we explain this to parents, another concern usually arises – “How can I help encourage my child to practice and stay engaged in lessons?” The good news is that there are many ways parents can help keep their children excited about their lessons. We asked some of our talented TakeLessons music teachers to share how they encourage parents to get involved and got some really great feedback. Check out this piece written by one of our Dallas guitar teachers, Jerry W. Jerry lists some interesting ideas for parents to make the musical learning process more enjoyable for their kids. Once the kids are engaged and practicing regularly, they are more likely to see their results faster!
Jerry writes:
Tips for Music Teachers: Young Guitar Students, Parents & Practice
Each year, I am approached by parents who request that I teach guitar lessons to their children. I am always flattered that they would choose me to teach their child. The child is usually enthusiastic as they begin their musical journey. After about a month, the student’s attitude begins to shift from enthusiasm to the realization that they have undertaken a lifelong journey of learning. Based on my experience, I have observed a number of ways parents can help keep their kids engaged in the process.
1. Stay informed about the lessons. Parental involvement in the learning process is essential. Students, oftentimes, get caught up in the details of the lesson that they are learning. In this situation, they tend to lose sight of the long term goals. Parents can lend a “big picture” perspective to the child. Parental involvement can be anything from visiting with the teacher after each lesson to view the material that has been assigned to actually taking lessons with the student. Taking lessons together is a great way for parent and child to foster a common interest. Oftentimes, the parent can actually assist the student at home and can even practice together.
2. The importance of the teacher’s attitude toward each student, and their progress, cannot be overstated. The teacher must communicate with the parents each little “victory” in the learning process. Honest communication to the parents of the areas which are going well, as well as areas which need improvement is very helpful in keeping the student engaged in the process.
3. Parents, just like teachers, can develop creative ways to keep students practicing. These strategies can include: seeing that the student use play-a-long Cds, recording practice time, practicing with the student, and taking the student to performances of great artists. Parental involvement in this way can be very effective in helping the student achieve both short term and long term goals.
Learning is, quite simply, not a “one size fits all” process. A Harvard education professor once stated that “you cannot make some learn something. You can only create circumstances under which they want to learn the subject.” Therein lies the great challenge for any teacher. Common sense parental involvement can go a long way toward creating such an environment.
The following post was submitted by one of our team members, Chris Waldron. Chris is one of our Directors here at TakeLessons and is truly an inspirational leader. Chris spends a great amount of time working with all of our music teachers to keep them informed, excited and motivated to be the best teachers they can be. We always value his encouragement and drive in the office and now it’s time to share a sample of it with all of you!
Chris writes:
Inspiration
When using Google to search for the term “inspiration,” 92,300,000 searches come up. When I search oxygen, 70,700,000 results come up. If these results were an indicator of importance, that means inspiration is more important to us than oxygen. Obviously in the real world that is not true. However, as humans we have a strong attraction to things that inspire us.
The first time I felt inspired to achieve success in life happened during my college years. I was paying for my own school as a knife salesman. My sales were not spectacular and I had not yet learned the art of selling. I had a book suggested to me The Peaceful Warrior by Dan Millman that I think changed my perspective on life. It drove me to look beyond my obstacles and to remain inspired even when faced with adversity. To this day I continue to take this approach.
The reason why I am sharing this with you is because all of you have the opportunity and the responsibility to inspire others. Recently I attended a Pearl Jam concert where Eddie Vedder invited his original music teacher on stage to jam with them. I thought that was awesome of him to show appreciation for someone who influenced his life. Most students will not make it to the level of success that Eddie Vedder has, but that does not make them any less important as students. Dreams are important and I encourage all of you to remember back to when you were first introduced to music and what a profound impact it had on you. Share that feeling with a new music student or friend and if you personally teach music, remind students at the beginning of a lesson why they are there. Have the vision and the commitment that they maybe don’t have for themselves yet.
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See what we mean? We are so lucky to have someone like Chris on our team. Thanks to all of his encouraging words, it’s no wonder the TakeLessons team is so happy, hardworking, driven, enthusiastic…we could go on for days!
No, we have not lost all ability to converse here at TakeLessons, we are trying out scat singing –and it’s tough! Check out an article one of our Berkeley voice teachers, Richard K., wrote on the Art of Scat Singing and see if you can whip up a scat solo up next time you hear your favorite song.
Have you ever hear a band playing a familiar Rock & Roll or jazz standard and then the singer started singing a stream of new melodies that fit the music, yet was so different, that you strained to hear what they did to that old familiar standard? And instead of singing the right words, which you know, he or she sang nonsense phrases like “da ba sheh-bop doo-wah” or “Doo-bee-bah-dip shwee-aah!!” Chances are you just heard scat singing. If you listen carefully, you might find it to be a real treat.
Scat singing is NOT what a vocalist does when they can’t remember the words to the song. It is a singer’s act of creative expression; the time when he or she gets to “blow” out a solo just like all the instrumentalists do. And this really is the point of scat singing: it is the singer’s way of showing artistry as a developed musician on a par with the instrumentalists. Like instrumentalists, there are skills the scat singer must acquire. Practice time must be invested before the solo becomes really exciting and alive for other people to hear and enjoy.
Louis Armstrong
The moment a singer starts thinking of the voice as a vocal instrumentalist is when that singer begins to develop sensibility as a fully rounded musician. This is when scat singing will begin to make sense as a part of your arsenal of musical soloing and group playing skills. And this is how singing as an art form for jazz singers developed.
Singers have taken lead lines throughout the history of both jazz and rhythm and blues. The roots of scat are in the African-American traditions that gave birth to all of jazz; the field songs of early slavery days and the call and response patterns of African-American spiritual music. Early on in the history of jazz singers, they knew that they would learn their music best by listening to what the instrumentalists—particularly the horn and woodwind players were playing. Louis Armstrong was both a masterful scat singer and a great trumpet player, and he was scatting before the practice really took off as a popular form of vocal soloing.
During the big band era of the 1930’s and 1940’s, singers were generally limited to singing the lyrics at the start or “head” of a tune. Then, all the instrumentalists would take turns taking solos, and the tune would conclude with the singer coming back in and singing a repeated verse of the lyrics. There were a few notable singers who broke the barrier and earned the right to take extended vocal solos: Ella Fitzgerald and Sarah Vaughn were among the most accomplished early vocal soloists.
With the advent of Be-Bop music in the early 1940’s, singers were temporarily put out of business. Pioneered by Charlie Parker, Dizzie Gillespie, Thelonius Monk, Kenny Clarke, and other instrumental luminaries working in mid-Manhattan in the early 40’s, bebop was fast and hard instrumental music. It was angular and jagged—made more for listening than for dancing and left little room for languorous melodies and lyrics.
Nevertheless, vocalists began adapting to its demanding style. Dizzie Gillespie was a pioneer of what came to be called the “scat” language making up syllables that captured the sound of what he and his colleagues were playing on their instruments. Vocalists like Sarah Vaughn, Betty Carter, Anita O’Day, Eddie Jefferson, and Joe Williams began emulating instrumentalists; developing a vocal language of scat that used horn-like syllables to capture the tone and licks of the players like ‘Charlie Parker, Miles Davis, Dexter Gordon, Clifford Brown, Lester Young, and many others.
Sarah Vaughan
Eddie Jefferson, Jon Hendricks of Lambert, Hendricks, & Ross, and King Pleasure pioneered “vocalese”, the setting of lyrics to previously recorded horn solos during the 1950’s. As a result, scat singing became a firm part of the jazz scene. Singers delighted audiences with their clever and often hilarious emulations of musical instruments. Jon Hendricks is a giant among scat singers. He can vocalize stand-up bass with the best of the bass players. He wrote exceptional lyrics to be-bop standards and can scat licks that leave the tongues of lesser singers flailing and twisting in the breeze.
Many outstanding jazz vocalists made their mark as scat monsters in the 1970’s and 1980’s. Al Jarreau and Bobby McFerrin pioneered adding vocal percussive imitation to the language of scat. Bobby McFerrin also incorporated the act of breathing into the rhythm and fabric of his music in and arresting and powerful way.
So how does a novice go about learning to scat sing? Many singers are terrified of scat—that vast unknown territory where you have to (or get to) make up your own melodies, phrases, or rhythmic licks. They would rather stick to the safety of the memorized lyrics and melody of a song. But there is real freedom and excitement in creating your own melodic phrases, and great joy when your friends and audience claps or roars in enjoyment of what you have created!!
Learning to scat comes from getting a “feeling” for the music, so many folks start with the blues. If you’ve ever listened to a song, and had the melody spark an alternative musical idea in your mind that you’ve wanted to sing, you’ve started the process of learning to scat. Or, if you hear another melody that fits the one that you’re listening to, and you try singing it, you are already scatting!!
If nothing else, the way to start learning about scat singing is to listen to some great scat artists on records or CD’s or You Tube. Try to learn their solos and phrasing, try to capture their timing, and emulate the tonal qualities they utilize. Imitate them when they sound like a bell, or like a horn, or like they are growling or groaning. Listen to your favorite instrumental players—a lot—and learn their solos. You do this by listening to the solo you like repeatedly until you memorize it and can sing along while they are playing it. Try to make your voice sound like an instrument—whether it is a horn, a guitar, a bass, drums or even a piano, if you can!
Scat singing is not created in a void. You must still follow the form of a song and all songs have a structure. Usually there is an “A” section where the lead melody is declared, followed by a “B” section which introduces a bridge or a different melody, and then this is followed by a repeat or variation of the “A” section. In each section, there is a chord pattern. Creating new melodies to a given chord pattern is what an instrumental soloist or a scat singers does to express his or her creativity.
Listen to the chord patterns until you hear some musical ideals that might go with them. Often it helps to sing parts of the melody, and if a related ideal pops into your head, follow it to see if it works! It also helps to find the roots of the chords being played, and just sing them to the song until you get some new melodic ideal. Learn the individual notes of the chords by having someone play them for you on the piano. Then, sing these notes in as many variations as you can think of—while following the song, until you are inspired by a new musical idea. Play around with the rhythm of the phrasing; start a melodic idea sooner than it is supposed to start, or wait to start it longer than you are supposed to; then rush the notes to catch up with the band while keeping time!!
The video clip is from the “Notes & Neurons: In Search of the Common Chorus” event at the 2009 World Science Festival. It shows singer Bobby McFerrin (of “Don’t Worry, Be Happy” fame) showing the audience the power of the pentatonic scale by getting them to respond musically to his actions. What is really unbelievable is that the audience sings notes that he has not even described to them yet. It really shows us how music truly is a universal language.
Here is a very interesting article written by our singing teacher gfire, hailing from Austin, Texas, about how practicing yoga techniques can improve overall singing capability:
When I first began my professional singing career, still in my teens, I was extremely dissatisfied with the
explanations I had been given for how and why the singing voice works. I just
couldn't make my voice do the things I wanted it to. Admittedly, I had pretty
high expectations.
Fortunately, I went to my public
library and happened on a copy of "Science and Singing" by the late,
great Ernest George White of London, England. After decades of scientific research,
White discovered how the voice and vocal tone actually originate in the four
sets of sinus cavities in the head, not in the throat/vocal cords, as was
previously believed. White taught people to speak who had had their vocal cords
surgically removed – just by training them in controlling the air in their
sinus cavities.
He explains in his book that the air
vibrating in an enclosed space (the head) acts as a musical instrument, similar
to a flute or a recorder or even air moving through a keyhole and producing
sound. He felt that the vocal cords, or vocal folds as he preferred to call
them, merely aided in regulating the flow of breath from the lungs up to the
head, where the sound was actually produced.
Unfortunately for me, White had
already passed away in 1940, so I began my own attempts at playing with the air
in my sinus cavities. After many months of study, pretty much by trial and
error, I found that I was actually a first soprano, not a second soprano, as I
had thought. I found that it took much less air – and a lot of control – to
maintain my high notes, but that I now HAD control. And I really began to
develop my own unique singing voice, after years of trying to sound like
everyone else that I admired. Wow – even my high expectations had been reached.
When I moved to Austin a few years
later, I began teaching singing (and piano) as my day job. I taught all kinds
of people how to sing and speak, from age 8 to age 72. Many of my students
found great success with playing with the air in their sinuses – remarking
that, although they hadn't had success with traditional exercises, they could
now make their voices sound clearer and they could control the voice. There is
a lot of joy in learning that what was once a mystery can be placed under control
in a fun and musical way.
But what actually ended up putting the
true icing on the cake for what I now call "Yoga For the Voice"
technique was my study of kundalini yoga, and subsequent training as a
kundalini yoga instructor. I found that by incorporating yogic breathing and
exercises, and sometimes even chanting yoga mantras, my students and I were
able to make even more progress in controlling our vocal instruments. Not to
mention the improvements in health, speaking voice, keeping the sinuses free and
clear, and gains in personal confidence.
Some of the benefits we discovered:
* You learn exactly what your vocal
range is and why – your vocal range is determined by the shape, number and
quality of the sinus cavities in your head.
* You discover how to create the very
best tone your voice is capable of making – when you can keep as many muscles
as possible out of the way of creating a pure tone in the head, you have the
basis of beautiful, unencumbered musical sound
* You feel the difference in your own
body – singing feels healthy, beautiful and under your control. If it feels
right, it actually is right. The reverse is true as well – if it feels wrong,
then there is some work to be done, usually in releasing some tension and
muscular effort that is getting in the way of the tone.
* A side benefit includes keeping the
sinuses free and clear – it actually helps your overall health in addition to
your vocal health. Ernest G. White's sinus exercises have been used solely for
the purpose of keeping the head cavities clear, and can be helpful for people
with allergies and other problems which create mucus in the sinuses.
* White's exercises can be used to
improve your speaking voice and your vocal projection – they are excellent for
actors, teachers and public speakers as well as for singers. In general, if one
is just using the exercises for speaking purposes, the vocal range is more
limited and focused on the actual speaking voice than in singing training.
* For children, I tend to break it
down to very basic, easy-to-understand exercises. I think the sinus concepts
are too difficult for most children to grasp, so I try to give them exercises
they can easily understand and have fun with.
In the beginning stages of vocal
training, a typical "Yoga For the Voice" lesson will consist of three
parts. First I teach the student two different kundalini breathing techniques
that have proven useful to the singing student. We next begin the sinus
exercises from Ernest George White's teachings, starting to find what I like to
term the "musical architecture" inside the voice student's head, i.e.
her/his particular set of sinus cavities. The last part consists of integrating
what we have learned into "full body" exercises, which enable the
student to start to experience her/his full vocal instrument, from the solar
plexus to the top of the head. I sometimes use traditional vocal exercises for
this step or, depending on the student, chanting exercises.
If you are interested in exploring
"Yoga For the Voice" further, my voice lessons are available
privately at my music studio in Austin, Texas. In addition, I offer lessons
over the phone and over the Internet as well (using Skype), making myself
available to you wherever you are in the world.
gfire is a professional
singer-songwriter, DJ, voice and piano teacher and Kundalini yoga instructor
based in Austin, Texas. She has taught literally hundreds of students how to
use their voices more effectively. For more information, please visit http://gfiremusic.com.