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Recently, I went on a two week trip to sunny Northridge, California, where I got to work with amazing artists and teachers to help develop my craft. What is my craft you say? Singing – more specifically, opera singing.

The program I took part in, OperaWorks, provided me with much more insight than I initially expected. Living in an age of doubt, I immediately felt like it might not have been worth my money. But after two weeks I was pleased to see that there were noticeable changes not only in my music, but also in my life.

Let’s take a closer look at how my training in music affected my life and my world:

Opera-ism #1: I am AWESOME. This was a technique I learned to help prepare myself for an audition. By giving myself a pep talk before walking through the door, I am able to walk in with confidence.

So how does this apply to my life? Well, aside from teaching, I have a normal day-to-day job in sales. And as part of that job, I have to provide people with a service or product. This can be really nerve-wracking because I hate sales people myself. I recently went to buy a car and the worst part about the whole experience was the salesman. I already knew I was going to buy a car, I had already researched the car that I wanted and he just seemed to get in the way. Because of experiences like these, I try to steer myself away from being a “pushy” sales guy.

When I applied my “I am AWESOME!” pep talk to my day-to-day job, I found that it was a lot easier for me to sell to people without being pushy or being pushed over. I was able to confidently talk about products, build relationships with my clients and actively listen and respond to their concerns. Essentially, being AWESOME allowed me to be myself when I was on the phone, and let my personality shine. What I learned from this is products don’t sell – people do.

Opera-ism #2: Music is not what’s written on the page, it is what the performers make of it. The intention of the composer was not that the performer sing the song exactly how it was written, in a robotic fashion, but to add expression and interpretation to it.

This came to light for me when I sang an operatic aria (Love Sounds the Alarm from Acis and Galatea), which is a love song.  Rather than expressing lovey-dovey emotions, this aria became a “war speech” in OperaWorks. I was inspiring a nation to defend itself against its enemies. The whole meaning of the song changed, but it was really effective.

The real life experience happened in learning my “pitch.”  You can always hear the sales pitch coming when you’re on the phone with a salesman.  Well, I realized it’s not about the words, it’s about the meaning. Upon returning, having already memorized the pitch, I started to implement the meaning of the words, and tie them back to the desires of my customers.

What I’ve learned as a performer has more than affected my life – it has changed me. I went into OperaWorks as an insecure performer and came out a confident man. The results speak for themselves. My performance at work has improved, and my personal life is much happier and free. This just goes to show that things shouldn’t be taken at face value. What you learn in school might actually apply to real life. Who knew?

-Bryan B.

TakeLessons Instructor

Are you challenged with the task of finding interesting curriculum to keep your students motivated during their lessons?  TakeLessons guitar teacher Lisa T., who is based in the Chicago area, has some tips for fellow teachers who want to create an engaging and fun lesson experience for their students.

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If you’re looking for a unique approach to teaching your students and you don’t want to use store-bought materials, you always have the option of creating your own curriculum. The advantage of creating your own curriculum is having the freedom to enhance or modify what you are teaching as you go along. Once created, the curriculum can be used over and over again, tweaking where needed.

So how can you develop a good curriculum? The first thing you should do is define your objectives for your student. Once your objectives are clear, you can start thinking about how you will get there. Measuring your success through defined goals such as tests, practice charts and student feedback is also important.

When defining your objectives, ask yourself the following questions:

–What will the student accomplish during this lesson?
–To what specific level (i.e. 80% accuracy) will the student be able to perform a given task?
–How will the student show that they understood and learned the goals of your lesson?
–Are there any specific modifications that need to be made in order for your student to be successful?
–What tools (both formal and informal) can be used to assess the student’s progress?  These can include practice charts, motivational charts, skill builders and recitals.

These are just a few suggestions for successful lesson planning. Start with a clearly defined goal and track your progress along the way to ensure you achieve the desired results for both yourself and your student. Good luck!

-Lisa T.

Kristi’s journey began when she came into contact with a 9 year old battling cancer, and her heart was immediately inspired to do everything in her power to help that child’s family. Since then, Kristi has helped over 15 families and brought smiles to each of their faces through the gift of music. A musician and songwriter herself, Kristi wrote the song “Already an Angel,” which was inspired by the children she helps on a daily basis and brings about a message of hope through tumultuous times. The song can be purchased through the Music 4 Miracles website, and all proceeds are used toward helping more families and bringing music to children’s lives.

TakeLessons is happy to be able to help set up piano lessons for Bella, one of the Music 4 Miracles children, with our rock star teacher Karen J.  This coming July, we will also help set up another Music 4 Miracles child named Shiloh with in-home guitar lessons! Our thanks goes out to Kristi and the sponsors who make in-home music lessons possible for these children, while also offering hope and the gift of music education that can last a lifetime. To learn more about Music 4 Miracles and how you can become a sponsor, please visit www.music4miracles.org.

I was excited to find out more about the Loog because I took guitar lessons when I was 8 years old, and it proved to be easier said than done. The guitar was added to the list of instruments that were uncomfortable for my tiny hands (which I thought would grow eventually, but never did – to this day, I still struggle to reach the octave on the piano!).

I became discouraged and quit after about 6 months, and eventually took up the ukulele many years later – which has been much easier for me to maneuver but even now, the ¾ size guitar is problematic for me.

Many of our TakeLessons instructors prefer not to teach guitar to young children for this very reason.  Now, with the Loog Guitar in the picture, instead of teachers having to focus on finding alternate fingerings and keeping a frustrated student focused on the difficult task of mastering an adult-sized instrument, they can focus on teaching the child to make music!  And isn’t that really what it’s all about?

I was lucky enough to have the opportunity to interview Rafael Atijas, the creator of the Loog Guitar, who provided insight into how his concept came about and what the benefits will be for children who want to learn the guitar.

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When did you realize that there was a need for a guitar made especially for kids?

I saw my 6 year old niece trying to make music with one of those $30 guitars when I thought “There has to be a better way.” It was then that I realized that kids’ guitars are usually just cheap, scaled-downed replicas of classical guitars.  They are not really designed with kids’ needs, comfort or even safety in mind.

Where does your knowledge of guitars come from?

I studied guitar and was in different bands during high school and college (as was almost every other kid I knew). I was very much into rock music and at some point I just fell in love with guitars – especially vintage electric guitars.

What age group do you feel would benefit the most from the Loog Guitar?

Time will tell, but I think kids ages 6 to 9 will be the ones that will get the most out of the Loog Guitar, since this is the guitar that allows them to build chords without the need to form complicated shapes with their little hands.

Where did you get the idea to call it the “Loog?”

It is my subtle but very meaningful homage to Andrew Loog Oldham, the first manager and producer of The Rolling Stones. I always found him to be a fascinating character (I’m a rock nerd, as you can see) and back when I had a band, I had a chance to meet him and he was super kind to us.

What types of learning materials are you planning on coming out with to assist with the learning process?

We plan to include a manual on how to play with three strings, and we will also offer video tutorials on our website.

What does this product mean for kids who have an interest in learning guitar?

Kids will have a friendlier instrument that will stimulate them to make music and get creative with it. What I like about the Loog Guitar is that it works whether you already know how to play guitar or not. And that’s what I hope it means to kids who have an interest in learning guitar: a fun and easy way to play music.

Anything else you wish to add?

I am truly humbled by the response the Loog Guitar project got on Kickstarter (the website that helped raise the money to launch the product), and one of the things I like the most is that so many people from the education field have reached out to me and had very positive things to say about the Loog Guitar. I know TakeLessons.com reaches a lot of music teachers, so I want to use this opportunity to extend my thanks to all of them.

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There you have it, folks.  I’m personally thrilled that there is now a product out there that will make learning guitar simpler for young children.  For teachers, what have you experienced in teaching guitar to young children? Parents and students, what are some of the challenges that you’ve faced learning guitar yourself or watching your child learn guitar?  I’d love to hear your feedback, so please leave comments below if you feel so inclined!  Now if only I could travel back in time and learn to play guitar on the Loog, maybe I would have stuck with it! To learn more, visit www.loogguitar.com or check out the Loog Guitar in action below:

The Loog Guitar in Action from Loog Guitars on Vimeo.

Monet Payne is the Community Manager for TakeLessons.com. She is dedicated to providing the latest on music education and technology to those who seek it. By night, Monet is a professional singing actress, starring in musicals, operas, and everything in between. Monet has her Bachelors in Music, with a concentration in Vocal Performance, and enjoys teaching voice, involving herself as Vocal Director in several productions. She proudly co-founded a non-profit organization for Voice Education and her next venture will be to start her own theater production company.

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Last fall I began teaching a 90-year-old woman who has moderate stage Alzheimerʼs. Knowing this in advance, I thought I was up for the challenge; however, things changed when we sat down at the piano for our first lesson and she looked around the room with a confused look on her face and said, “Iʼm sorry, I have no idea what Iʼm doing here.”

I can honestly say I might have had some second thoughts at that point. I looked at her and calmly replied, “Well, Iʼm Windy and youʼre here to play the piano with me. So letʼs have some fun!” But in my head I was mildly freaking out and thinking “Oh my goodness, what the heck have I gotten myself into? How am I going to do this? I never learned how to teach someone with no short term memory in college!”

I came home after that lesson and scoured the internet and college text books for tips on teaching music to people with dementia – but I came up with nothing. What I am about to share is what I have learned through my experience with Ms. Jimi. I am not a doctor, nor am I an expert on how the brain functions, but I strongly feel that what I am about to share can help anyone working with people who struggle with early to moderate stage dementia or Alzheimerʼs.

Over the past year, Ms. Jimi and I have built a wonderful relationship and I look forward to her lessons more than all my others because I never know what to expect.  All the orthodox ways of lesson planning, goal setting, and progressing go out the window and our 30 minutes together are more like a session of music therapy. Here are five practical things that I have learned from teaching Ms. Jimi:

1. Give The Student The Opportunity To Reach Small Goals

Early on, I realized that Jimi was not going to progress as a typical student would. She could not remember from week to week what we had played the lesson before, so it was obvious that our lessons together needed to be taught in the moment, as an exercise time for her brain.  For 30 minutes, Jimi and I play through pieces that she enjoys and that challenge her, but do not frustrate her.

Ms. Jimi can play simple songs with both hands in C position, G position, and middle C position. We have about six songs in each position that we cycle through. Occasionally, I will add a new one. Usually I will help her through the song the first time. Then we will play it again, and she almost always improves the second time. I’ve noticed when Jimi can play through an entire song by herself, she feels very accomplished. However, she never remembers from week to week what we played during the previous lesson.

2. Use Teaching Aids

As I said, Ms. Jimi is 90, so her eyes struggle at times. Large note music, with the letter written inside the note head, helps her immensely. Sometimes I put stickers on the keys to label them just like I might do for a child when he or she is first learning a position. Having the keys labeled is one less thing she has to figure out, which allows her to play through the piece more fluently and enjoy the melody.  I have also found that staying in the same position for an entire lesson helps her to feel more successful. Switching positions between songs causes her to become confused, which then leads to frustration.

3. Know When To Take Breaks

Jimi loves chocolate. If I sense that she is having a rough day and not enjoying the music, we eat a chocolate together.   Sometimes I pull out books that I’ve brought along and ask her if I can play a song for her. She loves “Claire de Lune” and each time I play it, she reacts as if itʼs the first time I have played it for her. “Oh Wow! I love that song!” she will say, often teary eyed.

4. Know When To Keep Quiet

There are times when Ms. Jimi says “Donʼt touch my fingers this time!” or “Now let me do it and you donʼt talk!” I love her wit, her will and her determination. And I have definitely learned that it doesnʼt have to be perfect, but she needs to do it on her own. Sometimes I just need to sit back and let her play; if she stumbles, I try to let her figure it out unless Iʼm asked for help.

5. Be Flexible, Creative and Make it Fun

Iʼm always looking for ways to improve Jimi’s experience at piano lessons. Even though I know I could teach Jimi the same exact lesson every single week and she would probably never know – I WOULD KNOW. I mean, good grief, if I live to be 90, I hope that someone makes sure Iʼm still having fun!

One time her grown son came to town and brought her to her lesson. We worked on a simple waltz. She played it for him. Then I asked her if she wanted me to play it so that she could dance with her son. They floated around the room and it was a special moment. On another occasion, I showed her a YouTube video about a 100 year old woman who was a Holocaust survivor and still loved to play the piano every day. Jimi loved it!

Each music studentʼs needs are different. No two students are the same, and that’s what makes our job as music teachers exciting and ever-evolving! My challenge for other teachers is to take the time to experiment and think outside the box to help enrich the lives of their students, not only musically, but also emotionally and spiritually. Music reaches deep into the soul and can bring so much joy into the lives of others!

Enjoy the Journey,

Windy C.

The following post comes from TakeLessons teacher Jeremy R. in Hudson, Florida. Jeremy has been a professional performing musician for over 10 years and has taught hundreds of students during that time.  Below he shares some of his favorite tips for beginner musicians who are learning to perform.

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As a beginner musician, learning to perform a song is a challenging obstacle. After all, you spent countless hours learning modes and chord progressions and now you must take what you have learned and translate it into a successful performance.  Below I will share some methods that have worked for me.

Clear your head.  Each time I pick up the guitar, I go through the same mental exercise to prepare myself to play. I pick up the guitar, tune, and play a couple warm up exercises. It’s important that your warm up piece is something that you have to really concentrate on and think about to be able to play. It’s perfectly fine to play these pieces verbatim with little or no deviation. In fact, a piece that challenges your abilities that you have worked hard to master is a great candidate for a warm up piece. The point isn’t to play the piece to perfection; rather, the point is to get the other songs out of your mind and focus your thoughts on playing.

Phantom play.  If you have ever played at a large venue or in front of an important audience then you’ve undoubtedly had the issue of nerves clouding your head and distracting your focus. Before you play your song for anyone else, play it in your mind. Maybe even just finger your fret board quietly. Again, the point isn’t the perfection of the song – it’s the mechanics of your mind while you play.

Emotional focus.  You’ve tuned your guitar, played your warm up exercise and gone through the song in your head. Now you’ve got 4 minutes before you go on. I can’t tell you how many times I’ve heard a guitar player play the correct notes in the correct rhythms in the correct key but the performance is as flat as rice paper. I look for the emotion that is communicated by the song and then I think about things in my life that bring out the same emotion. A great example of this is “Crying” by Joe Satriani. This song is so sad it should come with a warning label saying it could cause depression. On the opposite end of the spectrum, the song “Baba O’ Riley” by The Who is an extremely upbeat and energetic piece.

Believe.  A great personal friend of mine is a phenomenal song writer and performer. You will often hear my band playing and recording his material for the public. He is an amazing talent but doesn’t share it with anyone. Don’t be afraid to get up and play. It doesn’t matter if you’re the next Celine Dion or William Hung – both have their place in music, and you do too!

-Jeremy R.

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Christina L. from Carrollton, TX

Inspirational, professional and friendly are all words that have been used to describe Christina, who teaches piano & voice lessons in the Dallas area. Christina has been teaching with us for just over a year and has worked with 24 students in that short amount of time!  She grew up studying music & knows how to keep her students on track while also making their lessons productive and fun, which is why they love working with her!
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Mark H. from Osseo, MN

Mark has been teaching music for over 20 years, and specializes in a variety of subjects including guitar, bass guitar, singing and acting.  He loves what he does and his passion and enthusiasm for his students and his music shines through in every conversation we have with him. In addition to teaching, he has done his fair share of performing and touring. He has even composed songs for many local bands and produced musical scores for local theatrical productions.
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Dorothea G. from Sherman Oaks, CA

Dorothea has been teaching piano lessons with us for over a year. Her students love her because she is great at challenging them and encouraging them to keep setting goals.  In addition to teaching, Dorothea has experience composing and has even composed for movies! She is currently working with some of the other TakeLessons teachers in her area to create a TakeLessons recital down the road. If you get a chance, check out the amazing introduction video on her profile!

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Scott F. from Rutherford, NJ

Scott has been teaching voice lessons with us since 2008 and comes with the highest recommendations from all of his students, who say he is patient, charming and talented. He helps them gain not only vocal skill, but self-confidence as well.  Here’s a quote from one of his students: “There is nothing worse than a teacher who’d rather show off the entire lesson than teach; thankfully Scott is nothing like that.  He is a very fun, energetic and uplifting teacher who, still after eight months, leaves me waiting for my next lesson with fervor.”  What a gift!

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Congratulations to all of our outstanding Teachers of the Week for the month of March!

Adjoa S. – Singing Lessons in South Pasadena, CA:

Mike G. – Guitar Lessons in Dublin, CA:

Scott M. – Guitar Lessons in Denver, CO:

Jason W.  – Guitar Lessons in Burbank, CA:

Gianni D. – Guitar Lessons in Denver, CO:

Check out a few of our favorite videos below, and then visit our YouTube Channel to meet even MORE of our talented TakeLessons teachers!  If you are a current TakeLessons teacher and would like to record or upload a video for your profile, simply click here and follow the instructions.

Paul S. from Los Angeles, CA:

Michelle A. from Sherman Oaks, CA:

Sheena R. from Jersey City, NJ:

Jason M. from San Diego, CA:

Sharon W. from Boston, MA:

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Let’s face it – learning to play music is hard, and we all have days when we want to quit. I’ll admit that when I was a kid, I quit my music lessons more than once. As music teachers, it’s our job to help our students continue to love music, even when they feel discouraged and want to give up.  Here are some tips I’ve learned over the years to help students stay encouraged with music.

1. Ditch the Lesson Book. Some kids love the structure lesson books provide, while other kids loathe the dreaded books.  As educators, it is our job to figure out what works best for each student.  I’ve always had the philosophy that if a lesson book is making a student dread music class, it’s time to find a different approach.  Some kids love to play Disney songs, others love Taylor Swift, and some of my students even play Miles Davis.  As a teacher, I am constantly working to find the best possible material for each student so they can grow as musicians.

2. Play Pots and Pans not Piano! Yes, you heard me – pots and pans and other household items make great instruments!  Ever tried to play a bunch of syncopated beats on a frying pan?   It’s hard, but it’s also incredibly fun!  One of my most promising students came in saying she was having a “pain-o” day.  Instead of forcing her to drag her way through the prepared lesson, we collected pots and pans from my kitchen, and played percussion ensemble for the entire lesson.  Sure my neighbors were less than thrilled, but it was just what she needed to feel like music was fun again. She later even used some of the rhythms we played around with to compose a piece on the piano!

3. Encourage Students to Write Music. Some students are great at reading notes off the page, others are great improvisers, and some love to compose and write their own songs. Encouraging creativity and individuality is a great way to keep a student loving music!  I like to help students record their songs and create CD’s to give out as gifts. They love it!

4. Put on a Show. Everyone needs a goal!  Even though recitals can be a little nerve racking, I’ve always been amazed at how happy and motivated students are when they come in the week after the performance! Many of my students ask when they get to do the next recital. Last year, several students came in incredibly excited and inspired to learn pieces they had heard other students perform.

Best of luck with your lessons in the new year!

- Joy A.