With many schools still cutting music and arts programs, the initiative gives hope to students and teachers alike.  If your child participates in his or her school music program, you probably know all about the benefits of taking music lessons.  But often, parents are left out in the dark in terms of how to provide support along the way.  It’s more than just attending the concerts and recitals, and you don’t even need to know anything about music to help.

So how can you support your child in music?  Check out these tips for parents from FamilyEducation.com:

Choosing the right instrument
- Ask your child what sounds he/she likes and what instruments appeal to him/her.
- Talk to the school band or strings teacher about your child’s interest before making a decision. Most beginning band and orchestra teachers let students hold and try out different instruments to help them make a choice.
- Allow your child to explore. Many musicians started out on one instrument only to switch a few years later to another instrument with much greater success.

Practice Tips for Elementary School Kids
- Help your child set up a special place at home to practice.
- Establish a time each day to play. Some children are at their best in the morning, before school. Others may do better right after school, or later in the evening.
- Consider using the phrase “playing time” rather than “practice time.”
- If possible, be a positive part of your child’s playing time. Sit with your child while he or she plays and ask, “Show me what you’re learning.” Or, consider learning to play the instrument with your child.
- Praise your child for each step forward.
- Never make negative remarks about how your child’s playing sounds. It takes time and effort to produce musical sounds.
- Provide positive role models. Bring your child to hear amateur or professional musicians perform, or take your child to movies that show musicians in a positive light.
- When seeking private lessons, find a qualified teacher you can talk to easily and make sure your child is comfortable with the teacher.

Practice Tips for Middle and High School Kids
- Help your child set up a regular time every day to practice, and help establish a routine.  This may require some consultation with your child’s teacher.
- Explain to your child that learning happens in stages. Sometimes a student will work on something for a long time with no apparent improvement, and then discover a sudden leap in ability. Other times, learning happens very quickly. The important thing to stress is that consistent practice will yield results.
- Help your young musician set practice goals. Keeping a journal, not just a practice chart, helps track the peaks and valleys of learning a new piece or improving fundamental skills.
- As a parent, don’t make judgments about the musical quality of your child’s practicing. Learning an instrument requires lots of squeaks, scratches, and wrong notes.

Parents, what do you think?  Teachers, what other advice can you offer?  Leave a comment on our Facebook page and join the discussion!  Like this post?  Don’t forget to share on your favorite social media site!

Photo by USAG-Humphreys.

With a family like the Jacksons, it wasn’t hard for Michael to jump into the music industry at an early age.  But for most parents, it will take a bit more effort to involve your child in music.  And the question remains: What age should a child start music lessons?  It depends.  Check out this great resource for intoducing music to your child at all ages, courtesy of Childrensmusicworkshop.com:

6 to 8 Months
Classes for moms and babies are a great way to begin even with children as young as 6 – 8 months. These classes are usually 30 – 40 minutes long, and they require active participation on the part of parents. Programs designed for toddlers 18 – 24 months are very popular as well; these still require parental participation, but by this age, children are starting actively to engage in the different activities in the class.

3 and 4 Year Olds
Programs for 3- and 4-year-olds are now readily available. This is really the ideal age for kids to start their music experience. Most of these programs are about 30 – 35 minutes in length, and involve props, movement and singing. Some even integrate arts and crafts and free play with rhythm instruments and props to music. Parents typically are not required to participate in these classes.

Ages 5 and Up
For children ages 5 and up, teachers should ideally integrate activities such as music games and crafts into the curriculum.  Piano/keyboard lessons are sometimes easiest for children ages 5, 6, and even older. One year of instruction on the piano or keyboard provides a great foundation as children learn basic music theory concepts such as the music alphabet, what a quarter note, half note, and whole note is, what the music staff does, and the location of the keys on the keyboard. In addition, they learn fun kids songs like “Mary Had a Little Lamb” and “Twinkle, Twinkle Little Star.” If piano isn’t their thing, the violin can provide a great foundation for children to start their lesson path.

Ages 7 and Up
Around age 7, instruments such as the guitar, drums and other string instruments can be introduced. The same concepts are covered, but children who have had at least six months to one year of piano under their belt (and thus already know the basic elements of music) find it easier to make the transition between instruments. Consequently, they are able to engage with the new instrument a lot faster.

Elementary School Grades 3 and Up
Most elementary schools provide an opportunity for children in Grades 3 and up to begin taking group lessons in school on all instruments except the piano. This gives them the opportunity to participate in a band or orchestra at school with their friends, an experience that is often remembered vividly into adulthood. The only drawback that comes from these types of group lessons is that children needing extra help on their instrument are sometimes too timid to ask for it, or the instructor’s schedule does not allow for extra time spent with students, which can lead to discouragement. Outside private lessons on your child’s instrument are a wonderful way to reinforce what they are doing at school, and also help them to exceed what the other children in their group class are doing. This can pave the way for the child’s inclusion in solo festivals offered by the State or County.

Comments, questions, thoughts?  Let us know by leaving a comment on our Facebook page!

Image courtesy of http://www.sheknows.com

Clarkson has been celebrated by many music critics for her raw emotion, powerhouse voice, and vocal range, which won over fans and led to her earning the title of the first ever American Idol.

If you dream of working in the music industry, but you don’t have Clarkson’s chops, don’t worry – you can still follow your passion!  Today, we’re taking a look at a few behind-the-scenes career paths that might be right up your alley.  For example…

Booking Agent (or Talent Agent)
Booking agents work to secure performance engagements for musical artists and groups. They work to find talent to book and may be involved with developing the talent toward a goal. They must possess good communication skills to sell talent and develop contacts in the music industry. They often work closely with an act’s manager and may be involved in setting the fee and negotiating with promoters or clubs. A booking agent is paid a percentage of the negotiated fee for an act’s performance.

Entertainment Attorney
An entertainment attorney handles any contractual matters conceivable within the entertainment industry. Entertainment attorneys can be freelance, hired on retainer, or an employee of a company or business within the entertainment industry. Entertainment attorneys generally specialize in one of three separate fields within the entertainment industry: sports, film and television, and music. An attorney that specializes in the music industry usually has a solid depth of understanding with regard to copyright laws and artist/band agreements with managers, publishers, record labels, booking agents, etc. Successful completion of law school and a state bar exam are requisites for being an entertainment attorney, as well.

Publicist (or Staff Publicist, Press Agent)
A publicist handles the publicity and press needs of acts signed to a label. Publicity helps the label sell records and produce income. A publicist must be able to get an artist’s name in the news (magazines, music trades, TV, radio, etc.) as often as possible. This is accomplished by writing press releases, sending them to the correct media, talking to media about acts, and arranging interviews. The publicist often arranges a series of print interviews, radio interviews, and TV appearances in conjunction with the release of a new record. Staff publicists spend a lot of time on the telephone and are usually the first to send out promotional copies of new records and other important materials to the media. After a new record is released, a publicist may work with the A&R or promotional departments on a showcase booking of the group, and make arrangements for a press party.

Music Publisher
Music publishers are responsible for acquiring the copyrights to songs and publishing them. They may work for a very large music publishing company and perform one or two specific duties as a music publisher. They may work for a relatively small firm and fulfill a variety of functions. Many individuals in music publishing or songwriting become independent music publishers, running their own music publishing firm. The goal of the music publisher is to find and acquire potential hit songs (copyrights) and songwriters, promote them for financial gain, and serve as copyright administrator whereby tracking, licensing, and payment collection can be done efficiently. A good music publisher has knowledge of all facets of the music business, an understanding of music industry dynamics, an ability to hear hit tunes, knowledge of copyrights laws, and contacts in the music business.

Tour Coordinator
The tour coordinator is responsible for coordinating the many facets of an act’s tour, including travel, lodging, arranging for services, and budgeting for expenses.

Sound Technician
Sound technicians are responsible for high-quality sound during the live performance. They usually arrive at the concert site before the performers and are involved in unloading and setting up the equipment and instruments along with the road crew. The sound technician supervises the placement of equipment and works with the talent during the sound check to achieve the best sound. They may even work a soundboard during the actual performance.

The list goes on and on: music supervisor for TV and movies, music journalist or critic, music therapist, and of course, radio DJ.  The NAfME Career Center page and the Careers page for Berklee’s College of Music are great resources to check out if you need some guidance.  So if you’re in college now – or ready for a career change – consider these options if you can’t carry a tune!

Do any of our readers have advice for breaking into the business?  How many of you are currently working in these kinds of positions?   We want to hear about it – click on the link and share your story on our Facebook page!

Although some of the American Idol hype has died down in the past few years, its impact on fans is still clear.  Idol hopefuls still line up by the thousands, for the chance to win America’s heart and catapult into celebrity status.

McCreery’s success got us thinking about how teachers can incorporate American Idol into music lessons.  After all, private music lessons are a great way to brush up on your technique before an audition for American Idol, X-Factor, or any of the other talent shows.

Yahoo! News Associated Content brought up just a few ways the show can be used as a learning tool:

1. Music History

In many weeks on American Idol, the songs chosen by the competitors must come from a particular artist or genre. For example, themes have included Elvis Presley, Motown, The Beatles, and songs from the movies. Each theme can be expanded into a lesson on how that artist or style impacted the development of popular music and how it fits into the context of today’s music. A music history lesson about Elvis could include an exploration of Southern roots music and its beginnings on plantations and in juke joints. The phenomenon that was The Beatles can be framed in musical influences that arrived in port cities in England like Liverpool and how it affected the popular music of that country.

2. Music Genres

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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

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.

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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.

Ahead of this year’s Wanna Play Music week, NAMM has introduced a new initiative called “Pledge to Play” where interested participants can take a pledge and make their commitment to learning an instrument. There’s still time to sign up on the Pledge to Play Facebook page – you’ll even have the chance to win some cool prizes!

The week will officially kick off on Monday, May 2 with the seventh annual “Music Monday,” an event in which schools, community and professional organizations will perform one piece of music simultaneously at 10 a.m. Pacific Time, 11 a.m. Mountain Time, 12 p.m. Central Time, and 1 p.m. Eastern Time.  NAMM hopes that by having everyone sing the same song at the same time, music will transcend all genres and unite people through the melody and the act of performing the piece together.  You can register your school or organization as a participant in Music Monday online or by emailing musicmonday@namm.org. If you aren’t able to play at the designated time, NAMM also encourages participants to pick up an instrument and play at any time throughout the day.

Other events will take place throughout the week, including an announcement of the “Best Communities for Music Education” on Wednesday, May 4 and a day featuring “unexpected celebrity musicians” on Thursday, May 5.  The week concludes with National Music Store Weekend from May 6-8, when musicians and non-musicians alike are encouraged to visit and support local music stores in their neighborhoods. There are plenty of opportunities to get involved during this year’s Wanna Play Music week, so mark your calendar and get ready to play!

NAMM has created a dedicated Facebook page where interested participants can take the pledge and make their commitment to learning an instrument. Upon signing up, each person will receive a special “21-Day Guide To Playing Music” from NAMM, which aims to help them stay focused and motivated as they begin their musical journey. The guide will also serve as a helpful resource for finding local music stores, music lessons and places to play live.

Every participant who makes the Pledge to Play via NAMM’s Facebook page will be entered in a drawing for the chance to win prizes ranging from NAMM tumblers and messenger bags to tickets to music festivals such as the Vans Warped Tour. Prize winners and a final tally of those who have taken the pledge will be announced on May 6th.

If you’re one of the millions of Americans who has always wanted to learn to play an instrument, now is the time!  No matter how old you are, the benefits of music education span all ages, from improving academics and memory of children to helping adults reduce stress in their busy lives. To find a teacher in your area, visit NAMM’s Wanna Play Music site and use the music lesson locator to find a TakeLessons Certified Teacher near you!

So what are you waiting for? Take the pledge today!

Research has proven that children experience many benefits from learning to play music, including increased brain activity and development, improved memorization and small motor skills, and increased self-confidence that carries over into schoolwork and other outside activities.  Music lessons also help to keep children engaged in school, thereby increasing academic achievement.

Unfortunately, tighter budgets have forced many schools to cut funding for music programs, which means that many children no longer have the opportunity to study music as part of their regular school curriculum.  In order to provide an alternative environment for these students to continue their musical education, TakeLessons is proud to offer music lessons at our new lesson centers located at over 75 Childtime, Children’s Courtyard, La Petite and Tutor Time schools across the country.

Beginning this month, students ages 5-12 in cities such as Dallas, Houston, Los Angeles, Phoenix and Seattle will have the opportunity to take voice, piano or guitar lessons after school at one of these lesson center locations. The program also offers piano lessons for children as young as three, as well as the option for students to take in-home lessons with other family members.  By enrolling in this program, parents can feel confident that their children will continue to receive the music education that is so important to their development.

Of course, our regular in-home or in-studio lessons are always an option for students looking for one-on-one musical training in a variety of instruments, from the flute to the ukulele.  Working with a TakeLessons Certified Instructor allows students of all ages to expand their musical knowledge and develop new skills at the same time.  Call us at 877-231-8505 or visit www.takelessons.com to schedule your fall music lessons today!