August 2018
SOUNDTEACHING NEWSLETTER FOR LESSON TEACHERS @ MUSIC & ARTS
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Preparing Students for Positive Performance Experiences
Welcome to “Rental Season”!
Boost Your Student Count with the Click of a Button
Young & Old: Keeping Lessons Relevant
Preparing Students for Positive Performance Experiences BY H A N N A H W I L S O N , V I O L I N I N S T R U C T O R I N K E N T, WA
myriad of human relationship barriers.
through, I add performance practice to
It is because of this that I strongly desire
their daily routine. After they are done
that all of my developing students
practicing, they are to go find a parent,
learn the art of sharing their music
sibling or friend, and play their piece
in community, otherwise known as
or pieces through for them. I also start
performance practice.
performance practice in lessons up to two months before recitals, to give
In preparing my students to perform,
them practice with accompaniment.
I like to go a step beyond mere
We go through the whole performance
performance practice and focus on
as if it was the real deal, often with the
positive performance practice. I have
parent or guardian playing the part
heard of students who developed what
of the audience and giving a rousing
I am a “mean teacher”. I don’t give my
could be described as PTSD from high-
round of applause as they give their
students the option of not performing
pressure performance experiences, such
bow. The sheer repetition of this has
in my recitals. However, I try to make up
as formal recitals which they bombed
tended to give my students a great deal
for that by making sure that I never send
out terribly in and never recovered from.
of confidence, even with walking up on
a student on stage unprepared. I began
While a few students seem to thrive
stage and knowing exactly what to do
studying the violin when I was eight, but
naturally on the stage or might already
before and after playing.
it wasn’t until the ripe age of fourteen
have performance experience through
that I had my first recital performance
another art medium, the majority of
Another performance technique that
opportunity. Needless to say, my lack
my students start out fairly terrified at
I begin stressing to my students early
of performance experience showed
the thought of going up on stage all by
on is that of a positive performance
through, and significantly hindered my
themselves and playing an awkward
mentality. We have conversations about
more advanced playing ability. I have
instrument that they may or may not feel
the difference between practicing
since worked through the crippling
comfortable with yet. I desperately try to
by yourself and sharing your music
stage jitters and rigid-performer
avoid causing any performance trauma
with others. While critical listening
syndrome, and in the process formed a
for my students by setting them up for
is very beneficial for practicing, it
strong resolution: My own students will
a positive performance experience on
has almost no benefits when it comes
never be strangers to the stage!
stage.
to performance. We discuss how performing is a form of communication;
Music is a beautiful thing, and it is
The first and most important aspect of
when performing for others you don’t
true that many people have a desire to
positive performance practice is, quite
want to merely put on a show, you want
play primarily for their own enjoyment.
simply, practice. Personal practice is
to say something to them through your
Personally however, I believe that one of
well and good, but we all know that the
music. This mentality takes the focus
the most wonderful things about music
game changes once you’re out in front
off of having a “perfect performance”
is its connective quality- the fact it can
of even a few passive spectators, much
and focuses instead on a good
be shared and enjoyed in community
less an attentive audience. As soon as
performance being one in which the
and has the potential of breaking past a
my students are able to play a piece
music is communicated powerfully and
2 | S O U N D T E A C H I N G | August 2018
effectively. During performance practice
A final thing that I try to do for my
like a subtle difference, I have been so
in lessons, I stress to students the
students is provide a warm, friendly,
pleased to observe not only students
importance of “playing past” mistakes
community-based performance
enjoying themselves, but parents and
made in performances; “keep playing
environment for them. I grew up playing
families having a blast as well.
and forget about it!”
in very formal recitals. These weren’t horrible, but they weren’t very fun either.
It’s impossible to put into words the
While de-emphasizing mistakes, I’ll
In doing my best to help my students
pride and joy that I have felt as a teacher
also focus on the positive ways that they
have fun when they perform, I try to
when on many occasions a student
communicated. Did they have good
host recitals that feel like celebrations.
who has been incredibly nervous
dynamics? Did they move well? What
Instead of a feeling of “we’re all here to
about a performance takes the stage
did I enjoy about how they presented
see these students prove that they can
and performs above and beyond my
themselves or their music? I certainly
play”, I try to foster an atmosphere of
expectations. While I give most of
don’t let mistakes slide normally, but
“We’re all here to acknowledge the hard
the credit to my brave and talented
performance practice is all about letting
work and dedication of these musicians
students, I can only assume that some of
go of fear of failure and realizing that
and their families, and we’re excited
my efforts to ensure their performance
you can make a few mistakes and still
for the chance to hear them share their
success are paying off as well!
have a great performance.
music as well!”. While this may seem
H A N N A H W I L S O N has been a violinist for 17 years and has taught for close to 10 of those years. She studied with professor Song Xie of Belhaven University, and graduated with a bachelor’s in music with an emphasis in violin performance in December of 2018. Throughout her career Hannah has soloed in many recitals, religious concerts, nursing homes, school concerts, gigs, and as concertmaster of a community student orchestra. Hannah also has extensive orchestral performance experience as a former member of the Mississippi Symphony Orchestra and Symphony of the Lakes, as well as participation with the Masterworks Symphony Orchestra, Belhaven Orchestra, First Baptist Jackson Orchestra, and others. Hannah is a passionate teacher, and has developed private studios in Indiana, Mississippi, and most recently in Kent, Washington, where she resides as of this year.
Know What To Do: Reporting Child Abuse Over the last few years, the Lesson Studio at Music & Arts has grown in so many ways. This includes added students, teachers, and retail locations. With this added volume, we’ve experienced more instances where teachers have reached out with questions and concerns regarding child abuse that they suspect could be taking place outside of our stores. It is our firm belief that one of the reasons students love to take music lessons at M&A, is because they feel valued by their teacher. Within this learning environment, students build trust with their teacher and often confide in them. Many of you have reached out with concerns for your student’s safety and need direction on how to provide resources to protect the student. To address these concerns and to create an even safer place for students, we’ve implemented a new Child Abuse Reporting Policy. We encourage you to report suspected incidents of child abuse. You can do this by emailing hbest@musicarts.com or calling 301-620-4040; Ext. 1202. We will report the incident to the appropriate local government agency. To receive a copy of the Child Abuse Reporting Policy, please email hbest@musicarts.com.
August 2018 | S O U N D T E A C H I N G | 3
Reaching Students Where They Are Musically BY MARTY NAU, WOODWIND INSTRUCTOR IN OXON HILL, MD
After 25 years of teaching, I can get to
know that they didn’t skip anything! I
you can take them anywhere. My goal by
the heart of the matter. When a student
think it sets them up to be good teachers
meeting students where they are is then
comes to me for the first time, it only
in the future too.
taking them to heights that they maybe
takes a matter of minutes to really know
never thought that they could reach. I
where they are and to tell them to go
I believe in scales and we do scales
believe that there should be clear goals
buy the appropriate lesson book(s) at
in every lesson. When the student’s
for the student. Both short and long
the music store. Perhaps many of you
audition comes up at school and
range. Short range of course is week to
are the same way. I have always taken
everyone else is last minute, practicing
week. You give them an assignment,
students of all ages. Absolute beginners
scales because they never play them
they practice it and present it to you the
to advanced students at any age. The
normally, I want my students to feel
next week. Long range can be honors
ones that are the most senior can be
calm, knowing that it’s just another day
band or district and state bands or
the most challenging and there lies
for them. After one year of study, my
something as simple as auditioning with
the double bind. Where they are and
students generally know all of their
their own school band to see how high
where do they want to be? Children have
major scales.
up in the section they can place.
just starting and don’t really know yet.
I enjoy a challenge. It makes me a better
Nobody really wants students to give
Although, you can talk to them and find
teacher. When a student has a weird
up on them or quit but I have found that
out their dreams.
embouchure, or strange finger position,
meeting them where they are, settings
or no concept how to tongue, it’s my job
goals short and long range and keeping
Once the ball is rolling and they have
to figure it out. Each one is different.
them accountable keeps the serious
their books and we are a couple of
It’s not where you are, but where you
students with you and allows the not so
lesson in, we start to hit a groove. I
are going. One of the things I like to do
serious ones to re-evaluate themselves
personally, am not one to skip all around
is to go back through the book when
and pursue other interests until they are
the book kind of guy, circling number
the student is finished. Kind of a “final”
ready. A balancing act to be sure but we
assignments here and there. I start at the
exam. That shows them where they were
should help the student where ever their
front of the book and work to the back.
and where they are now.
starting point is and push them over the
less of a say, simply because they are
One thing I have found is that the sense
finish line.
of accomplishment is acute when the
Meeting students where they I think is
student can look back at that book and
key. If you indeed meet them there then
M A R T Y N A U is a 38 veteran of the music scene in Washington, D.C. Starting on the clarinet in sixth grade he added the saxophone in ninth grade to play in the jazz band. Upon graduation from high school Marty entered the Navy Music Program. His first duty station was Orlando, Fl., and in 1980 transferred to the U.S. Navy Band in Washington, D.C. In 1984 he won a position with the U.S. Navy Commodores jazz ensemble. In 1997 Marty retired from the Navy and continued his performing and teaching in the D.C. area. He was a member of the Capitol Quartet, a saxophone quartet, and traveled the country with them performing with orchestras for their pops concerts. He performs regularly with the Baltimore Symphony and has performed with the National Symphony and Philadelphia Orchestra. He has also traveled abroad to Japan and Europe with the Duke Ellington Orchestra. He has studied with Phil Woods and Eddie Daniels. Currently Marty maintains an active teaching schedule and performs throughout the DC area and nationally.
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Welcome to “Rental Season”! BY ROBIN JUSSILA, M& A TRAINING MANAGER
memorizing the names of teachers
To achieve this, we focus on ensuring
at every school program, and the
everyone has an unforgettable
verifying any required instrument
experience renting their first instrument.
brands, books and supplies for each
This means gaining the parents’ trust,
of those programs.
feeding the child’s excitement, and making the rental process smooth and
•
Every customer is greeted at the
easy. Each rental customer leaves the
door, and directed to a specific
store with exactly what they need to be
associate who will take care of their
successful as a new student musician,
needs.
including an invitation to return to
Welcome to Back to School season at Music & Arts, affectionately referred to
the store for any services or supplies •
There are memorized scripts and
they need to continue their musical
as “Rental Season!” If you have never
procedures to take a customer
development.
been with us through “Rental Season,”
through the rental process to ensure
you are in for some fun! This is one of
everyone receives a consistently
As teachers, you may wonder how
the busiest times of the year for Music
high level of customer service.
“Rental Season” impacts you. Each
& Arts, and many stores actually have more customers now than during the holidays! As you may know, Music & Arts stores
new family has at least one potential •
Both the staff and product
music student. Everyone who rents
are organized differently to
an instrument at M&A learns about
accommodate this influx of rental
the lesson program and how great the
customers.
teachers are. Due to our relentless focus
focus primarily on four things: sales,
on the lesson program, thousands of
lessons, rentals, and repairs. These are
This preparation is all done well in
students register for lessons during
the pillars of our business and they’re
advance so by the time rental customers
this period. But there are some things
what M&A does better than anyone else.
start coming in, stores are already
you can do to help with this push,
In fact, M&A is the largest Band and
running smoothly in “Rental Season”
too. If you have an open spot in your
Orchestra instrument dealer, the largest
mode.
schedule, please come out onto the
lesson provider, the largest instrument
sales floor, and introduce yourself to
repair provider, and rents more
What makes “Rental Season” special is
some of these customers. If you play the
instruments than anyone else in the
that most of the people coming in the
instrument the family is renting, feel
country. Stores focus their efforts most
door are new to Music & Arts. In fact,
free to show them a few things and talk
of the year driving sales and lessons.
many of the families who come in to
about how important lessons are (and
However, for a few weeks at the end of
rent an instrument are brand new to
how important they were to you when
the summer, almost all attention goes to
music, and have never been in a music
you first started). It’s much easier to
rentals.
store before! So, despite the influx of
sell lessons when the families can meet
customers, it is critical that each and
you in person, and a warm and friendly
“Rental Season” is a unique time of year
every one is treated as an opportunity to
encounter leaves a lasting impression.
and M&A takes it very seriously:
not only create a new musician, but also
Even if they don’t sign up for lessons,
•
to create a new customer for life.
they’ll know who to recommend to their
Employees train for hours to learn how to answer the phone,
neighbors and friends. August 2018 | S O U N D T E A C H I N G | 5
What can you expect?
Please check with the store manager
Some things to keep in mind during this Be patient. The store staff is tested
Understand that rental season
to determine the best time to call
doesn’t last forever. For many
during this period.
stores, this busy time of the year can
busy season for stores: •
•
last anywhere from couple of weeks •
Recognize that this is a huge
to over a month depending on the
to the limit with the influx of
recruitment opportunity for
number of school systems and when
business and customers trying to
lessons. The stores are trained to
they begin school. It will calm down
get their items quickly.
talk about music lessons with all
soon!
new customers. If you are new to the •
Connect with the sales team during
store or have spots to fill, this is a
If you’ve been through “Rental Season”
off peak hours. If you are not in the
good time to step out of the studio
with M&A before, welcome back! If this
store and have questions about your
and meet some new customers.
is your first time, I hope you’re excited
students, your schedule, absences,
and ready to work with us to make it Noise. It is unavoidable during
successful. Remember, you can always
calling in the morning or later in the
this time of year, as the stores are
talk to the store manager if you have any
evening. The peak hours for back to
crowded with parents and very
questions. Best wishes to you and your
school shoppers are in the afternoon
excited students that are renting
students!
or early evening and weekends.
their very first instrument.
etc. you might have better luck
•
In the Arts w/Laura: 10 Characteristics of an Innovative Classroom P U B L I S H E D B Y E D W E E K LY , B Y M A T T H E W LY N C H O N J U LY 1 6 , 2 0 1 8
1. Reflection- Innovative classrooms
of breaths & phrasing, enharmonic
engage in constant reflection and
integrity, etc.)
inquisition. They think about what is working as a class and independently
2. Constant learning- An innovative
and what is not. Reflection can be
classroom never stops to catch its
uncomfortable, but for a class to be
breath. Every event is seen as a
constantly evolving and innovating,
teachable moment, and students
this process must occur. Furthermore,
will benefit from an ever-changing
an innovative classroom will always be
environment.
asking itself, “what if?” Students won’t be satisfied with the status quo and will
3. Creativity- A creative classroom not
If your goal is to engage and educate
push themselves to be always learning
only comes up with unique solutions to
students to the greatest extent possible,
more. Invite and encourage students to
everyday problems, but it also develops
you need to consider the benefits of an
ask questions. Ex. Encourage students
the responses necessary to deal with
innovative classroom. An innovative
to critique their own work within a
future challenges. A creative classroom
classroom will possess several key traits,
structure you’ve predetermined: How
fosters innovation by encouraging
including:
were your notes & rhythms, placement
students to think outside of the box. Ex.
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If a student is struggling with learning
6. Problem-finding- Innovative
always evolving, and are different from
to sub-divide, how can you make the
classrooms don’t wait for problems
day to day. Ex. The more I observe
concept more tangible? I like everyday
to appear to them--they actively
teachers, the more diverse I see you all
words that fit a rhythm: Quarter
seek out problems in the classroom,
are! Experiment with different teaching
note + two eighths= Strawberry. Four
in their learning, and in the world.
materials or literature. It keeps the
sixteenths= Watermelon.
Innovation starts with a question--not
content fresh for you too.
with an answer. New technologies and 4. Connection- An educator must
understandings can only be developed
9. Goal setting- Innovative learners
always know his or her students, as
when we begin to ask questions
will set goals for themselves, and crush
well as the trends that are emerging in
about “why” or “how.” Ex. If I believe
them. These goals may be large or
the profession. He or she will seek out
performances are a great way to keep
small, or ideally contain some aspects
new techniques and technologies and
students motivated, how can I get more
of both types, but should guide learners
encourage students to do the same.
students to participate?
towards innovation. Ex. I will teach
Sound Teaching is our effort to connect
every lesson parent how to support good
you all together, but can you use the
7. Collaboration- A collaborative
practice habits. I have a goal that all
teachers in your local store to see what
classroom encourages innovation by
my students will participate in at least 2
practices are working for them?
pushing students to work with others
performances a year.
who may be different from them, either 5. Principles and routines- You
in their beliefs, behavior, or background.
10. Opportunities for Revision- Not
should exist and function on strong
Collaboration in the classroom
only are innovative learners risk-
principles and routines. Incorporate
encourages discussion, which is the
takers, but they also recognize that
strong values to guide the class. The
father of all innovation. Ex. If you’re
nothing is ever perfect. As a result,
teacher in an innovative classroom will
a classical player, how can you use
an innovative classroom is resilient
encourage consistency and diligence by
teaching practices of a combo player to
and pushes students and teachers to
establishing hard-and-fast guidelines
better master classical skills?
always be changing, adapting, and
for how the day is run. Ex. Students
improving. Innovative learners will look
should have their instrument out and
8. Variation- Don’t rely on one teaching
to themselves and others to better every
assembled when the lesson begins.
or learning technique to get a point
aspect of their performance. Ex. Enlist
Maximize that 30 minutes!
across. An innovative classroom
the help of your DM, Store Manager and
includes teaching strategies that are
fellow teachers for open feedback.
August 2018 | S O U N D T E A C H I N G | 7
Boost Your Student Count with the Click of a Button B Y T E D A LT , M & A S U P P O R T C E N T E R I N T E R N
roughly 2,700 views per store per month.
example, a jazz saxophone player
If that is added up to a yearly total, this
who has been playing for 20 years
equals a very large amount of potential
should list their tags individually
students for every location. Now you can
like so: saxophone, alto, tenor, jazz,
ask yourself, “If my store is being viewed
woodwind, etc. The more tags, the
by potential customers and students,
better; however, there is one caveat.
why am I not getting any new students?”
Tags are not sentences; they are one
The answer to this question contains a
to two descriptive words. Think of
multifaceted answer that I will explain
these as the shopping list version of a
in the following bullet points:
résumé. The benefit of using effective tags is when people search for a “jazz
Profile appearing online: While it
saxophone teacher,” (using the previous
If you are reading this, you are a great
may seem obvious, check your store’s
example) they will find said teacher over
teacher. From the experience you have
website to see if you can view your
someone who has one tag saying “music
with whatever your instrument is to
profile. Sometimes during the profile
educator.” Utilizing this option on the
your ability to educate and create a
setup, one step might be missed, and
M&A website will greatly help students
lasting impact on students, you are the
that can cause your profile to not show
initially find your account.
perfect combination of what it takes
up on our website. MusicArts.com only
to be a great educator. Working for
needs two things in a profile, a picture
Teacher Biography: An online teacher
M&A allows our teachers the unique
and a biography. If either of these things
biography and a biography one would
situation where the studios and
are missing, your profile will not appear
find in program notes of a concert are
sometimes even students are provided
on the website.
quite similar. While the online bio may
without the teachers having to create
not need to be as long as a concert
any self-marketing campaigns, hand
This first bullet is actually one of the
program’s bio, it can still cover the usual
out business cards, or spread their
most common issues on our website.
bio topics. Structuring an attention-
lessons through word-of-mouth. This
If you do anything else today, go to the
grabbing bio should contain at least two
being said, teachers can always do the
website and make sure you can see your
aspects.
aforementioned tasks to bolster their
profile. The remaining points will cover
visibility to potential students; however,
specific ways to setup and enhance your
One, the bio should expand upon the
there is one aspect of self-promotion
profile.
tags; this is your chance to explain who
that often gets overlooked, the use of MusicArts.com.
you really are to your students. Turn the Tags: “What is a tag?” One of the
aforementioned “shopping list” into a
common issues with having the tag
descriptive essay.
Referring to our previous Sound
section on our website is people have
Teaching article by Laura Zolfo,
different ideas of what exactly the word
Two, the bio should be catered to the
MusicArts.com has over 500,000 views a
“tag” means. The word “tag” is used
prospective audience. A teacher who
month. If that is divided evenly amongst
in this situation as a way for teachers
learned from many world-renown
all of our stores, that comes out to
to define their teaching services. For
pedagogues is amazing; however, listing
8 | S O U N D T E A C H I N G | August 2018
said people may not be relevant to your
has been discussed in the previous
your chances of adding students. The
prospective students. Remember, people
paragraphs. Many times teachers will
process of going through account
in the world of music are very different
think a picture of their instrument, and
personalization may seem tedious or
than the average student looking to
only their instrument, will suffice as a
possibly daunting, but the small amount
take lessons. An easy way to ensure you
profile picture; this is not an effective
of work is more than worth the potential
are not name-dropping lesser known
profile. Teachers should post either
return. Throughout the personalization
musicians, even if they are the best at
a headshot or an intriguing picture
process, I recommend asking yourself
what they do, is to simply ask a non-
showing the teacher and his or her
one question, “If I was someone who
musical friend or family member if he
respective instrument. However, just like
knew nothing about music, would I
or she knows the musician. If not, it is
the bio, make sure to cater this picture
understand this profile and want to learn
better to leave that name out of the bio.
to your audience. Fulfilling a picture
from this teacher?” If you are conscious
with these characteristics will greatly
of this question throughout the process,
Teacher Picture: Last but certainly not
increase your chances of attracting new
you will be able to reach all people who
least, your profile picture will be one
students online.
view your account, and possibly gain
of the first points of contact a student
students by just a few clicks of a button.
when on MusicArts.com. This picture
At the end of the day, MusicArts.
should visually express everything that
com can be used as a tool to increase
T E D A LT is a rising senior at Virginia Tech, majoring in Music Education with a minor in Business Leadership. He is currently interning at the Music & Arts corporate office working specifically in the Sales Department. He has had the opportunity to work with many different branches of the department including the Real Estate, Lessons, and Sales Support. In his free time, he plays saxophone and piano and has had many performance opportunities. This past spring, he had the chance to perform the nation anthem for the NASCAR STP 500 and continues to perform at smaller venues around southwest Virginia and North Carolina. His future plans include earning a Master’s degree in Strategic Management while joining the workforce.
Young & Old: Keeping Lessons Relevant BY U K I A H O D O M , G U I TA R I N S T R U C T O R I N ?
Teacher: “So, what kind of music do you
been on both sides of this equation. I
like?”
still remember my first private lessons
Student: “I don’t know.”
as a child and, later, returning as an
Teacher: “Then, why do you want to play
adult – ten years later. My drum lessons
guitar?”
started in 2nd grade. Back then, it was
Student: “Uh (pauses, thinking, as
practice pad only. Later, a snare drum.
teacher waits in anticipation) . . . I don’t
By 6th grade I played in the school
know.”
orchestra. I had never heard of jazz.
Does this sound familiar? Well, that
My pal, Bob Cozzi, begged me to teach
student was me! One on one, the
him drums, so he could play like Ringo
teacher/student chemistry defines the
Starr. I turned him down. The Beatles,
mentoring dynamic. Most of us have
I said, were (and let this be our secret) August 2018 | S O U N D T E A C H I N G | 9
“irrelevant”. I listened to Schubert. And
within an instrument. Age is what’s
adults. Overwhelmed by the demands
Allan Sherman.
irrelevant. It’s the chimera of self-
of family and friends? Set it in your
imposed limitation with which we do
planner as a daily routine (sound
Fast forward to 1970’s San Francisco. I
battle. “I tried to learn guitar, but I
familiar?). Set a time. Excuse yourself
was a self-taught guitarist stuck on 3
couldn’t.” What!? To quote a line from
to practice when you have visitors and
chords with a lot of bad habits. When
“The Princess Bride” – “inconceivable!”.
they’ll think you’re cool. Have a space
interviewed, my first guitar teacher
As instructors we turn it around.
to yourself. No audience until you feel
looked exasperated by my answers. But
ready. When the time comes, friends will
those first questions opened a prize:
With younger students I begin by
be impressed by the simplest piece and
the gift of possibilities. From there, I
setting guidelines and simple goals,
you’ll feel like a star.
corrected my flawed technique and
with rewards along the way. The Music
began learning: Music. The wonders of
& Arts setting offers the advantage of
These days, I’m the instructor. A student
theory, notation, fretboard logic. I threw
playing a recital and networking with
says, “Yeah, I like rap and techno. I really
all my earnings as a hospital dishwasher
others. Our lessons are in a safe and
hate country. And especially classical.”
into lessons in guitar, bass and, yes,
comfortable space. Include parents
Sweet. I teach them, “Ring of Fire” and
drums – only this time with a full kit and
in discussing a practice schedule. A
“Malaguena”. Take away the labels and
a passion for funk and jazz.
daily routine at a set time makes it
it becomes accessible. Music is music.
manageable.
An older student despises “all this new
Take away the instrument – and what
stuff”? I teach them a Beatles tune.
do you have? Possibilities. Helping
“I’m too old to learn. I should have
We inspire and challenge our students
a student realize that, at any age,
started when I was young.”? Ha! “Now
to discover what they can do. Manifest
is not dependent on digital media,
you can organize your time,” I say. “You
the possible. We begin the journey
pop culture or stomp boxes. As 21st
have the attention span that we lacked
together and delight in what we learn
century teachers, we are empowering.
as kids.” Other than pointing this
from each other. The payback comes
We program the positive message that
out, my approach is the same. Release
when you least expect it, so enjoy the
rewards with a sense of self-worth and
limitations. Explore possibilities. Time
ride.
a map for discovering the latent soul
management skills are the same with
U K I A H O D O M studied at Blue Bear School of Music in San Francisco in the ‘70’s. This was one of the first schools of rock ‘n roll, founded by professional Bay Area musicians who wanted to offer an alternative to conservatory learning. Along with standard theory and other basics, students learned music business and how to play in a group. There, Ukiah honed his performance skills before moving to the Big Island of Hawaii, where he taught music with Head Start and other in-school outreach programs. He also played variously drums, guitar and mandolin in jazz, rock and bluegrass groups. He moved with his wife , Lesle, to Arizona and formed, Art of Music, a classical guitar duo. They have released two independently produced CD’s and have taught private lessons for 25 years. Their Americana trio, the Sand Pigeons, is releasing its debut CD. Most recently, they are music co-directors for a production of the Johnny Cash-themed musical, “Ring of Fire”.
BACK-TO-SCHOOL: Earn 5% Commissions Get ready for the rush of back-to-school students! As students take up a new instrument, they will need your expertise to help guide them through starter instruments. Throughout August and September, we will have plenty of deals that you can use to help sell and earn a 5% sales commission for yourself! Remember, sales commission is only available on instrument sales for active students. For more details and resources for back-to-school, visit www.MusicArts.com/BackToSchool or talk to a store sales associate. 1 0 | S O U N D T E A C H I N G | August 2018