Archive for the ‘Practice Tips & How To's...’ Category

How to Keep Your Kids Engaged in Music Lessons

Thursday, December 17th, 2009

PracticeMakesPerfectWhen 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.

-Jerry W.

TakeLessons Instructor Jerry W.


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The Art of Scat Singing

Tuesday, October 20th, 2009

Shoo-bee-do-whap doo-wah…bee bop ba baah…

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.

Richard K. writes…

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

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

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!!

Check out Ms. Ella scatting…amazing, huh?

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Tips on How to Buy Your First Guitar

Tuesday, October 6th, 2009

Here at TakeLessons, we book guitar lessons daily.  Many times our students ask us what type of guitar they should buy for their lessons. While some of our teachers have guitars for the students to use in lessons, many still want to buy their own. One of our Rancho Cordova guitar teachers, Robert (Bob) C. sent us the following advice when selecting a guitar for a beginner guitar student.

Bob C. writes:

Starting music lessons is a wonderful idea and can improve a person’s life.  It has been shown that students who seriously study music develop structures in their brain that MRI studies demonstrate are used for Math and Physics concepts.  In fact, Einstein credits his conceptual creativity on learning the violin at age four.  As you learn, your brain grows musically and you’ll enjoy music much more.

When my students start lessons, I am more than willing to help them obtain a reasonably priced, easy-to-play instrument.  Unfortunately students often show up with a guitar-shaped toy. Parents say “If he/she likes it, we’ll get a better one.”  Well, it rarely works like that. They are generally impossible to play; they hurt your fingers and the sound is not optimal. It might discourage the student to think they can’t play guitar when really it’s just the instrument.

Legend
Image via Wikipedia

My recommended starter guitar:

A steel string guitar has 220 pounds of pressure, and usually has a narrow neck.  It is much easier for the student to start on a nylon string, usually called a classical guitar. Nylon strings are much easier to play and there is more space between the strings making it easier to play chords.

Many children want to learn electric guitar.  However, electrics are a much more expensive proposition. You have to pay for a guitar, electronics, cables and an amp.

You also want to look for a solid top. Why a solid top?  That’s your speaker.  As it is played, it will quickly open up and sound better and better.  Plywood tops will never get the same sound, so look for tops made of quality woods.

I also recommend buying a tuner. Tuning is a fairly difficult task, and learning to tune a guitar with a tuner makes it much easier to do. Tuning is tricky since it involves listening and getting used to adjusting the pitch.   Tuning takes practice and is not easy to do, but an out of tune guitar can really sound terrible. Be sure to purchase a tuner that will let you set which string you are on.

If you go to a store to buy a guitar, there are a few basic things you can check.

1:  If you put a straight edge from the neck, it should hit the bridge, ideally, at the bottom of the saddle.  If not, the angle is off, and the guitar is not one you should buy.  A yardstick or ruler is ideal for this.  If the angle is wrong, the only repair is a neck reset which can cost about $150 or more.

2:  If you push the guitar string down on the top and bottom fret the string should come close to hitting every string, with no more than a 1/8th of an inch.  If not, it will be warped and difficult to play.  Sometimes you can adjust the truss rod and straighten the neck.

3: Play every note on the guitar and make sure that all of them clear the next fret and don’t buzz.

4: It should be as easy to press down on the 12 fret as the first fret.  The notes are closer together up high on the fingerboard.

I recommend that you go to a store to purchase a guitar with someone that knows how to play, whether that is your teacher or someone that works there.

In summary, a playable guitar is a musical instrument, not a toy.   If you buy a toy it may be money wasted and lead to discouraging your child from really playing.  A good student guitar is not very expensive, usually between $100 to $200.   I personally try and keep a few that I sell at cost to students as I want my students to be successful and have a great time.  One last thing to note is that a good guitar will likely appreciate in value over time.   So a good, used, solid-top guitar that is well taken care of can actually be a better investment than the toy option.

And once you purchase your new guitar, remember to always wash your hands before playing.  The acids and dirt on your fingers may ruin the strings and even the guitar itself. Washing your hands will prolong the life of your new investment.

Bob C. TakeLessons Guitar Teacher

Bob C. TakeLessons Guitar Teacher

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So You Wanna Learn to Play Guitar (pt.XX)

Thursday, September 24th, 2009

Kirk Hammett

Here is the latest entry from our excellent San Diego guitar teacher Jason M


So how do you play a Washburn acoustic?  One of the least asked questions I get is that of knowing your tone.  I don't play a Washburn acoustic but I think that it's important to note the tonal qualities of the guitar you own.  The sound that comes out of your axe will shape and define your unique voice to the point that it will eventually become "you". 

I use an ESP KH2 "Skully" Kirk Hammett signature model guitar with dual EMG 81 pickups.  It has 24 frets, an original floyd rose locking tremelo set up with a Jackson reverse dinky headstock and a body that looks like an MII Deluxe.  The neck is a little bit wider than your average electric guitar and has an almost "classical" feel to it when you grip it.  Rather than an old "file down the fret" cliche that allows for optimal shredding, my guitar has jumbo "rounded" frets which if pressed down hard enough can actually make a string bending sound.  The floating bridge takes some getting used to and if you haven't used one before you can actually make the guitar sound out of tune by leaning on it too hard with your right hand palm mute.  It has a 3 way switch which unlike a strat and more like a Les Paul you can "cut" the sound immediatly and make a really nice Morello sounding percussive "on off" sound. 

I also use a Line 6 upgraded AXSYS212 ampliphier with a floorboard that carries both a volume and a wah pedal.  The Line 6 was the first digital amp to master the art of "tube tone" back in the mid-nineties.  I don't think I've ever thought of it as a solid-state amp to be honest.  With 32 presets and 32 user presets with 4 channels each, the options are pretty infinite.  This model can not only replicate the greatest artists of all time but holds

Jason M

countless configurations of individual amp models/effect pedals/cabinet sizes/ and even offers a "noise gate" that you can open or close at will. 

Now that's not my only rig.  I also play a Zakk Wylde custom Epiphone "Les Paul" with 22 frets that I've tricked out with his custom ".60" string set up.  Getting used to a set of strings of that caliber requires a huge change in the amount of hand strength that you need.  It's also got a set of dual EMG pickups and the ability to "cut" the sound out immediately when you toggle between the rhythm and treble pickups (having one volume all the way down of course) like the KH2.

I play that one through a Scott Ian signature Randall ampliphier that has an EQ option of being able to shave your eyebrows off under the right amount of pressure.  It's got a much more pure clean tone than the Line 6 and ultimately I think the distortion channel is superior as well, but it lacks in the pedal effect options.  I like this amp because it has an L and R input in the back that I can hook my CD player or digital studio into and use as a monitor while I'm training. 

As the amp and the guitar make up your unique sound I have a digital studio that completly changes all that.  I record with a Boss BR-532 digital 4-track that has it's own effects that just don't match up to the tones that I can get live.  So technically I have a "recorded" voice and "live" voice.  There are a lot of subtle things that you have to pay attention to in the studio like thinking about "loop effects" and pre-post effects that you can alter during a mastering. 

I bring these things up because as you continue playing you may start to realize that you can't sound like Dragonforce on an acoustic.  Black Sabbath unplugged only works for "Planet Caravan"… and maybe some of their Dio stuff.  If you want to develop your own tone I believe it's important to understand how to control those factors. 

Breakdown your own rig and let me know if you have any questions that might help create your ideal sound.

Until next time, enjoy your tone!

Jason M

Jason M

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So You Wanna Play Guitar (pt.XIX)

Thursday, September 17th, 2009

Chord

Here is the latest blog entry from our talented guitar teacher Jason, covering his thoughts on Music Theory:

I'm pretty excited about some of the response I've been getting from my students about questions they have about Music Theory.  Some of my students are in college, some of them are looking for the lost art of grimoire, and some just wanna know how a chord is built.  I'm finishing up some touches on a book that I've been making and am pleased that my ability to make it has been solely on the requests of those that had the balls to question.

Why Music Theory? 

Music Theory doesn't really have a beginning in my opinion.  It is what it is and I don't abide by it.  I'm also not a hypocrite so let me give you some thoughts on how to know the rules and then break the rules. 

Things to know: Circle of Fifths… a basic diagram of the universe that is music.  Also known as the cycle of 4ths.  It's a circle that can help you determine the Major and minor key signatures and see how they relate to each other.

Modal Scales: Ionian/Dorian/Phrygian/Lydian/Mixolydian/Aeolian/Locrian….. all the same thing.  Ex: CDEFGABC, DEFGABCD, EFGABCDE, FGABCDEF, GABCDEFG, ABCDEFGA, BCDEFGAB.  But is that it?  No, you need to learn the interval structure as well.  W=whole step, H=half step Ex: WWHWWWH, WHWWWHW, HWWWHWW, WWWHWWH, WWHWWHW, WHWWHWW, HWWHWWW.  But is that it? No, now you need to be able to transpose those into all other keys.  Take the same intervalic structure and apply it to the Circle of Fifths in any Key to check out the magic.

Minor Scales: Aeolian is another term for minor, but there are two that you can meld w/the minor to form some almost european metal sound called the Harmonic Minor…. (looks like a minor scale 'sept the 2nd to last note is sharped in a Major fashion) And the Melodic Minor (looks like a Major Scale except the 1st 3 notes look like a regular minor scale ascending/descend just like a regular minor scale)Jason

Chord Theory: Major (1,3,5) Minor or - (1,b3,5) Delta or "triangle" (1357) 7th (1235b7) Augmented or = (13#5) Delta 9 (13579) Know it to the point where you can just say…"so what" and mean it.

Relative Minor: Built on the 6th degree of the root or "1" tone.

The "5" Em minor pentatonic or G Major box patterns: Fun little thing to know before you can think outside the box is to learn the box you wanna think out of.  Move your box shape back three frets and you've uncovered E major or C#minor.

Arpeggios: Just chopped up chords played in a sequence that can be as little as say 3 notes up to 12 notes or more.  Typically you just need to know how far you need to reach to get a solid grasp when really your just playing (CEGCEGCEGCEGCEG) or (AC#EAC#EAC#EAC#E)

Composition:  I wouldn't be in the postion I am today if I didn't write all this down.  Start writing immediatly or you're just blowin' smoke.  Well, not really… but if you wanna understand what the heck you just played or what you're playing… jot it down/put it in ink/immortalize that sucker. Know what a G clef is know that an F clef is for bass, think above and below the ledger lines, understand the rhythm structures.  Write your own TAB.

Harmony: A lot of really great bands have 2 guitar players…those that don't often have a doubled guitar of themselves going while they lead.  Learn to build doubled guitar parts or add a bass part.  Add a vocal melody and you're good.  4 part harmony right there.

Chord progressions: I IV V, basic blues… everything else is out the door.

Now what?  "So what" man… don't quit, be yourself, and remember that everything I just mentioned is just a bunch of… well, second thought.  Study it, then play a few power chords of your own to create what you can call yours.

Rock,

Jason MJason1

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