Meet the newest member of my studio: Mikey, by Blue Microphones. Mikey is quickly working his way into my heart as a where-have-you-been-all-of-my-life kind of tool.

Mikey is not my only recording friend. I have loved my Zoom H4 for the last few years. The Zoom is a handy companion. I loved being able to record accompaniments for my students, record them performing to burn CDs for presents for their parents, and record myself playing their repertoire pieces at different tempos to practice. But the interface leaves much to be desired, and the process from the first step of making the recording to handing a CD to a student or emailing them an MP3 file just took a few more steps than I would have liked.

Then Mikey entered my life as a thoughtful Christmas present from my husband. What do I like about him (Mikey, not my husband…)?

He’s plug and play. You plug him into an iPod (check this site for compatible iPods), and use Voice Memo or another recording application such as Evernote or Blue FiRe, check the gain (there are three to choose from. I’ve been happy with the lowest for recording at the piano), and push the record button on the iPod. Whammo. Done. If your students bring their iPods, they have a recording ready to use at home. If your student doesn’t have a compatible iPod, you can easily download the track to iTunes to burn to a CD or put in Dropbox or email.

How am I using Mikey? So far, my main use of Mikey so far has been to record festival pieces at different practice tempos. I don’t always encourage students to play with recordings rather than metronome, but some of them respond better to a performance than to the tick tick tick of the metronome. I have also recorded an accompaniment for an informal audition and recorded a student composition to burn a CD for a festival entry. I envision using him to record concerto accompaniments at different tempos and playing backgrounds for students to improvise with at home. My soprano friend records warmups onto her students’ iPods. I also may consider asking parents to think about buying a Mikey for their own homes, allowing students to record their own compositions or even portions of their practice sessions for me to check or for their own benefit.

Does Mikey take the place of the Zoom? No. The Zoom’s recording quality is higher end and will definitely be my recorder of choice for recitals and most CDs. But my husband bought Mikey for just under $40, and I see that the Zoom’s newer cousin (the H4n) is running around $300. For a low-ish price, great ease of use, and a decent sound quality, I highly recommend having Mikey come to play at your studio.

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Posted in Music & Technology, Teaching Tips, Uncategorized

Just a short post that’s as much for me as all of you, my fellow teachers

Like the old saying: “The teacher teaches what he most needs to learn.”

Most of us who teach have a naturally giving personality.

In fact, a career coach I regularly work with, Barbara Deutsch, told me the first time she met with me over ten years ago that my competitive edge in any industry is…giving.

But like any good quality we may have, we always have to be vigilant to make sure we stay in balance.

I’m not great at this sometimes, okay, often…and I’m guessing many of you have your own struggles with it as well.

What are you doing to fill your own tank creatively? Personally? Read more…

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Posted in Financial Business, Professional Development, Studio Management, Teaching Tips

It’s the start of a new school year on my side of the world, which means that it’s time to reflect on my goals and plans for teaching in the coming year. The first thing I do when making new goals and resolutions is to first look backwards at the year just finished. In order to create realistic goals for 2012, I need to assess what worked and what didn’t in my teaching in 2011. Read more…

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Posted in Financial Business, Professional Development, Teaching Tips

Yes. By all means, YES! Here are 10 reasons why I thoroughly enjoy the opportunity to teach those who are 18 and above and even those who might be considered “chronologically challenged.”

Posing proudly after a No-Worries Workshop

1. Lesson Time: Adults are able to schedule lessons during those hours when most K-12 school students cannot attend.

2. Income: Because adults can come during “off hours” weekly income is expanded.

3. Friendship: Every time a new student enters the door a new relationship is established and inevitably a friend as well.

4. Variety: Each adult student arrives with a unique and distinct musical background and agenda. While some desire to master Mozart, others want to learn note names, while others wish to play current pop hits. Because of time limitations, I have not initiated a Recreational Music Making (RMM) class but this could be a possible option for your studio. This program, that emphasizes recreational and not traditional lessons for adults, continues to grow in popularity. For more information check out the Recreational Music Making Handbook. Read more…

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Posted in Promoting Your Studio, Studio Management, Teaching Tips, Using Music Teacher's Helper

In one of my earlier posts, I discussed the benefits of having students participate in music auditions, festivals, and other assessment-type programs. Most of my students participate yearly in the National Piano Guild Auditions, and it is this time of the year that I assign their audition program. The National Piano Guild Auditions offer a very flexible audition experience – students can perform anywhere from 1 – 20 pieces, and the choice of repertoire is entirely up to the teacher! While Bach, Mozart and Beethoven will always be staples, I am a big fan of incorporating music from contemporary composers. I would like to share some of my most recent audition-music-gem finds:

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Posted in Product Reviews, Teaching Tips

My favorite quote from a Yogi Tea Bag said “If you want to learn something, read. If you want to understand something, write. If you want to master something, teach.”  I saw this quote several summers ago, and it really hit a nerve. Suddenly, it became clear that teaching made me more skilled as a musician than any other practice. In order to understand a musical concept, I could not simply feel it like I normally do, and hope the student would understand. I had to grasp it from every direction. Teaching well means having the ability to explain a difficult concept in a manner that makes it appear easy. Read more…

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Posted in Teaching Tips

Especially as singers, we HAVE to think, as that’s the only way to affect our instrument. Questions I ask are: “What was the difference between that time and the time before?” “What are you going to do to try to change XX; How successful was what you tried and why?” “What did you think about that sound?” “What did you do differently?”

Overall, I have banned the words “good” and “bad” because neither tell you what to continue working with and what to try to fix. I also try to always use only positive directives. We’ll identify both what behavior we want to replace and then what we want to happen instead. Focus is then on what we WANT to happen, rather than what we don’t want.

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Posted in Practicing, Studio Management, Teaching Tips, Using Music Teacher's Helper

Many of my students are ‘first generation’ musicians, meaning that they come from families where no one learnt an instrument. Consequently, there usually isn’t a culture of concert attendance in their families. Access to live music is vital for inspiring students, reminding them of the results of countless hours of practice, teaching them performance etiquette and refreshing their interest and passion. Read more…

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Posted in Performing, Promoting Your Studio, Teaching Tips, Using Music Teacher's Helper

It’s the end of the year, and I’ve been thinking about report cards.

Years ago, as a fairly new teacher, I decided that my students would benefit from more parent-teacher communication. I was sure each parent wondered if his or her child was making the kind of progress of which he was capable. Was Rebecca practicing technique effectively? Was Thomas doing his theory consistently? How much time should Annie really be spending reviewing repertoire vs. learning new music? Read more…

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Posted in Studio Management, Teaching Tips

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…

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