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.
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.
The music began in a pair of settlement houses in 1910. Within those institutions, the Community Music Center of Boston initially offered education and a sense of community to recent immigrants. Since 1971, the center has been housed at the Boston Center for the Arts in the South End, but its mission has remained consistent: to provide music instruction to urban students of varying ages and skill levels. They include some 5,500 students each week, many of them enabled by the $150,000-plus in scholarships given out annually.
The Community Music Center is marking its centennial with a series of 100 concerts, the first of which is next Friday at the Boston Arts Festival in the North End’s Christopher Columbus Park. The concerts will run through June 2011 and will range from solo recitals and orchestral performances to jazz and world music. According to David Lapin, the center’s executive director, virtually all of the concerts will be free, and more than half will take place in Boston schools. The Boston Public Library will also host an exhibition of Center memorabilia from January through April.
Lapin says that in its first years, the center focused on Eastern European immigrant children and the small African-American population that had migrated from the South.
“Obviously, we have a much fuller orbit to travel today,’’ he says. The school’s population now includes students from Southeast Asia, the Caribbean, and Latin America. In the 1980s it began working with people with AIDS; more recently it has been reaching out to children with autism and older adults with Alzheimer’s disease.
“What we’ve tried to do, in each decade, is not simply look to respond to demand that’s out there for music lessons, but to create demand where it might not otherwise exist,’’ says Lapin, who has led the center since 1983. “We’re not just waiting for people to come through the door; we’re trying to create new relationships in the community and nurture a demand for arts education generally.’’
That’s why the concerts – which Lapin calls “a gift to the city’’ – will be as much about outreach as about public music-making. Many will feature students from schools with which the center has had long-running partnerships, but there will also be what Lapin calls “reasonably high-end performers’’ in the recital series and in special events.
“It reflects the twin goals of access and excellence in both education and programming more generally,’’ Lapin explains. “It’s part and parcel of what we do on a regular basis, but we’re trying to enhance the visibility of the music center and use [the concerts] as a way to not only celebrate the music center [but also] try to raise higher the banner of arts education throughout the city.’’
Some of the notable events include “Performathon,’’ the center’s annual daylong fund-raising concert, and a student composer venture with the new-music ensemble Dinosaur Annex. One set of performances seems particularly intriguing: the entire cycle of Beethoven symphonies in arrangements for solo piano, four-hand piano, and two pianos. That series – which opens with the first two symphonies on Dec. 10 – should provide an interesting counterpart to the Boston Symphony Orchestra’s performances of the symphonies.
Like other arts institutions, the center has been affected by the recent economic downturn. Lapin found that “the demand for arts education is relatively inelastic; people will still pay for education more than they might pay for tickets to a performance.’’ The largest decline has been in contributions: Lapin says that during the winter, “no one knew what was going on, and so basically, people stopped giving for a few months. And that was pretty scary, quite frankly.’’
Though the situation has since stabilized, Lapin is taking nothing for granted. “We’ll see,’’ he says. “Like everyone else, we have more than one set of fingers crossed.’’
We at TakeLessons avidly support music education for all and wish the very best for the Community Music Center and all organizations that facilitate in providing music education to children and adults alike.
Jeff S, our guitar and songwriting teacher from the greater NYC area has given us his insight on how to create a great title for your song:
Some songwriters start out with a patch of melody or a line or two of lyric as their creative catalyst. Others, like me, usually start with a song title. Obviously, the catchier and more novel your song title is, the greater chance it will stand out and be identifiable with you (as a the songwriter and/or artist). While a song title is not copyrightable, a strong one can help pique interest and generate listens out of pure curiosity.
As a general guideline, it is probably best to stay away from hackneyed song titles like ”I Love You” or “I Need You”. On the other end of the spectrum, it is also a wise idea to avoid leeching onto titles that are intrinsically and irrevocably identifiable with the original artist; that they almost become almost proprietary (and in some cases, they are).
Such iconic songs as Paul Simon’s “Bridge Over Troubled Water”, Carole King’s “You’ve Got A Friend”, Tom Petty’s “Freefallin’ ” Bill Withers’ “Lean On Me”, and Lynyrd Skynrd’s “Sweet Home Alabama” fit under this category. They are so woven into the pop cultural fabric that it would be fool’s gold to try to re-excavate them. These are but a few of such seminal songs, but I’m sure you get my drift.
And more recently there’s another stockpile of uniquely indelible songs/titles like Amy Warehouse’s ”Rehab”, Katy Perry’s “I Kissed A Girl”, Coldplay’s “Viva La Vida” or Beyonce’s, “If I Were A Boy”. All these are immediately correlated with these artists.
I am in the process of titling my 3rd artist CD and I wanted to see just how “fresh” my potential titles were. So I typed my 3 leading title contenders into the iTunes search engine and it gave me instant insight and tacit guidance. I emerged with the realization that I had to dig a bit deeper for a title that wasn’t overused and was able to immediately eliminate some titles that I was considering.
My curiosity was sufficiently ramped up by my research, so I decided to plug in some other titles that popped into mind. I found 147 songs under the title, “Always” and 75 entries called “The Hard Way” or “Hard Way”. I was surprised to see 150 songs listed under the title of Addicted “. And this was just on iTunes, so it reflects just a microcosm.
Besides itunes, there are some other fantastic sources you can utilize (for free!) to get a fix on the creative uniqueness of your song titles. The major performing rights organizations, ASCAP, BMI and SESAC, all have super extensive databases. ASCAP has the ACE Title Search. On the BMI site, look for the word search at the top of their home page. SESAC has a repertory search at the bottom of their home page. No matter what title you come up with, have fun and try to find a previously unexplored approach to your title and craft it into something that is truly you! Jeff S