Video Games & How to Design Them
Saturday, August 1st, 2009 | Uncategorized | No Comments
Children often tell me they want to design computers, make video games, invent new MP3 or cell phone uses or something else technologically “wild” when they grow up. Their imaginations swirl with creativity.
“I can tell you how to do that,” I reply, and their eyes grow big. “Keep up with your piano studies!” and then I tell them about the research:
Dr. Grant Venerable (a chemist at USC who wrote a book, The Paradox of the Silicon Savior) reports: “Significantly, of the most striking facts in Silicon Valley industry is that the very best engineers and technical designers are, nearly without exception, practicing musicians.”
You see, music students’ brains develop differently, according to scientists and doctors who have researched and proven how our brains work!
Not only do music students learn a new language (developing the language area of the brain), but they also learn by using many different parts of the brain (see Accelerated Learning). For example, they learn to listen carefully and copy what they hear, differentiating sounds, intervals, nuances; they learn to feel the physical movements involved to make those sounds, achieving physical dexterity; they learn by memorizing the sound, rhythm, feel and the look of the music. Young musicians quickly learn focus, multi-tasking, hand-eye-and-ear coordination, imagery, memorization and attention to detail.
Additionally, musicians almost always develop their own creativity in composition, blending form, pattern, sound, dexterity, emotion and drama, all the while attending to rules, details and structure.
It is no wonder that our best computer designers and video game engineers are also musicians!
4 Steps to Perfect Music Lessons: What Parents Should Know
Monday, July 20th, 2009 | Uncategorized | No Comments
Many parents come to our studio and want their children to “play some songs” on their instrument of
choice, not understanding that to really perform musically, more than playing correct notes is involved.
For example, there are basically four steps to arrive at “musically.”
First, the student begins to learn by listening, sight-reading, noticing patterns and structure of the selected piece.
Second he progresses by working on notes, fingering, rests, rhythm (timing), articulation (clarity of
playing), legato, staccato, etc. This is called “reading the score” and is the place where parents tend to think the student should stop and go on to something else, so they can “progress quickly.” In fact this is only step two of the four crucial steps to musicality. Good teachers will go past step two.
The third step involves interpretation and dynamics which brings the music to life. This includes things like pedaling, phrasing, shaping, blending, balance, rubato, contrasting sections,
refinements of technique, maintaining practicing, memorization, imaging the “plot” of the music,
creating the mood, and more. This “step” is the real bridge to reach from the basics of step two to the
excellence of step four. Sometimes it is the most grueling level for students as it demands they think
and challenge themselves.
Finally, step four includes performances. A piece must be performed numerous times to reach excellence. There should be some time for the piece to “age” properly between performances. Like homemade soup, simmering to obtain maximum flavor, a performance piece must be set aside and then revisited periodically until the flavor is just right.
“Art is long and time is fleeting” –Longfellow from A Psalm of Life
The Secret of Drumming with Enchiladas
Wednesday, July 8th, 2009 | Uncategorized | No Comments
Try saying this quickly , then slowly: “Enchilada-chimichanga-root -beer -float”
If you say it a few times, you get a beat, a rhythm that tickles your tongue and makes
you smile.
Words have a beat; syllables have cadence. If we speak a language, we have
rhythm. If we walk, breathe, blink, sleep or wake, we have rhythm. The world has
rhythm, the moon, sun, waves, seasons and years.
If rhythm is all around us, why is it so challenging to commute it to music? In the
music teaching world, a child “getting” rhythm can often be a huge challenge. Often
reading what might look like chicken scratches on a page doesn’t feel rhythmic to
young learners. Some of us teachers discovered a salubrious solution: turn it all
into food.
First you show a drum student how to beat “root beer float” with his foot to a 4-count,
by holding “float” out for two beats. Keep that going. Foot rhythm becomes the
background: “root beer float”. Then the right hand learns “enchilada” to the beat of
slow*-quick-slow-slow (ta*-ti-ta-ta), emphasizing and holding the “en” of enchilada
just a bit for a syncopated feeling. At the same time the left hand gets to do a quick “
chi-mi-chan-ga.”
When you put these all together, you have a very tricky rhythmic routine, one
extremely difficult to learn with simple drumming notations on a page. However,
thinking with food makes it easier, memorable, and when the student comes across
an otherwise daunting rhythm, (s)he simply knows to hear the cadence of: “
cocoa-puffs-cereal-scrambled-eggs-and-toast” along with “choc-o-late,
choc-o-late-choc-o-late milk”.
This gives entirely new significance to “quarter pounder–sesame seed bun” Try
saying it quickly, then slowly , find your beat. . .
38 Additional Reasons to Choose La Musique
Monday, June 22nd, 2009 | Uncategorized | No Comments
- Learn to read music as early as age 4.
- Learn about different instruments, composers, styles, and music history.
- Use recognized progressive teaching materials and method books.
- Participate in Arizona Studies Program at ASU.
- Participate in East Valley Music Teachers’ monthly events.
- Ensemble playing is available for students at a variety of levels.
- Full time staff receptionist at front desk.
- Frequent performance opportunities and onstage recitals.
- Master classes available quarterly at no extra charge.
- Theory classes, composition classes, and improvisation classes are available at no extra charge.
- Students are encouraged and taught how to compose their own music.
- Our teachers are credentialed, certified, experienced, and above all, excellent educators.
- Teachers set goals with students each year and follow up on those goals.
- Teachers are intent on keeping parents informed and a monthly newsletter is published & emailed to you.
- Our studio has an overall education philosophy to keep your student motivated (also contests & activities)
- Substitute teachers are available so your child will not miss any lessons.
- Group lessons are available for piano and violin
- The studio has professional dance floors for show choirs, actors and dancers.
- All teachers have experience with children in the age group that they are teaching.
- Recitals and performances are scheduled from the first of the year—at least 4 music recitals available each year
- Multiple show choirs for ages 6-18
- Students have frequent opportunities to perform in the community.
- The director of dance oversees the dance program to guarantee excellent results, learning & performances.
- The studio employs professional choreographers as well as professional vocalists for all stage performances.
- A director oversees & coordinates Show Choir Programs.
- With full-time desk help, you can get immediate assistance and/or customer service.
- Dance recitals have ample seating for family and friends.
- The studio has a seamstress for costumes.
- Our costumes are in good taste, modest, and reasonably priced.
- Professional recital photos, DVDs, and sound tracks are available.
- Above all, our studio helps students to ENJOY their music, dance and theatre experiences.
- The studio is affiliated with children’s theatre, offering many performance opportunities & free auditions.
- Excellence in technique is stressed in dance, music and theatre.
- Private dance & acting lessons are available.
- Numerous group acting classes are available + summer acting workshops.
- Students receive an annual evaluation from teachers.
- The studio has a Director who can help evaluate student needs and make recommendations.
- At La Musique, hundreds of students learn how to enjoy dance, music and theatre for a lifetime!
Why Toddlers Should Learn Piano
Thursday, January 15th, 2009 | Uncategorized | No Comments
Studies about brain development in children pop up daily, indicating the very youngest should begin music instrumental lessons. “Along with potty training we should be training our little ones to play an instrument?” you ask. That appears to be the consensus of it.
For example, just yesterday (January 16, 2009) I listened to an expert on the Today Show who talked about the growth of a child’s brain. 90% is completely formed by age 6. Yes, Baby Mozart can help that early growth, but even better development comes from learning to play an instrument during the pre-school years! In fact, to develop that 90% well, music learning MUST be done early.
Where does a parent begin? Violin is a good start, as those instruments are small enough for a little one to handle and Suzuki trained teachers can help that child to learn to play by ear. The child learns to position the instrument correctly and to get good sound, then he learns to play by imitation, in fact the way many professionals play.
Piano lessons are also a good start, including piano programs that emphasize listening, reading notes (no harder or challenging than reading letters and simple words), rhythm, composition (kids are creative by nature and love exploring sounds and textures of sounds).
Find a teacher or studio that specializes in the youngest learners and start a child by age 4. Statistics indicate about 50% of 4-year-olds are ready to learn piano; by 5 years approximately 80% are ready. By age 6 researchers say the window of opportunity may be starting to close.
Of course other programs are also good: KinderMusik is my favorite, Music in Motion and Music Together are also admirable. Avoid music learning when it is just babysitting. The best music learning happens when a parent is actively involved with the child.
Music Lessons with Accelerated Learning (AL)
Monday, December 15th, 2008 | Uncategorized | No Comments
Accelerated Learning (AL) is based on using the whole brain and all of our senses to learn interactively, creatively and quickly. Used effectively, AL can facilitate students studying music (specifically piano) to learn and retain about twice as quickly and effectively as those without an AL approach.
For example, when a child is learning to read notes, the child “becomes” the note by standing on a large staff on the floor, something like the “Twister” game. In fact, becoming a chord can be really fun, as a teacher plays the sound the child forms. Bean-bag toss and bowling to hit a note also works on this same floor “game.”
Listening to a piece of music by Tchaikovsky, drawing a chart of the sound of it, designing a story (and drawing it with crayon), then humming the tune aids ear training and develops listening skills. Likewise, flashcards and matching games along with now numerous computer based, music learning games add dimension to a child’s imagination and understanding of note reading and ear training.
Playing, even composing their own songs, on digital pianos with multiple sound options helps a child grasp differences between oboes and bagpipes, flutes and harps. Likewise, ensemble playing with numerous digital pianos, all set on
various instrument sounds, adds depth to a child’s understanding and helps him to learn more quickly.
Decorating a music room to look like the Baroque Period, writing a tune that mimics Scott Joplin’s ragtime, watching a video clip about Clara Schumann, making up words to a Chopin nocturne or even spending time learning how to dance a minuet are all less than usual approaches to music lessons.
Couple all of these with the kinesthetic of fingers playing on correct keys, rhythmically and expressively, and you have a start on how accelerated learning perks up the old-fashioned sit-with-your-teacher-and-be-bored piano lesson.
Clever Tactics for Parents of Music Students
Monday, November 17th, 2008 | Uncategorized | No Comments
Parents should know a few things when their kids start taking music lessons.
First, music lessons are not a quick fix, not a “let’s try it for a few weeks” kind of thing! Music lessons are an opportunity for children to learn about commitment, long term goals, self-discipline, budgeting time, and not being a quitter. Much like brushing teeth, the rewards are not instant, but invaluable!
Second, parents are the parents because they are smarter, older, more logical, more understanding and have better perspective than the kids. Parents should call the shots, not Jimmy who suddenly discovers he has to “work” to make music and now wants to quit because it is “hard.” What a learning opportunity. Don’t miss it, but watch for it! Parents need to remember to teach about positive life effort and rewards!
Third, some days are just hard and kids feel unsuccessful. This is where the family support system comes into play. Much like a team sport, the coach (teacher) should inspire, encourage and challenge the student. The family needs to stand firm as the cheering section for their student, offering constant encouragement, support and enthusiasm!
Fourth, aside from all the SAT score statistics, better school behavior and grades, less likelihood of prison terms, enhanced verbal skills,etc., the real reason for music is fun, enjoyment, creativity and accomplishing something cool! Somewhere in the future, after a tedious day at work, your child will come home to an instrument that lets him express who he is on his own terms, relax with his own thoughts, emotions, truth, and poetry. What a gift for a parent to give to a child!
Yes, it is all worth it!
Music Lessons - Learn 147% more with technology!
Monday, November 17th, 2008 | Uncategorized | No Comments
So you want your student to love and learn about music? Nowadays you need to go high-tech. Enter a studio where the flat-screen TV plays DVDs of recitals and children’s musicals in the lobby, where each room has a computer with games for ear-training, musical terminology and theory.
Notice top-of-the-line digital instruments (keyboards, pianos, drums) as well as premier acoustic instruments (pianos, drums, violins, guitars). Students enjoy programming their own sounds into the pianos, composing their own music, recording their performances on CDs or thumb drives. They enjoy finding a sample song on the piano’s built-in computers so they can hear what Bach should sound like, or Copland or Chopin. They use MIDI recordings of orchestrations to accompany their own lesson pieces.
By combining computer lab sessions with digital options, the average student learns at least 47% more with this multi-media approach to learning.
Students watch DVD segments to learn about different composers, listen to CD’s to hear different styles of music. They still do some old-fashioned things like flashcards and theory books and private lessons with a real teacher. They still have to practice. But they smile when they leave their lesson and they keep coming back.
8 New Reasons to Study Music
Monday, November 17th, 2008 | Uncategorized | No Comments
We have all heard of the obvious reasons for children to study music, such as
higher IQ scores, higher SAT scores, less likelihood of being in prison, longer attention spans, better eye-hand coordination, better sense of pitch and rhythm, better appreciation of music, etc.
Recently, according to Science Daily (Aug & Nov of 2008), researchers have discovered additional reasons for kids to study music:
- music training is linked to good verbal communication skills (because of use of multi-sensory skills in music) and is likely more effective than phonics in developing these skills
- music training enhances audio-visual processing abilities of students
- studies suggest musical training helps children develop literacy skills and combat literacy disorders
- children with 3+ years musical study consistently score higher on verbal ability and visual pattern completion tests
- simply listening to different types of music affects student’s musicality
- music is thought to enhance intelligence, mental health and the immune system
- studying music is thought to give both young and older folks an edge in preserving cognitive function
- music study gives young children different brain development & better memory than those without musical study
At La Musique Academy in Mesa, AZ, all types of music are included in the hour-long weekly group and private lessons.
7 Ways to be a Cheering Section for your Music Student
Monday, November 10th, 2008 | Uncategorized | No Comments
First, give lots of attention to your music student as he practices. If you cannot be in the room with him, make a recording and play it back later. Comment frequently about his playing.
Second, set goals with your music student. What does (s)he wish to accomplish in a year, two, five? Review the goals periodically and talk about them often.
Third, if you know music, be sure to help him when he asks. Be careful about offering too much help or answering all his questions. Avoid sounding like a know-it-all parent.
Fourth, reward her with something she wants. Ask her what a good reward would be for her. Remember, what gets rewarded gets done! Little rewards are great—stickers in the practice log, daily charts showing accomplishments, M&Ms filling a glass jar, one for each day’s practice. Be imaginative. Give verbal encouragement three times daily (minimum!) Let music lessons be a reward, not a punishment for your child. Be enthusiastic about the lessons; let nothing come in the way of music!
Fifth, have mini-recitals at home. Let your child practice performing a lot. Take your child to concerts and varieties of musical performances—make a family “event” of these opportunities so they are memorable. Talk about what you hear.
Sixth, brag to your friends about your child’s determination to learn music (it’s o.k. if the child hears this). You don’t need to broadcast the child’s natural genius (as that might not be the case), rather his determination to learn.
Seventh, when they have a bad day or lesson, talk with them about how life is sometimes up and down. Teach from the music experiences they have.
Visit our music class page, our dance class page, or our Actor’s Youth Theatre page for more information.