The last day of the Christmas holidays in London was unexpectedly sunny, crisp and breezy. After the departure of some visitors, my husband Robert and I were about to go out for a walk and some tea and cake, when he suddenly pointed to a patch of light on the wall behind me. The reflections from the garden of waving branches and the wrought iron of a clothes post were casting flickering shadows onto the wall in an astonishing fashion, almost like a silent movie. Robert grabbed his iPhone and captured some video. “You could use that for a film-poem, “ I remarked, thinking about the beautiful short videos some friends had made recently.

When we got home from our walk, I began improvising to the footage on the piano, while Robert, listened and wrote.  Within twenty minutes, we both had something. Remarkably, when Robert read his poem aloud, it was exactly the same length as the video footage. He recorded it, using the free application Audacity, and then I recorded my part onto a different track so that we could experiment with individual volume and color.

I’m not a recording engineer, but I know what works when I hear it. In this case, I knew we needed to take the ‘edge’ off the sound on both tracks. It took a little while to find the right effect for the piano part. It wasn’t until Robert added a little reverb that it harmonized with the imagery. It sounded as if it had been recorded many years ago in a dusty, cavernous ballet studio on a slightly tinny upright. Perfect. Read more…

Read More » Comments (0)

Posted in Composing & Arranging, Music & Technology, Performing

Based on a Novel Idea by Wendy Stevens.

In her recent website newsletter, Wendy Stevens described a holiday project she designed. She asked her piano students to learn the theme of the “Jingle Bell” chorus and create a variation. Each arranger was filmed debuting his/her arrangement and made into a lovely video.

Fortunately, Wendy shares her marvelous teaching ideas and inspirations on her unique website www.composecreate.com. Subscribing to her free newsletter provides me with numerous ideas and resources. I must give full credit to her for the subject of this blog and am so thankful to find her as a continual resource of inspiration.

The Plot

When preparing for the upcoming holiday recital, lesson time can be zapped by ironing out wrinkles in performance pieces or drilling the performance etiquette routine. Little time is left for covering new concepts or new pieces. This calls for an assignment that captures the students’ attention, challenges their creativity and that can be accomplished in a short amount of time.

 The Production

The following steps were taken to prepare students:

1) A lead sheet featuring the melody and chord symbols was reviewed. Early level students were provided with a simple LH version.

2)  For inspiration, students were asked to listen to Mozart’s Twelve Variations on “Ah, vous dirai-je, Maman” and follow along with the score. Next they watched the youtube video of Wendy’s students. (As I offer 30-minute lessons with a 30-minute lab time, this was assigned during the lab time and did not take away from lesson time.) Read more…

Read More » Comments (3)

Posted in Composing & Arranging, Music & Technology, Music Theory, Performing, Promoting Your Studio, Teaching Tips, Using Music Teacher's Helper

Reason #1 to Keep Believin’: Chords for Keeps

Most pop songs are really just “four-chord songs.” At least that is what “Axis of Awesome” (a comedic rock band) claim and explain in this PG-13 clip. They begin with Journey’s “Don’t’ Stop Believin” and continue with a medley of countless hits that feature the same four chords (in the same order, too!).  After watching this video I decided that my students must watch it as well (with parental consent), memorize those four chords and learn the opening line of Journey to play anywhere, anytime. Turns out,  they not only enjoy the fact that they can play the “Glee”-remake but also take pride in the fact that they now know the secret behind most of their favorite pop songs.  Bonus: their friends love to sing along and actually “believe” they can play the piano like the “pros”.

Teaching Hint: If your students know the Heart and Soul Pattern, they know the chords of most four-chord songs. Read more…

Read More » Comments (5)

Posted in Composing & Arranging, Music History & Facts, Music News, Music Theory, Teaching Tips

Creativity | Day 108For the last few months of the school year, I’ve been pushing my students towards getting ever better results in festivals, auditons, recitals, and exams. I was proud of how well many of my students had done when the results started rolling in. Then last week I read Ed Pearlman’s Whose Side Are We On? and realized that students need time for the pendulum to swing the other way, for periods of exploration and discovery in addition to the quest for ever greater achievement.

Central to the idea of exploration at an instrument is the notion of practicing as pure play, as opposed to practice as rehearsing, working, or merely repeating. All students (and professonals too!) need some emotional distance from their goals once in a while in order to fully take the time to pursue where their imagination is taking them. Children already know this innately – are we doing our best to enable this wonderful human quality?

Here are four things that teachers and parents can do to re-start student creativity:

Read more…

Read More » Comments Off (0)

Posted in Composing & Arranging, Practicing, Professional Development

Leila Viss

Know your chords, kid!

June 15th, 2011 by

When listening to a jazz trio years ago, Bradley Sowash (age 12 at the time) bravely walked up to the pianist and asked how he played with no written music.  Without missing a beat, the pianist replied, “learn your chords, kid!” Since then, Sowash has managed to build a career as a recording artist, pianist, composer, arranger, collaborator, educator…

As I continue on my path towards keeping myself and my students musically fit (see last month’s blog), I continue to seek out musicians/educators who inspire, train, and challenge me–one of them being Bradley Sowash. Inspired by his story above (see link below for entire article), my studio bulletin board exclaims “know your chords, kid”.  All students know we will be hitting chords hard over the next months to build some strong “chord” muscles. Sowash crafts inspiring articles, unprecedented books and videos that help me hone my skills as a musician, teacher AND a jazz player. Of course, many of them will be used this summer to develop students‘ chord playing skills and so much more. Read more…

Read More » Comments (3)

Posted in Composing & Arranging, Music Theory, Product Reviews, Teaching Tips

Some Observations…

1) As an organist and pianist with a master’s degree in piano performance and pedagogy, I met the challenges of memorizing Bach, executing the articulation of Mozart, the voicing of Brahms’ inner melodies, and the shimmering tones of Debussy and, succeeded, according to my professors. However, after the diploma was hung, it was quite clear to me that my sight reading skills needed attention AND chord charts for my church’s praise band seemed to be written in a secret code. I kept thinking, what kind of pianist was I? I felt lopsided–I was strong as a classical pianist but very weak as a functional musician.

2) Recently, a student of mine participated in a very unique Creative Pianist Contest and earned a $100 for the best performance of a Contemporary piece and another $100 prize for the most Versatile Pianist. Of course I was so proud of him and can take some credit for helping him to master Copland’s “Cat and Mouse”. However, I wish I could also take full credit for his versatility as well! In general, my “job” as his teacher has been to keep him staying ON the printed page because he has such exceptional skills living OFF the printed page. I can take credit for challenging those skills but the wiring between his hands and ears is an extraordinary gift and very atypical of what most of my present piano students possess.

Question…

If all students can learn to read and play music from the grand staff, should they not be able to learn how to play by ear, read chord charts and improvise as well? Can all students (not just those with a natural gift to play by ear) learn to be versatile, musically fit musicians? Read more…

Read More » Comments (2)

Posted in Composing & Arranging, Music & Technology, Music Theory, Product Reviews, Teaching Tips

If music is a language, more specifically, a universal language, then all musicians should be able to listen to it, play it, read it, talk it (improvising) AND write it (composing). Summer seems to be a great time to encourage students to move away from the printed page of others and on to writing their own creations on empty staves. Filling those open staves with original ideas is a topic for another time–maybe next month?

Last summer, students created pieces and notated their compositions on my Sibelius program. They thoroughly enjoyed the experience and many more are signing up for that opportunity this summer. As I make plans for these budding composers, I would like to offer them options so that they can notate their masterpieces at home. This will allow for more lesson time spent on creating and refining and less time on entering data.

Two programs have come to my attention. I am hoping that one or both may equip students for producing a professional-looking composition here, at the studio, and also at home. Read more…

Read More » Comments (2)

Posted in Composing & Arranging, Music & Technology, Product Reviews

The other day I received a call from a parent asking to discuss his daughters progress in her band she is enrolled in. I run a small music school called the Brooklyn Music Factory and a cornerstone of our program is the bi weekly band rehearsals. Kids can sign up for different styles of music like the all Motown band, Atlantic Ave. Soul Review or the New Wave synth group, Club Keyboard. The kids love the chance to practice and eventually perform and for the band leaders (teachers) it is wonderful to dive head first into one genre or songwriter. What the phone call from this father made me realize is that it is not as easily apparent to those observing the actual musical value of a band program. Sure, they see that their child is having fun, in fact, tons of fun, but as this parent pointed out, “sometimes if a kid is having too much fun, how can they really be learning anything?” This entry is dedicated to how to respond to parents effectively and what I see to be the value of the group learning environment that can be both tons of fun and extremely educational.

Read more…

Read More » Comments Off (0)

Posted in Composing & Arranging, Music History & Facts, Performing, Practicing, Teaching Tips

Leila Viss

A Method for Motivating

January 14th, 2011 by

Jerald Simon is obviously passionate about music, creating, and teaching. It is also clear that he wishes to motivate his students and other teachers, to develop these same passions.  In his Music Motivation Series ® and website, Simon shares his unique methodology. The series includes three focus areas: Theory Therapy ™, Innovative Improvisation™ and Innovative Composition™.

His website states: “One of our primary goals is to help prepare the next generation of composers, arrangers, musicians, music teachers and musicologists to use their music and their love of music to make a difference in their own lives, their community, and the world.”

From the extensive information Simon offers–motivational tips, published books featuring his organized methodology, free downloads, videos and more–he is well on his way to this respectable goal.

I have only perused some of the books in the series and have not used most with any students. However, just today an adult student of mine was thrilled with the visuals and charts found in the Introduction to Scales and Modes book (see below for more details).  Below are some of my early discoveries.

GENERALLY, what you will find in the Music Motivation Series®:

Exciting music which stimulates, motivates and inspires.

Original solos usually power-packed with large chords, demanding rhythmical variety, and uplifting patterns.

Books and the website include an encouraging tone which attracts musicians of all skills levels and their teachers to keep moving forward. A favorite tip for teachers to motivate students: “Ask your students what they want to learn and teach them what t they want to learn.”  I agree–I’ve noticed that customizing lessons attracts and retain students.

Theory explanations that are in-depth but not cumbersome. Read more…

Read More » Comments (1)

Posted in Composing & Arranging, Music Theory, Practicing, Product Reviews, Professional Development, Teaching Tips

When I first arrived in the States from the United Kingdom, I took a long-term sub job teaching K-6 music in a school in Southern California. Almost as soon as I began the semester, I was asked to begin to prepare the Holiday Program. One of the first things that surprised me was the protocol around this event. In England, when I was growing up, this was known as the Christmas concert and was full of traditional Christmas music. In California by contrast, it was made very clear to me that the only way I would be able to include any Christmas music—carols etc.—was if I were also willing to include a Hanukkah song, and songs relating to Diwali and Kwanzaa.  While I soon realized that this was important as a statement of religious non-partiality, I was disappointed not to be able to include much of the material that was dear to me. I also was a novice in terms of my knowledge of Jewish, Hindu, and Kwanzaa musical traditions.  I eventually worked out a beautiful program of music, and was also happy to learn new secular holiday songs I had not heard before.

Yet eight years on, it is still a source of sadness to me that comparatively few people in America know and appreciate the hundreds of years of traditional Christmas music that are a part of our Western classical heritage. I have no desire to proselytize here.   Religious freedom is one of the great precepts of the American nation.  Yet I wonder if there are still ways to educate our students in this ancient tradition. After all, we would not expect a teacher of art history to refrain from discussing paintings with sacred themes. That would pretty well wipe out the masters of the Renaissance! Read more…

Read More » Comments (7)

Posted in Composing & Arranging, Music History & Facts, Performing