More on Music Advocacy

I've been researching a lot about how music adds to the quality of my life and the lives of my students. Here's a list of some fabulous websites that say it far better than I ever could. I hope you have time to check some of these out. If you're a parent, you can take satisfaction on what you are providing for your child, if you are a student you can be so proud of what music is bringing to your life, now and in the future, and if you are a teacher, you can take away inspiration and excitement for the coming teaching year and knowledge of the nobility of our profession:

http://www.music-for-all.org/blog/index.html

http://www.music-for-all.org/

http://www.childrensmusicworkshop.com/advocacy/

http://www.supportmusic.com/

http://www.amc-music.com/

http://nsbma.org/NSBAnew/Pages/Advocacy.html

http://www.kingmusic1.com/artspres.htm

http://www.schoolmusictoday.com/advocacy/topteneveryone.html

http://www.flmusiced.org/fmeafsma/advocacy/index.html

http://www.artistshousemusic.org/articles/music+advocacy+what+counts+is+the+seed

The Worth of Music for You and Your Child

Music Advocacy is on the minds of all sectors of music teaching these days. Private music teachers know what music education contributes to our society, in particular, how it impacts your child. In the blog archives, one of my first posts was about all the life lessons we can learn from studying music. Here's an article that lists and explains the skills our children gain from music study.

Seven Important Skills Your Child Learns By Studying Music

Just an amazing list of how music makes a difference in childrens lives. Comprehending. Learning to perceive and derive meaning from musical sounds -- for example, to identify a musical theme -- sharpens your child's ability to comprehend abstractions. Solving Problems. The ability to understand a problem and reach an appropriate solution is one of the most important skills your child can learn. Learning the basics of musical language, such as harmony, or interpreting a work through performance teaches this skill. Reasoning Logically. Applying particular lessons to other problems and solutions requires sound reasoning. When your child leans to analyze a musical work from a cultural, structural, or historical perspective, or to improvise within a certain musical style, both indicative and deductive reasoning grow stronger. Making Value Judgments. Learning to comprehend, consider, and evaluate in music can help your child make informed decisions in other aspects of life. Discriminating between great and lesser works or justifying musical choices in compositions can teach your child how to make and uphold value judgments. Using Symbols. The ability to use symbols distinguishes the human race among all forms of life. Learning to read, write, and interpret musical notation provides access to a non-verbal world of thought and strengthens the use of other symbols systems as well, such as mathematics or language. Conceptualizing. Your child learns to classify and generalize by learning to identify different types and styles of music, to recognize how different cultures use music for personal expression, and to recognize common elements in different works. Communicating. Perhaps the greatest gift of music is its ability to cultivate our feelings and thoughts through non-verbal means. Being able to express these feelings and thoughts, and to respond to them in others, is part of every successful program of music study and indispensable in your child's total development. Courtesy of The Foundation for the Advancement of Education in Music

What I've been up to . . .

It's been a busy summer and I've been up to my ears in plans for fall lessons along with teaching summer lessons and taking weekly lessons myself. I'm looking forward into settling into a fall schedule and back to a routine. As I'm posting, I'm sitting at Baby Lake, our annual vacation place, looking at the beautifully calm lake, and being grateful for this time of quiet reflection before diving into the fall and winter routine. I have Dr. Marianne Bryan lined up to give a masterclass in small groups to my students the Tuesday before Thanksgiving. She was very ill at this time last year and couldn't come in November. I'm so glad she came through with flying colors and is back to a rigorous teaching schedule. I've grown to love her first as my teacher, then we became friends, and colleagues in our positions for Minnesota Music Teacher's Association. Knowing her has added a special dimension to my life - I am a better person having her in my life, and am so excited for my students to be able to play for her in November. Can't Wait!

I've had this in my files for a long time and I just came across it today again:

Giving 100%
What Makes 100%? What does it mean to give 100%? Ever wonder about those people who say they are giving 100%? We have all been to those meetings where someone wants you to give 100%. What makes up 100% in life? Here's a little mathematical formula that might help you answer these questions:

If:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z is represented as:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26,

Then:
H-A-R-D-W-O-R-K
8+1+18+4+23+15+18+11 = 98%

K-N-O-W-L-E-D-G-E
11+14+15+23+12+5+4+7+5 = 96%

But, A-T-T-I-T-U-D-E
1+20+20+9+20+21+4+5 = 100%

So one can conclude with mathematical certainty that while hard work and Knowledge will get you close, attitude will get you there.

6 ways to get a fresh start with summer piano assignments . . .

The summer has begun, and I'm thinking a lot about what each individual student will be able to accomplish in the next year. I'm trying to give each one a nudge to take them to the next level. Each student will have their own ndividualized assignment and goals. Here are some things I try to incorporate into summer lessons - let's look forward to greater achievement!

1. Next level. I'm encouraging students to be able to reach to the next level in the difficulty of music they are able to play. The best way to do this is to prepare for MMTA Piano Exams. Piano Exams incorporate keyboard skills (scales, cadences, chords and inversions, arpeggios); memorized pieces from various historical periods; sight reading; and oral questions about the music and composers they've played. These are comprehensive - they cover just about every musical area. In doing so, they push a student towards greater achievement as they advance to each new level.

2. Explore a new style. Learning another style can open your musical horizons. In the field of piano alone there are plenty of styles to explore beyond classical, including ragtime, American jazz, contemporary, new age, and popular.

3. Take a theory course. Learning the fundamentals of musical theory can be a fun and stress-free way to deepen your practice during the year. The more you understand how music is put together, the better you will practice. Understanding the music you play makes everything more fun to play.

4. Learn the music you've been dying to learn all year. Summer is a great time to do your own exploration for the repertoire that you're dying to play.

5. Perfect your technique. Without the pressure of upcoming concerts, summer is a fine time to go that extra mile and get a proper handle on your technical facility. Good technique is the basis of expert playing with artistry and solves problems before they begin.

6. Learn to sight read better. Take the time to learn how to sight read something new every single day.

Diversion for the Weekend

Hope the weather's beautiful where you are. If not, try a little "piano hangman" http://www.ptg.org/hangman/hangman.php It could end up testing how well you know music terminology or anything piano related. Courtesy of the Piano Technicians Guild website. Check it out!

Piano tunes in the key of a 101-year-old's life - She's played for seniors since she was 84

Piano tunes in the key of a 101-year-old's life She's played for seniors since she was 84

Wednesday, May 21, 2008
BY SUSAN L. OPPAT
The Ann Arbor News

Agnes Warren has played the piano since she was a child and has a repertoire of thousands of songs.They're all stored safely in her memory, dating back to before she was born - more than 101 years ago.The fact that her music selection goes back so far is important to the seniors at The Oaks adult daycare center in Ann Arbor, where many find it easier to remember the words of a 60-year-old song than what they had for lunch that day.Warren, of Ann Arbor, was 84 when she started volunteering through the Catholic Social Services Retired and Senior Volunteer Program to play at The Oaks and several senior residences around Ann Arbor.She'll be honored on June 19 as the oldest active volunteer in RSVP, a 600-volunteer program.Warren's hands are now gnarled, her left thumb bent outward at a nearly 90-degree angle. The joints in her fingers look like swollen knots on her tiny hands.She rests one hand on her daughter's arm when she walks, mostly because she can't really see where she's going.But she's still engaged in what she can do for others.Every Wednesday, Warren plays at The Oaks at the Ann Arbor Church of Christ. She pops in at other local senior residences like Lurie Terrace, Hillside Terrace and University Living every month or so.On a recent day, Warren - at 4 feet, 7 inches and decked out in peach slacks and matching peach, pink and purple blouse - plunked down at the piano for nine members at The Oaks. The big-screen TV was off, the piano front-and-center.With no sheet music, Warren swung into a 25-minute set, sliding effortlessly from key to key and song to song. She moved from up tempo to jazzy, swept into swing, threw in a little boogie woogie, slid back in time to ragtime, then further back to the gay '90s - the 1890s.Her playlist included "It Had to be You,'' "Stormy Weather,'' "Danny Boy,'' "Amazing Grace,'' and even a favorite of one Oaks member - "How Much is That Doggie in the Window.'' Her music got some of the seniors on their feet to dance with each other or staff - even if the dancing was simply swaying back and forth or swinging their hands to the beat."It means a great deal to them,'' Oaks program assistant Judy Kopa said. "It brings back memories.''Adds site director Greg Perkins, "Working here, you deal with a different reality, and that reality can change second by second.'' With the music, he said, "They go back in time.''Warren was born in Scotland and is the last surviving of nine siblings. Her family immigrated when she was 3, and she was raised in Montrose, near Flint.She started playing the piano as a child, studying to be a concert pianist in music conservatories in Flint. She learned to memorize the music from a teacher who wouldn't let students who needed sheet music perform in recitals."It doesn't look good, having music on the piano,'' she said.

Warren played in her teens at silent movie theaters in Montrose, where she chose her own music to accompany the films and expanded her repertoire. Her father wanted her to study for a music career in France, but then she met Eric Warren at a dance."When I met him,'' she recalled, "I didn't think about the piano.''They married in 1929 and had six children."I didn't miss the piano. I had one in my home, so I had my piano, and him too,'' she said. "I had it all.''The couple moved to Ann Arbor when Eric got a job in radio repairs, and he eventually opened his own radio and television repair and sales shop downtown.Warren kept a hand in her music, playing at places like the Grotto and the Liberty Cocktail Bar. Eric died of a heart attack in 1961. Warren now lives with her daughter, Yvonne Gillies, who moved in with her after a divorce. Warren had a health scare when she turned 101 in December and came down with pneumonia. She had to get a pacemaker - but got back to volunteer work as soon as she could."I like to play for them,'' Warren said. "It gives me a lift. It would be very dull if I couldn't play the piano.''

A lot has been happening lately and now I'm finally settling into a reasonable summer schedule. The busiest 2 weeks of May - and I came down with a horrible case of the flu. Wouldn't you know that I got sick on the morning of our Honors Concert at Northrop Auditorium on May 31st? I'm so grateful for dedicated volunteers, who took over completely and ran a very successful concert. So the VP doesn't really need to be there . . . hmm, I'll file that bit of info away for later use!

I was well enough to attend our MN State MTA Convention. I profited from many great sessions and was refreshed by conversations with colleagues for 2 days. I'm looking forward to a great summer of music making with my students. New families are signing on for summer lessons and I've chosen to use some different materials to review with beginners and transfer students that I hope will really let their musical talents shine. I have the opportunity to start a group of 5 year olds with the very fun (and brand new) My First Piano Adventure, specially created by Nancy and Randall Faber for the 5 and 6 year old beginner. I'd like to do this in a 45 minute class. So far we have 2 students who are interested and room for 2 more in the class. Rates for the 8 week class will be reduced depending on how many are in the class.

Another project I'd like to offer are recreational lessons for adults. If you are a parent of a student who is enrolled in my studio, I will offer you a free 8 week program. I'm doing this on a trial basis, so I'm only opening it to current studio parents. If you are interested, please email me mvahl@msn.com and we'll come up with a class time. The class will be for beginners only. Of course, I'm always willing to take on adult private students at regular rates for the summer, or permanently.

What Teachers Make

The following article can be found on many music websites. I've been thinking a lot about how privileged independent music teachers are to be able to earn a living for our families doing something that we love AND something that makes a difference in the lives that we touch.

WHAT TEACHERS MAKE

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach." To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest. What do you make?" Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began...) "Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make?" (She paused again and looked at each and every person at the table.) I make kids wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. I make them read, read, read. I make them show all their work in math. I make my students from other countries learn everything they need To know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand to say the Pledge of Allegiance to the Flag because we live in the United States of America. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Bonnie paused one last time and then continued.) "Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant... You want to know what I make? I MAKE A DIFFERENCE. What do you make?"

Performance Tips for Recitals

1 Try not to be too confident, angry, sad or too happy.

2 Try not to think things like "I couldn't practice very well because..." "The audience is too noisy" "The recital hall is too dark" "It sounded so much better at home" "Cold weather made my fingers so stiff" Instead, think about what is going on in your music, every measure until the end.

3 Perfect practice or performance rarely happens. Just do your best and keep going no matter what.

4 Practice with ONE HAND WITHOUT PEDAL everyday. It is one of the shortest ways to find a problem spot (memory slips, mental block, etc.) of the piece.

5 ?Dangerous? parts should be recognized and practiced thoroughly every day.

6 Practice without the pedal.

7 Practice also with both hands SLOWLY without pedal everyday.

8 Shortly before the performance, at least a week before, record your performance with no stops.

9 Recordings also help detect any dangerous parts. Listen to the tape, check everything for accuracy.

10 Ask your parents or a friend to listen to your piece(s) before a recital. (Say "please"...and "thank you") This will help you to play under pressure and also help you find your tricky parts of the piece.

11 Try to play with a radio or tape in the background so you can "tune it out". This can help with concentration during the recital.

12 Be sure to practice your bow and SMILE! (Bow your head and upper body while you silently say ?I LOVE MY SHOES!? (I took this tip from Carol Noona.)

13 Be as healthy as possible on the day of the recital - Be sure to wash your hands before you play. (BUT NOT RIGHT BEFORE YOU PLAY!) Sticky, slippery fingers can cause problems - Try to get enough rest the night before.

The absolute all-time best advice is . . . Just do your best and be sure to SMILE!

Another recital

Our 2nd recital on Thursday, May 22, was a wonderful time of celebration of the students (and parents!) accomplishment. I appreciate so much the part of the "lesson triangle" that is accomplished away from my studio - the parents and the students. You can really see how the diligence in practice paid off! Two middle school age girls played Timothy Brown's arrangement of Swan Lake in the newly published In Recital with Duets. and I thought the sound was just gorgeous. We had senior high students who played Bach, Chopin, Mozart, Beethoven, and early intermediate students who played pieces by Melody Bober, Ronald Bennett, Christopher Norton, Nancy Faber, plus beginning students who started between one and three months ago. I truly appreciate all of their hard work that makes a program like this possible. At both recitals all the moms got a long stemmed rose for each piano student in their family that I've taught. Many moms remarked how nice that little gesture was. I read somewhere recently that the success of a music student directly relates to their mom's encouragement. I think it was nice for them to be acknowledged in this way. Many students worked diligently to receive their awards - trophies, certificates and ribbons for piano exams, theory exams, and state contest finalist certificates.

Note: A special thank you to the parents who went out of their way to encourage me! I am truly grateful.

Recitals

Last night we had our first of two spring recitals. I always think it's so enjoyable to sit back and just listen to what my students have accomplished during the year. For refreshments I decided to go on the easy side and bought chocolate chunk brownies and put my own fudge frosting on them. I also included mini-eclairs and mini cream puffs, plus cheesecake squares from Sam's Club. I found that if I left these frozen until right before the recital, then put them out on a plate, they were perfectly thawed when it came time to eat. For drinks I bought small pop cans in a variety of kinds at Cub. The food worked out great, the students played great and I think everyone was happy. I handed out trophies for 4 jr-sr high students. Trophies are based on accomplishing 8 items out of 20 suggestions on my trophy list, so it represents a significant amount of work. I've structured the trophy ideas so a student of any age and progress can attain a trophy in 1 school year if they work at it. It's always very interesting to me that the students who earn trophies are also those who earn other awards: state contest finalists, National Guild awards, theory exams and piano exams.

Is Your Piece A Perfect 10?

I once had a student who was a very good figure skater got the idea for a "perfect 10" piece:

1 Correct Notes = 1 point
2 Correct Fingering = 1 point
3 Correct Rhythm = 1 point
4 Accurate & Steady tempo = 1 point
5 Dynamics = 1 point
6 Articulation & Phrasing = 1 point
7 Know the musical terms = 1 point
8 Know the key of the piece = 1 point
9 Know the form of the piece = 1 point
10 Memorized = 1 point

The Meanest Mother

I heard this the first time from my pastor in my teen years. I appreciated it even then.

The Meanest Mother In The World
Copyright 1967 by Bobbie Pingaro

I had the meanest mother in the whole world. While other kids ate candy for breakfast, I had to have cereal, eggs or toast. When others had cokes and candy for lunch, I had to eat a sandwich. As you can guess, my supper was different than the other kids' also.

But at least, I wasn't alone in my sufferings. My sister and two brothers had the same mean mother as I did.

My mother insisted upon knowing where we were at all times. You'd think we were on a chain gang. She had to know who our friends were and where we were going. She insisted if we said we'd be gone an hour, that we be gone one hour or less--not one hour and one minute. I am nearly ashamed to admit it, but she actually struck us. Not once, but each time we had a mind of our own and did as we pleased. That poor belt was used more on our seats than it was to hold up Daddy's pants. Can you imagine someone actually hitting a child just because he disobeyed? Now you can begin to see how mean she really was.

We had to wear clean clothes and take a bath. The other kids always wore their clothes for days. We reached the height of insults because she made our clothes herself, just to save money. Why, oh why, did we have to have a mother who made us feel different from our friends?

The worst is yet to come. We had to be in bed by nine each night and up at eight the next morning. We couldn't sleep till noon like our friends. So while they slept-my mother actually had the nerve to break the child-labor law. She made us work. We had to wash dishes, make beds, learn to cook and all sorts of cruel things. I believe she laid awake at night thinking up mean things to do to us.

She always insisted upon us telling the truth, the whole truth and nothing but the truth, even if it killed us- and it nearly did.

By the time we were teen-agers, she was much wiser, and our life became even more unbearable. None of this tooting the horn of a car for us to come running. She embarrassed us to no end by making our dates and friends come to the door to get us. If I spent the night with a girlfriend, can you imagine she checked on me to see if I were really there. I never had the chance to elope to Mexico. That is if I'd had a boyfriend to elope with. I forgot to mention, while my friends were dating at the mature age of 12 and 13, my old fashioned mother refused to let me date until the age of 15 and 16. Fifteen, that is, if you dated only to go to a school function. And that was maybe twice a year.

Through the years, things didn't improve a bit. We could not lie in bed, "sick" like our friends did, and miss school. If our friends had a toe ache, a hang nail or serious ailment, they could stay home from school. Our marks in school had to be up to par. Our friends' report cards had beautiful colors on them, black for passing, red for failing. My mother being as different as she was, would settle for nothing less than ugly black marks.

As the years rolled by, first one and then the other of us was put to shame. We were graduated from high school. With our mother behind us, talking, hitting and demanding respect, none of us was allowed the pleasure of being a drop-out.

My mother was a complete failure as a mother. Out of four children, a couple of us attained some higher education. None of us have ever been arrested, divorced or beaten his mate. Each of my brothers served his time in the service of this country. And whom do we have to blame for the terrible way we turned out? You're right, our mean mother. Look at the things we missed. We never got to march in a protest parade, nor to take part in a riot, burn draft cards, and a million and one other things that our friends did. She forced us to grow up into God-fearing, educated, honest adults.

Using this as a background, I am trying to raise my three children. I stand a little taller and I am filled with pride when my children call me mean. Because, you see, I thank God, He gave me the meanest mother in the whole world.

Repertoire Practice Log

This week I dragged out this repertoire practice chart that I often use for intermediate to advanced students. It's fabulous how one week of half speed practice can whip their rough spots into shape. At first, no one thinks they can play at a speed of 60 per quarter or below. (My teacher said to me once that in her doctoral studies her professor made everyone play their pieces at 40 to the q.) After we've done it together at that speed (60-65) 3 times I ask the student what they think now. They always say, "It's easier." Seems like a lightbulb comes on. I can't claim this idea, though. I got it in a handout on teaching intermediate students from Mary Beth Shaffer. Thanks to her, my students will be much better prepared for their recitals in two weeks. (BTW, it works with younger students, too.)

REPERTOIRE PRACTICE LOG

	M	T	W	TH	F	SA	SU	TOTAL
1/2 speed met.=
3/4 speed met.=
Practice Spots
A tempo met.=
Other

Super Parents!

I heard the nicest comment from a parent today! "Every penny I have spent has paid off. Emily used to not want to practice, and now I can't get her to stop!" (. . . and the student says all she wants to do when she gets home from school is practice . . . hmm, I think I can handle that! mv) Shelli R., Brooklyn Park

Symphony of Support for Pushing the Piano

SYMPHONY OF SUPPORT FOR PUSHING THE PIANO
I came across these interesting letters to Dear Abby, first published in the Los Angeles Times:

DEAR ABBY: Your advice to force children to practice was right on the mark. Most children hate to practice, and our son and daughter were no exception. My husband got tired of all the fighting and crying, and said, "Let them quit ! it's too much of a hassle." I said: "Over my dead body!" After that, there were very few arguments. Today, our daughter, Marylou Churchill, sits principal second violin in the Boston Symphony, and our son, Paul, studied cello at Juilliard and toured with the Mantovani Orchestra.
-MARIAN SPEAKER San Mateo, California

DEAR MARIAN: Congratulations. Read on for more letters from parents who refused to cave in when their children wanted to quit:

DEAR ABBY: I?m a mother who forced her children to practice. Why not? It was for their own good. We force our children to take baths, brush their teeth, eat their vegetables, turn off the TV and do their homework, don?t we? My son wanted to quit piano when he was 10. I said ?No way ? you are not quitting!? I knew that my judgement was better than a child?s. Today he is a conductor and professor at the Cincinnati Conservatory of Music.
-EILEEN GIOVANAZZI La Mesa, Calif.

DEAR ABBY: I grew up in a music family. Our parents had a very effective way to get my brother and me to practice. We were told, ?Either you do the dishes ? or practice.? So my brother and I practiced a lot. I?ve been playing the piano for 35 years, and today my brother is an accomplished guitarist.
-MARK ALLEN DONITCH San Rafael, Calif.

DEAR ABBY: When our children first began taking piano lessons, I was told, ?The measure of the child?s success is directly related to the determination of the mother.? It?s true. I was the one who drove our three children to their music lessons for eights years and insisted they practice. When they wanted to quit, I not only paid them to practice, I gave them a cash bonus for every outstanding lesson. (Very few children are self-motivated.) It got them over the hump, and eventually they learned to appreciate music. In retrospect, it was well worth the struggle.
PROUD MOM IN TUCSON, Ariz.

DEAR ABBY: I am a girl in the seventh grade. I?ve been taking piano since the first grade. I?ve never liked practicing and never will. There were lots of fights about practicing and I always ended up crying. My mother threatened to stop the lessons, but I?m glad she never did. I still hate to practice, but I love to play.
-A GIRL IN SPRINGFIELD, Va.

DEAR ABBY: Years ago we lived across the street from a music-loving Italian family in London, Ontario. There were four sons and one daughter. I can still see the mother chasing her kids with a hickory stick trying to get them to go take their music lessons. Their last name was Lombardo, which may ring a bell with your older readers.
R.J. CALHOUN Clearwater, Fla.