We’ve heard some teachers mention that the video tutorials contain sporadic garbled sounds, as if Alvin and the Chipmunks had invaded the video. We found that the problem was related to the latest Flash 9 player and how it works with the software we used to create the videos.

Fortunately, we were able to find a solution to the problem and have corrected the videos to work with the new Flash player. So if you tried to watch one of the videos and it was garbled, try again, and it should come through clearly. Also, we created a new Overview tutorial that covers the basic features of Music Teacher’s Helper a little more thoroughly.

In fact, here’s a link to it if you’d like to watch:

http://www.musicteachershelper.com/video-overview

Let us know what you think!

Since 1968, I have always played “Blackbird” as a warmup on the guitar. I teach guitar students this song as an introduction to Finger Picking. The students learn to use the thumb on the bass strings and the 1st and 2nd fingers for the 1st, 2nd and 3rd strings. The song also teaches the student to slide up the neck and back down.
“Blackbird” was written by Paul McCartney, who was inspired to write the song as a reaction to racial tensions escalating in the U.S. during the spring of 1968. In England, girls were referred to as “Birds”. During later McCartney concerts, Paul sings the song with a background video playing of a black woman standing in a field of flowers, with her arms stretched upwards towards the sky.

(more…)

The Music Teachers National Association is holding a music teachers conference in Denver, Colorado from March 28 - April 1, 2008. Music Teacher’s Helper will be there and we’ll also be doing a showcase presentation on Tuesday.

If you’re coming to the conference, please stop by our booth (#110) and bring your friends. We’d love to meet you face to face.

You can read more about the conference here:

https://members.mtna.org/Conference2008/index.html

Hope to see you there!

Building confident musicians who enjoy performing their music is as important as, if not more important than, building good technique. What purpose does it serve if students can play well, but don’t enjoy doing it in performance, or get stagefright and other kinds of stress about music?

This is a big topic, so I’m going to address one aspect of it in this post, and continue in other posts. I look forward to your insightful comments; please add them at the bottom. Thanks to those who added such interesting comments to my earlier post, Parental Expectations.

The idea is to identify some key elements for teachers to think about in order to encourage students to enjoy performing. I will also mix in some of the experts’ ideas about how to avoid stagefright. After all, stagefright is, in a way, the flip side of the same question. (See my earlier post, Is Stagefright Taught?)

First of all, we need to think about how to instill confidence and pleasure in the playing of music. (more…)

As a young student, I was trained in the classical style in my vocal education, and I loved it. Today, I am really more of a contemporary singer, swaying more towards folk and rock music. My students are very attracted to this, because it’s the same music they love to listen to. When I first began teaching voice, I struggled with how to incorporate the very important classical singing techniques with the contemporary pop music that so many students prefer to sing. Here are some things I’ve learned over the years:

1. Keep the Italian vowel sounds at the core of the training. AH, EH, EE, OH, and OO are what make the words sound more professional. Have the student identify which vowel sound is central to each English word they are singing, and teach them to make their mouth into that vowell shape. Since it is contemporary music, it’s important that they are a little looser with their vowell shapes, however. There is nothing worse that a pop song that sounds like an Aria!

2. Teach a simple Italian song, such as “Caro Mio Ben” as an excercise in addition to their pop repetoir. Explain that by learning a song in a foreign language, they are forced to shaped the vowels exactly as you teach it. Once they are comfortable with the song, they will understand a little better how to form the vowels and to incorporate the same feeling into their contemporary songs.

3. Find good examples of contemporary singers and have students identify when that singer transitions into head voice. Singers such as Whitney Houston and Dolly Parton (love her!) are good to start with, but it would also be fun for your student to bring in a CD of one of their favorites to study. If they bring in someone like Britany Spears, you can also explain what not to do!

The biggest difference, in my humble opinion, between classical and contemporary singing is the shape of the mouth. Students still need to learn breathing techniques, head voice/chest voice, so that isn’t different at all. In contemporary singing, it is important to retain the proper mouth formations, while still remaining relaxed. No english accent is required, and students should just try to use good technique while still singing in the English language.

As a first year full-time studio teacher, I have to say this has been quite a learning experience. I have learned a lot about the responsibility level of some students- even their parents- and I have also learned that my teaching and time is valuable. After teaching for a year with a fairly light cancellation policy, I have realized that while trying to cater to the parents and students, I really am hurting their progress and dedication to their instrument by being so lenient. After researching a variety of teachers’ cancellation policies, I have found these ideas particularly helpful.
(more…)

Even if you aren’t a teacher of singing, your voice is still pretty important to your teaching. Without it, you wouldn’t be able to communicate as effectively to your students or demonstrate what you want them to do with their instruments. Lets face it, if you suddenly lost your voice, things would definitely have to change in your studio. Although its not likely that you will completely lose your voice forever, it is possible to damage it and make it more difficult for you to do your job. Here are some simple changes that can help keep your voice functioning well.

(more…)

How do you give lessons online without any expenses? Yes. No expenses.

In the past I had students having to quit lessons because they were moving away from the area. I also have family on the other side of the country that asked me for lessons. Recently I have been putting together lesson plans for online lessons, using family members as test subjects. The online lessons have been working well.

Online lessons may not work well with certain instruments that need a hands on teacher. I do know it works well with guitar, but not so well with piano.

(more…)

Finding an easy and effective way to communicate with students is what teaching is all about.

Phyllis Young’s book Playing the String Game, published in 1978, can be an inspiration to any music teacher, even though it’s written for string teachers and especially cellists. I’ve spotted it online at Shar for only $14 (though I came across it elsewhere in a first edition for $260!).

The book contains over 160 “mini-games” for teachers to use during lessons. These games help students get the feel of what you’re looking for. Some are specific to strings and cello playing, and others are more general. They are always positive, imaginative, and often humorous or fun. They introduce images and ideas that are memorable and quickly grasped. Just looking through the book can inspire you to come up with your own games for your teaching.

Below are some examples of Young’s mini-games, but note that these are just paraphrased. The mini-games in the book include several sections–the “outer game” (examples of what to say), the “inner game” (the teacher’s goal and the intended effects of the game), and a “when to use” section. (more…)

Yay!! We have just released two new themes (layouts) you can use on your studio website! One is a “nature/leaves” theme with handwritten music manuscript in the background. The other is a “sky/clouds” theme (nothing to do with music really, unless you think of it as pointing you heavenward).

Here are some samples. To change your studio website theme, login to your Music Teacher’s Helper account, and click Home -> My Studio Website -> Website Layout / Theme