About Your Musical Self

New musicality video:

Have you ever had negative thoughts about yourself and your musical growth while practicing or performing? Lisa McCormick discusses the concept of the “self” in music, the importance of nurturing a positive and constructive mindset for learning, and the need for a holistic approach to practicing that encourages constant dialogue between mind, body, and music. https://www.musical-u.com/learn/about-your-self/

Links and Resources

Lisa McCormick’s website – http://lisamccormick.com/

Note2Self: “I Love This!”, with Lisa McCormick – https://www.musical-u.com/learn/note2self-i-love-this-with-lisa-mccormick/

If you enjoy the show please rate and review it! http://musicalitypodcast.com/review

Join Musical U with the Special offer for podcast listeners http://musicalitypodcast.com/join

Let us know what you think! Email: hello@musicalitypodcast.com

===============================================

Learn more about Musical U!

Website:
https://www.musical-u.com/

Podcast:
http://musicalitypodcast.com

Tone Deaf Test:
http://tonedeaftest.com/

Musicality Checklist:
https://www.musical-u.com/mcl-musicality-checklist

Facebook:
https://www.facebook.com/MusicalU

YouTube:
https://www.youtube.com/c/MusicalU

Subscribe for more videos from Musical U!

About Your Musical Self

The Most Festive Holiday Playlist

Have you ever had your local holiday radio station on and wondered why every musical artist feels the need to put out a Christmas album? (Answer: it has to do with one of two Christmas colors, and it’s not red). Whether overproduced or just plain cheesy, most artists seem to offer Christmas carol interpretations that are pleasant at best.

Christmas isn’t a time to settle for pleasant; it’s a time to indulge in all of the merriment you can handle. Christmas compositions reflect that sentiment, so why aren’t arrangements and covers reflecting that, too? ‘Tis the season to celebrate the arrival of the newborn king, the gathering of families, and the hope that a brighter, better future lies ahead.

Worry not – here to help cut through the overly saccharine renditions of “Santa Claus is Coming To Town” is a very special holiday playlist brimming with incredible instrumentals, unexpected embellishments, and sophisticated arrangements.

Leave it to the Oxford English Dictionary to define festive with the most eloquent and accurate language possible – according to the OED, festive describes anything that’s cheerful and jovially celebratory. All that is gleeful and merry. In other words, all that is Christmas.

And Christmas is finally here. Let’s put on all of the ugly sweaters and party!

1. “O Come All Ye Faithful” – Pentatonix

The centuries-old Adeste Fideles may have been written by monks of various order or a Portuguese king – some even claim St. Bonaventure himself penned the Latin words to the ancient melody. While the composer’s identity remains unknown, one things is for sure: the song is a December staple for church services and radio stations alike.

It would make sense for the music to match the lyrics, and “O Come, All Ye Faithful” invites the listener to rejoice. In spite of earnest words, most musical interpretations are quiet at best, and they have not been able to rise to the occasion of Christmas over the years.

So who can arrange “O Come, All Ye Faithful” in a way that echoes the lyrics’ invitation to come and celebrate?

Pentatonix, that’s who.

It took centuries for the world to hear the call to “come, let us adore him” in a way that makes you want to do just that. Thank goodness that Pentatonix sought to infuse their interpretation with merrymaking. The introduction of African rhythms and chanting combined with syncopation and a moderate tempo (111 bpm) evoke a spirit of pure jubilance. And best of all, the song showcases the vocal talents of a gospel choir to add to the festivities in the final buildup and hurrah!

2. “Joy To The World” – Mariah Carey

The most published Christmas hymn in North America also happens to be the most frequently recorded Christmas carol, and nobody instills more joy into this song than Mariah Carey.

She begins the song with soulful vocal stylings – the kind that made her famous – and carries those stylings throughout the song, even as the tempo amps up. This builds interest and excitement, but as we delve into the final third of the song, the party takes a major upswing! A bit of a truck driver’s gear shift and a few quotes from Three Dog Night’s beloved “Joy to the World” provide an unexpected but totally fun twist to this Christmas classic.

Combine that pace with Carey’s vocals and the power of the live gospel choir and you have a hymn rescued from the staleness of repetition. The final stroke of genius is the “amen” chord at the end, a reminder of the gospel feel of the beginning of the tune, and long cadential chord for Mariah to riff over.

3. “White Christmas” – The Drifters

In 1942, Irving Berlin penned this little tune that reflects on the Christmases of yesteryear, and Bing Crosby’s voice carried those wistful lyrics to listeners across America. Since World War II, Crosby’s voice is the one we hear crooning “White Christmas” most frequently on our radio stations, in our television ads, and as background music. That it is beloved by the masses goes without question; however, it’s not necessarily the most joyous of Christmas songs.

The Drifters’ “White Christmas” removes the bittersweetness and replaces it with a delectable dose of optimism and cheerfulness (as seen here). The arrangement in this rendition drives interest by using both the lowest and highest voices in the quartet to deliver the lead lines throughout the entirety of the piece. By pairing the ba-do-ba-do bass and the “aye-aye-aye-I’m dreaming” against the relaxed swing, you just can’t help but bop your head, tap your foot, and grin.

4. “The Man With The Bag” – Kay Starr

Have you done everything you should “extra special good?” I hope you did – you might find coal in your stocking otherwise! In case you didn’t know, “the man with the bag” is good ol’ Santa Claus himself. It’s surprising that this song doesn’t get more airplay in November and December, especially since it was a regular on Billboard’s list of top Christmas songs from the 1950s.

Kay Starr delivers a fun and feel-good tune with her natural jazz accents, and kudos to the arranger for synchronizing the trills in the horns to pretty much match Starr’s signature vibrato. The ascending licks bridge the gap between phrases, and the bop stylings drive us straight into a jazz classic that gets you swinging.

5. “Frosty the Snowman” – Harry Connick Jr.

I always associated Frosty the Snowman with the cartoon special of my childhood and school Christmas concerts: light, fluffy, and meant for kids. After all, the song was recorded after the immense success of Rudolph, another staple in the carols-for-kids list.

Harry Connick Jr.’s album Harry for the Holidays kicks off with this powerful adaptation of Frosty the Snowman. Connick excels at creating a version of “Frosty the Snowman” the whole family can really enjoy. He replaces the saccharine moments and injects the song with a few screaming trumpets, brass duets, and his signature big band and New Orleans sound. A chorus of voices calls you to participate in cheering Frosty on with the “thumpety thump thump, look at frosty go!” I daresay this song has never sounded as exciting or celebratory ever before – no wonder that it took someone from New Orleans to fix that for us!

6. “Jingle Bells” – Frank Sinatra

“Jingle Bells” has been around since 1857 and people around the world have been singing it ever since. The ubiquitous holiday song is usually one of the first holiday songs a child learns, much like “Frosty” and “Rudolph” and others assigned to the kiddie’s canon of Christmas tunes. Understandably, it doesn’t carry much appeal for the grown-up listeners out there, so it doesn’t come as a surprise that Frank Sinatra was the one to hand this song some spiked eggnog and a cigar.

Among other characteristics, what sets this arrangement apart from others is that it uses the vocal chorus as onomatopoeia. The additional vocalists contribute a whole lotta flavor and spice, and when you factor in the actual sleigh bells, swinging beat, and smooth Sinatra voice, this song grows up.

7. “O Tannenbaum” – Vince Guaraldi Trio

Much like many of our modern-day holiday traditions, the world’s most famous German carol didn’t set out to become a Christmas song at all. In fact, “O Tannenbaum” is based on a traditional German folk song. Somewhere along the way, a German songwriter took the melody and penned the accompanying lyrics to celebrate faithfulness as a not-so-thinly-veiled reaction to a lover’s infidelity. We didn’t use trees in our holiday decor until the 19th century, and it was in 1824 that organist Ernst Anschutz wrote the lyrics we know today.

Wait – does anybody out there actually know any of the lyrics beyond “O Christmas tree, o Christmas tree/how lovely are your branches”?

This is one of those rare Christmas tunes where people are much more familiar with the melody than the words. With that in mind, the Vince Guaraldi Trio doesn’t serve up your großmutter’s straightlaced tannenbaum (which means fir tree, by the way). Instead, Guaraldi and friends present a relaxed, whimsical jazz interpretation that doesn’t stray too far from the original melody. The chords and bassline serve to create musical interest that is largely absent in the original composition.

Like a glass of wine by the fire after you’ve spent the entire day getting your house ready for company, this rendition suggests a happy dose of festive relaxation in the face of the holiday rush. Also, #charliebrown.

8. “Let It Snow! Let It Snow! Let It Snow!” – Frank Sinatra

Legend has it that Sammy Cahn and Jule Styne crafted this tune in the summer of 1945 during a sweltering California heat wave; fast forward just a few years and the song is in regular rotation on every holiday station around the world.

In music, you can almost always have a winner with just three elements: a big band that really swings, a smooth chorus of backup voices, and a great crooner. We have all three meeting here in Sinatra’s “Let It Snow!”

Sinatra’s choir of voices set this song apart from what you’ll hear on modern radio – or even any version from his crooner peers. Their voices and their feature about celebrating Christmas together bring the song to a higher level – and what’s more festive and fun than getting together with friends and having a sing-a-long? Come on, now!

9. “Jingle Bell Rock” – Chubby Checker & Bobby Rydell

“Jingle Bell Rock” is a product of the 1950s, catapulting country singer Bobby Helms to his highest-ever spot on the charts. From Wayne Newton to Hall & Oates to Billy Idol, it seems like every rock artist with a Christmas album has attempted to recreate the greatness of Helms’ performance ever since.

However, just because you play rock doesn’t mean you should play jingle bell rock, guys.

The most festive and satisfying cover of the original comes from none other than two quintessential mainstays of 1950s pop radio. Collaboration among the greats is cause enough to celebrate, and what better way for them to collaborate than on a Christmas song that references sock hops and twists? Yep, there’s no better way. Chubby Checker and Bobby Rydell trading off pieces of lyrics with one another in the second go-round is purely playful, light, and merry – everything a festive Christmas song should be!

10. “Rudolph, The Red-Nosed Reindeer” – The Temptations

Here’s another hallmark of the elementary school holiday music canon that grownups might handle for memory’s sake or for when they’re gathering together at the piano for a carol sing-a-long (what, you don’t do that? You should!). Gene Autry popularized the tune (his is the best-selling version) and anyone who’s seen the stop-animation film can’t help but love Burl Ives’ voice on the song.

For purposes of festivity, however, there’s only one group that elevates the kiddie pop into the grown-up jam, and that’s The Temptations. They seriously knew how to put the fun in funk. The harmonies are top-notch, of course, but it’s the bright juxtaposition between the falsetto and the bass that really elevates the tune (I also can’t help but love the way they speak “Hey, Rudolph!” in such a commanding way. I love picturing Santa speaking to Rudolph like that). And who else can really bring soul to a song about a reindeer? Nobody else, people, nobody else.

11. “Sleigh Ride” – Leroy Anderson and His Pops Concert Orchestra

Composer Leroy Anderson gave the world “Sleigh Ride” in 1948. Like “O Tannenbaum,” the original “Sleigh Ride” did not contain any lyrics – it wasn’t until 1950 that listeners first heard The Andrews Sisters sing Mitchell Parrish’s lines about “riding down the trail, feeling comfy cozy with rosy cheeks are we.

While artists like The Ronettes and Harry Connick, Jr. (among others) have offered their own fun and festive interpretations, Anderson’s instrumental captures the essence of an authentic sleigh ride. Horns swell and replicate the turns and hills of the landscape, temple blocks mimic the horse trots, a slapstick sounds the crack of the whip, and a trumpet whinnies like a horse at the song’s end. Instrumental onomatopoeia at its finest.

12. “Happy Holiday/The Holiday Season” – Andy Williams

What better way to conclude a holiday playlist than to wish everyone a happy holiday? This Christmas standard is another Irving Berlin masterpiece; Bing Crosby and Marjorie recorded the tune for the 1942 flick Holiday Inn.

Andy Williams’ version provides a classic crooner’s take complete with riffed lyrics, vocal scoops, and background vocalists who place a period at the end of each phrase. They offer a few fun exclamations through (“yeah!”) and Williams delivers a lively and heartfelt finale before the fadeout.

A Recipe for Instant Christmas

If you want to try your hand at putting together a festive arrangement of your favorite Christmas carol, keep these things in mind:

  • Keep a moderate tempo. Think moderato to allegro (or 110-120 BPM)
  • Have fun with it! From swapping lyrics to speaking certain lines or adding in extra vocalists, use an element of fun to bring more festivity to the piece.
  • Look to other genres for inspiration. From Caribbean calypso to big band, what approach can you take that’s as far away from canned-strings-and-car-dealership-commercial as possible.
  • Sleigh bells. When in doubt, add sleigh bells, the magical ingredient to instant Christmas goodness.

Create a simple single-instrument arrangement, or get your friends together to jam out a multi-instrumental masterpiece. Putting your personal touch on carols has the amazing effect of making you fall in love with Christmas in a whole new way.

A fun exercise to try: hone in on your favourite Christmas song and try to hear for yourself exactly what elements invoke a festive spirit. Is it the instrumentation? The embellishments? The swing? The tempo?

The post The Most Festive Holiday Playlist appeared first on Musical U.

About the Clave

New musicality video:

Get acquainted with the two meanings of the word “clave”, hear the instrument in action, and learn how to count out the ubiquitous rhythm that borrows its name from the instrument. http://musicalitypodcast.com/133

Links and Resources

Clave: The Secret Key to Pop Rhythm – https://www.musical-u.com/learn/clave-the-secret-key-to-pop-rhythm/

Why is son clave so awesome? by Ethan Hein – http://www.ethanhein.com/wp/2013/why-is-son-clave-so-awesome/

Join Musical U with the Special offer for podcast listeners http://musicalitypodcast.com/join

Let us know what you think! Email: hello@musicalitypodcast.com

===============================================

Learn more about Musical U!

Website:
https://www.musical-u.com/

Podcast:
http://musicalitypodcast.com

Tone Deaf Test:
http://tonedeaftest.com/

Musicality Checklist:
https://www.musical-u.com/mcl-musicality-checklist

Facebook:
https://www.facebook.com/MusicalU

YouTube:
https://www.youtube.com/c/MusicalU

Subscribe for more videos from Musical U!

About the Clave

About the Little “Why”

The Big “Why” drives our musical journey forwards – it’s our big-picture vision, our musical dream. But what about the Little “Why”? In this episode, we talk about the questions that you should frequently ask yourself about your musical trajectory to ensure you’re on the right track.

Listen to the episode:

Enjoying the show? Please consider rating and reviewing it!

Links and Resources

Enjoying The Musicality Podcast? Please support the show by rating and reviewing it!

Rate and Review!

Transcript

Hi, this is Christopher, the founder of Musical U, and today I’d like to talk about “the little why” – and how it can help you avoid frustration and wasted effort in your music learning.

We’ve talked here on the show before about staying motivated, and taking a long-term view. How you need to know where you’re trying to get to and why, to find success in your musical training and keep at it.

I’ll put a link in the shownotes to a few past episodes on this in case you missed them.

And inside Musical U we focus quite a lot with new members on getting them 100% clear on their “Big Picture Vision” and primary training goals, so that any modules they choose to take are going to effectively lead them towards those goals – we make sure that the training program is personalised and adapted to suit their actual motivations in joining Musical U in the first place.

You can think of all this as “The Big Why” – the “why” that drives and guides it all in your musical life.

But today I wanted to talk about the smaller scale of remembering your motivation. The “Little Whys”.

We recently had a Q&A call for our Foundations of a Musical Mind course, where students could come along live and get answers to their questions from me and Anne Mileski, our course instructor. And one of the students on the call, a chap by the name of Steve, was asking a question about form. There was an exercise in Module 4 of the course which referred to a song being in AABA form.

Now if you aren’t familiar with that kind of form labelling, it’s really simple – AABA just means that the song does one thing, we’ll call it “A”, then it does that same thing again, so we say “A” again, then it does something different which we’ll label “B”, and then it does the original thing again, so we say “A” again. It gives you a sense of the structure of repetition and variations in a piece of music.

And Steve was pointing out that actually in this song the fourth line was a bit different from the first two, one of the rhythms was different, and he was asking “should this be called AABC instead of AABA?”

We had an interesting discussion on the call about that, and the quick factual answer to his question was that we might call this last line an “A variation” or mark it as “A prime”, but it’s also fine to just call it A.

And this led to the more interesting underlying point: which was that it depends why you’re figuring out the song form in the first place.

One thing I love about working with adult learners at Musical U, and especially in our Foundations course, is that adults have a bit of self awareness and a bit more determination to do things their own way. And while that can make it a bit like herding cats to try to provide training that works for all of them, it also leads to really fruitful and often quite deep conversation about how music is put together, and how all the various areas of music theory and different traditions of music education work – or, as is often the case, don’t work!

So what I said to Steve on the call because I thought it was an important bigger-picture point was: we need to remember to ask ourselves why we’re labelling the form. We aren’t doing it to get a question marked correct on a music theory exam. In the context of the Foundations course, we’re doing it so that we can then improvise or compose variations on that song, so that we’re building up our actual understanding of how the song’s put together. And once you remind yourself of that it’s easy to see the answer to the question. Call the fourth line “A”, call it “A variation”, call it “C” or even “Jeff”. As long as your labelling is clear and serves you in the way you’ll be using it, that’s the “correct” answer.

Steve had understood what he needed to about the form – and so exactly what label he put on it at that point really didn’t matter. He was equipped to do the thing, in this case improvising, that he actually cared about, and had motivated him to look at the form in the first place.

Now it is good to know the “right answers” and use the standard terminology, so I don’t mean to suggest that Steve was wrong in any way to wonder about how best to label the form. But I think we often get tripped up thinking that we must learn these things just because we “should” know them, and that we’re only doing music right if we’re ticking the officially-correct boxes and doing what we “should”. And that can lead to us actually missing the point of it all.

This is really an underlying principle throughout the Foundations of a Musical Mind course, that although we do teach terminology and ways of applying the core skills such as improvising, singing, composing, collaborating and more – it’s the internal frameworks of understanding, the mental models that matter most. Because once you have those in place, all the rest, all the applications on your instrument, all the learning of theory jargon, and so on – that all follows smoothly and easily.

So there are two points here I wanted to share with you. The first is this specific comment that often focusing on the inner frameworks, the mental models, your understanding of music can make it a lot easier or even unnecessary to learn particular skills or memorise rules, or study up on theory. If you’ve been listening to this podcast for a while then you won’t be surprised to hear me say that! It’s the “inner skills” of music that set you free.

And the second point is a slightly more general one, which is to make sure to be frequently asking yourself “Why do I want to learn this?”. You don’t want to be constantly second-guessing yourself and changing course in your learning, of course. But I’ve seen far too many musicians spend far too much time, and waste far too much energy going down rabbitholes or getting all worked up about resolving some intricate detail of music theory – when actually if they stopped to remind themselves of their goals and interests in music, and shake off the obligation that you should learn it just because it’s there, or just because the establishment says it’s important, then of course you must study it. They might realise they’ve actually already grasped what they really need to, and could spend their time and energy much more usefully elsewhere.

There’s value in systems which have stood the test of time and there’s value in having a teacher, coach or guide in your training. But our learning should never be blind and unthinking – and particularly as adult learners we must make sure to remind ourselves: we’re learning for a reason, we have a motivation in mind. And remembering that motivation often brings simplicity and clarity to our learning in a way that nothing else can.

So ask yourself that little “why?” regularly – as in “Why am I learning this?” – to make sure you’re never putting in effort “just because” – but instead your learning is all on-point and will deliver what you most want in your musical life.

Enjoying the show? Please consider rating and reviewing it!

The post About the Little “Why” appeared first on Musical U.

Turn Technique Into Muscle Memory With These 3 Habits

We’ve all heard the saying, “It’s just like riding a bike.” It’s a cliché for a reason, as it points to a fundamental aspect of how we learn and to the amazing brain trick known as muscle memory. When we do something based on muscle memory, like dribble a basketball or type without looking at the keyboard, we don’t mull over each movement or decision – we operate unconsciously, instinctively.

The same can happen as we build music skills, allowing us to advance from one technique to the next without having to stop and think about what we’re doing.

Strengthening Neural Connections

Despite the terminology, muscle memory has nothing to do with your muscles – it happens in your brain. As demonstrated in a 2010 study published in the journal Nature Neuroscience, scientists can detect physical changes in brain matter as people master new skills. To put it simply: when we perform the same physical task over and over, stronger connections form between the different parts of the brain that are required for that particular skill. As these connections strengthen, we are able to perform the task faster and with less conscious effort.

Brain workoutAs Ainslie Johnstone, a Ph.D candidate at Oxford University’s Wellcome Centre for Integrative Neuroimaging, pointed out in a recent post on Medium: “Over time, with continual practice, actions as complicated as riding a bike, knitting, or even playing a tune on a musical instrument can be performed almost automatically and without thought.”

It’s easy to see how muscle memory can help you master that tricky chord change, but how do you exercise your brain, anyway? As Johnstone points out, it’s all about “continual practice,” but you’ll build muscle memory much faster if you trade mindless repetition for strategic habits that give those neural connections a workout. Try these three tricks to harness your brain power to build musical skill.

1. Play Every Day

Beginners often think there’s no point in practicing unless they can devote a large block of time to it but in reality, the opposite is true. Playing your instrument every single day, even if it’s only for a few minutes, will serve you better than practicing once or twice a week for hours at a time.

This is not to say you won’t learn anything if you only play your instrument intermittently. You may very well play through your practice pieces without a mistake and earn a gold star from your teacher. But by growing accustomed to sporadic practice, you lean more heavily on the parts of your brain responsible for memorizing facts or formulas, rather than those associated with muscle memory.

“When it comes to learning skills, the brain has evolved in such a way that it has allocated certain parts to learning some skills and other parts to learning other skills,” Todd Maddox, who holds a Ph.D in computational and psychological science, wrote in Training Industry Magazine. The parts of the brain responsible for cognitive skills, such as mathematics, are entirely separate from those responsible for behavioral skills like throwing a football, driving a car, or playing a musical instrument, Maddox explains.

Practicing pianoThink of the last time you showed up to a music lesson after running through your practice pieces a few dozen times the night before. You have the pieces memorized, but you find your fingers moving slowly and clunkily – and you have to focus intently in order to play through them without a mistake. “Even when we are proficient at [cognitive] skills, they still feel effortful,” Maddox writes. “We can’t shut off our brains when doing them, because we’ll make mistakes if we do.” When we master behavioral skills, on the other hand, “they feel effortless,” he continues. “It feels like we’ve turned our brain off.”

By playing your instrument every day, you move away from pure memorization and begin to activate the parts of your brain responsible for behavioral skill – allowing for faster and more instinctual motion.

2. Be Consistent

When you’re just getting started, it’s tempting to try to play as quickly as possible. In our hurry to play as fast as the pros, we often strike that note or chord with whatever finger is closest – rather than consistently using the same finger or combination of fingers each time. This may save you a few precious seconds in the short term, but in the long term, it will only slow you down.

Let’s take a very simplified look inside the brain to understand why: a certain type of cells, called climbing fibres, are responsible for a great deal of the brain connections associated with fine motor movement. Along with helping our brains build connections that correspond with the right way to perform a task, studies indicate that these cells are keeping track of our mistakes, too.

Strengthening brain pathways“Climbing fibres encode the degree of “error” associated with a given motor task,” Thomas Robb, legatus secretarii at the Advisory Board for Movement Disorders, wrote on the Oxford Neurological Society blog, citing recent research. “For example, when first learning to touch-type, the learner will be relatively slow, and make errors in their typing accuracy. Climbing fibres register these mistakes, and weaken cell synapses that are associated with erroneous motor movements.”

Over time, as the brain continues to log mistakes and successes, it effectively “declutters” itself by strengthening the pathways we need and weakening those we don’t – allowing for faster, smoother motor control, Thomas explains. When you play fast and loose with the way you use your fingers, you make it more difficult for those trusty climbing fibres to do their job, and it will ultimately take more time to reach mastery. In short, you may play a little slower at first, and that’s okay. Consistency should be your first priority.

3. Change Your Mindset About Practice

If you approach practice like a chore, it will feel like a chore. Building any new skill is difficult, but don’t lose sight of why you picked up music in the first place – because it’s stimulating and fun. Finding ways to maintain that enjoyment, even as tasks grow more challenging, will actually help you learn better than trudging through something you’ve grown to dislike.

”When we perform the same physical task over and over, stronger connections form between the different parts of the brain that are required for that particular skill. ”

My new book, Beginner’s Guitar for Kids with Winden and Squiggy, emphasizes creative play alongside music practice to keep learners engaged – but this tip isn’t just for children. A 2006 study published in the journal College Teaching found that university students recalled facts more easily when the professor included jokes about relevant topics. Another study, published last year in the Journal of Vocational Behavior, notes a strong correlation between fun activities in the workplace and employees’ overall learning.

Winden and Squiggy includes things like storytelling, coloring pages, and activities to keep lessons interesting for young learners. Try something similar to break the drudgery of your own practice: introduce other creative tasks you enjoy, such as drawing, writing, or working with your hands. Or, if it seems a better fit for you, carve out some time to yourself as part of your practice – listen to a favorite song, do some stretches, meditate for a few minutes, or just sit quietly and center yourself. Overall, just make sure you’re having fun.

A Fast Track to Muscle Memory

I’m not a neurologist, and there’s a good chance you aren’t either, but the science behind learning and memory is both fascinating and extremely practical. There are a lot of takeaways from neuroscience research that can help you structure your practice as effectively as possible.

Learning a little more about how your brain functions and understanding why we do what we do when we’re learning music will help you be more intentional about your choices and ultimately develop that sought-after muscle memory a little faster – allowing you to play naturally, effortlessly, and musically, rather than focussing your brain on finding the right notes and fingering.

Honing muscle memory is an important component of effective practice. Consistency, frequency, and a positive mindset will go a long way in helping you get those notes under your fingers.

Corey Klaus is a teacher and music lover based in Southeastern Pennsylvania. He is the author of Beginner’s Guitar for Kids with Winden and Squiggy, a book of guitar exercises for beginners that helps children of all ages learn the instrument on their level. Follow him on Instagram at @Corey_Klaus

The post Turn Technique Into Muscle Memory With These 3 Habits appeared first on Musical U.

Becoming a Bulletproof Musician, with Noa Kageyama

New musicality video:

What can performance psychology teach us about becoming a better musician? http://musicalitypodcast.com/132

Today we have the distinct pleasure of talking with Noa Kageyama, whose website and podcast The Bulletproof Musician is known as the leading source for the most up-to-date research-based insights and strategies for practice and performance in music. He tackles topics like deliberate practice, accelerated learning, stage fright, and recovering from mistakes, and does so not only as a musician himself but as an expert in the fields of music and performance psychology.

Noa started in music as a toddler and went on to study at Juilliard – but as you’ll learn in this conversation, that seemingly straight-line path to professional musician success suddenly paused at that point and took a fascinating new direction which led to Noa’s success today as a respected expert in the psychology of performance in music.

In this conversation we talk about:

– The connection between “practice mode” and “performance mode”.

– What you should be thinking about during a performance.

– The third area alongside practice and performing where Noa gained new insights that transformed his enjoyment of his musical life.

The team here at Musical U, we are all massive fans of The Bulletproof Musician and we’re often resharing Noa’s articles and episodes, so we’ve been really looking forward to having him join us here on the podcast and it lived up to all expectations.

There are a ton of potential mindset breakthroughs waiting for you in this episode – enjoy! And don’t forget we love to hear from you at musicalitypodcast.com/hello any time you particularly enjoy an episode or have thoughts to share. So do let me know what you thought of this one, at muscialitypodcast.com/hello

Listen to the episode: http://musicalitypodcast.com/132

Links and Resources

The Bulletproof Musician – https://bulletproofmusician.com/

TED Talk: How I climbed a 3,000-foot vertical cliff – without ropes, by Alex Honnold – https://www.ted.com/talks/alex_honnold_how_i_climbed_a_3_000_foot_vertical_cliff_without_ropes?language=en/

TED Talk: The transformative power of classical music, with Benjamin Zander – https://www.ted.com/talks/benjamin_zander_on_music_and_passion?language=en/

Full interview with Shawn Johnson on Freakonomics – http://freakonomics.com/podcast/shawn-johnson/

This is Your Brain on Music, by Daniel Levitin – https://www.amazon.ca/This-Your-Brain-Music-Obsession/dp/0452288525/

Interview with Mark Kosower, principal cellist of the Cleveland Orchestra – https://bulletproofmusician.com/mark-kosower-on-his-approach-to-learning-music-slow-practice-and-the-particular-kind-of-focus-thats-associated-with-his-best-performances/

“Beyond Practicing” course – https://members.bulletproofmusician.com/edu/beyond-practicing-2/

===============================================

Learn more about Musical U!

Website:
https://www.musical-u.com/

Podcast:
http://musicalitypodcast.com

Tone Deaf Test:
http://tonedeaftest.com/

Musicality Checklist:
https://www.musical-u.com/mcl-musicality-checklist

Facebook:
https://www.facebook.com/MusicalU

Twitter:

YouTube:
https://www.youtube.com/c/MusicalU

Subscribe for more videos from Musical U!

Becoming a Bulletproof Musician, with Noa Kageyama

About Your Self

Lisa McCormick discusses the concept of the “self” in music, the importance of nurturing a positive and constructive mindset for learning, and the need for a holistic approach to practicing that encourages constant dialogue between mind, body, and music.

Listen to the episode:

Enjoying the show? Please consider rating and reviewing it!

Links and Resources

Enjoying The Musicality Podcast? Please support the show by rating and reviewing it!

Rate and Review!

Transcript

Hello, and welcome to the Musicality Podcast, my name’s Christopher Sutton and I’m the founder and Director of Musical U.

Recently at Musical U we’ve been revisiting our past masterclasses, producing full transcripts and cheat sheets, and packaging them up really nicely – and a cool byproduct of that is it’s been an excuse to go back and watch them again.

And as you will have noticed if you’re a regular listener, I’ve really been inspired to want to share little bits and pieces with you guys in our podcast audience, because these masterclasses are packed with gems and insights, and although the full recordings are for members only, sometimes I just think “Ooh, we have to get this bit heard by more people!”

So today I have another masterclass gem for you, this time from when Lisa McCormick visited us at Musical U to share her “Note2Self” method which, in my own words, I’d say is about transforming your music practice to be more mindful, joyful and ultimately more effective.

Lisa was introducing the concepts behind the name “Note2Self” and after explaining that the word “Note” can refer to the music itself, she went on to say this…

—-

In Note2Self, a note is also a message. It’s a personal reminder. It’s, “Oh, I really need to work on that E7 chord. I’m not really, I’m not good at that. That’s a problem,” as you’re playing through a song that you’re working on. I highly encourage you to make it also a written reminder. If you discover a problem spot in a piece, draw a circle around it, and we’ll come back to what to do with what you put in that circle. But, actually use what’s called in education multi-modality. Which, is to say, we’re using listening, we’re using seeing, we’re using assessing, and we’re using written language to make really useful notes to ourselves so we don’t have to remember it, and reinvent the wheel every time.

A note could be a mental flag while practicing. I kind of already said that. Like, “I’m playing this song along, but ugh, there’s this one part that always kind of gets me. I’m just going to make a note to myself, and come back to that.” It’s also your internal dialogue and narration. Is this going well? Is it not going well? If it’s not going well, is it because you don’t have a musical bone in your body? No, it’s because there’s some misunderstanding, or skillset that hasn’t quite come into form yet.

Internal dialogue and narration is super important, because what it does, is it… Again, it stimulates brain chemicals that stimulate certain mood sets. If you’re having a positive internal dialogue and saying, “Well you know, this is coming along. I’m working on it, I’m getting there.” That’s adding to a positive mindset with those endorphins, and dopamine, and stuff like that. That allows your process to flow.

If you’re having negative thoughts about yourself, about the instrument, about music, about any of that. What that does, is it actually, the brain, the very deep part of your brain interprets that as an attack on your wellbeing. You get a little bit of that fight, flight, or fright response. Which creates tension, physical tension. The more physically tense you are, because you’re having negative thoughts, the worse your playing is going to get.

It’s kind of a self-fulfilling prophecy. You want to watch for that. My thinking existentially like, “I can’t play this chord because I stink,” is just not going to help you. “I can’t play this chord because I haven’t sorted it out yet, and we have some sorting out to do.” That’s great, great. Okay, so two aspects of note. A musical note, and the note as in a message to yourself, in your internal dialogue, or something you actually write down.

Then, self. Two aspects of self. Your physical self. Your hands, your fingers, your arms, your shoulders, the parts of your body that are in contact with the instrument, the parts of your body that need to be loose in order to really bring your best interpretation to the music, and relaxation.

You and your instrument physically itself. Some people, if you’re a small petite person and you play a big dreadnought guitar, that may not be the greatest relationship physically for you. You want your instrument to be something that you can physically be comfortable with. I do a lot of that with ukulele and guitar students, “Let’s experiment with a slightly different size. Let’s experiment with a slightly different way of sitting, way of holding the strap.” It’s your actual physical relationship to the physical instrument, and is it maximized to let you bring out your best?

Your breathing. This, I don’t know how many times as a teacher I’ll be having somebody work on something kind of intense and they’ll be like, “Huh.” I’ll say, “Breathe.” I understand the impulse, you’re kind of all in. But, on the other hand, if you can be aware of breathing while you’re working on working at a bug, or a sticky part, what you’re doing is building a sense of relaxation into your technique, into what you’re learning, okay? You’re learning not only how to do it with your fingers, but you’re learning how to do it in a relaxed manner.

You don’t want to be playing a song all relaxed and then, “Huh, here comes this part,” and then go back. You want there to be a relaxed flow all along. Keep an eye on your, “Am I breathing?” Pretty simple. Physical quirks. Oh, how many people have said, “Oh, my fingers are too short.” Or, “My fingers are too fat.” Or, “My belly is too fat.” Or, “I broke my finger when I was 11, and it healed funny.”

All of these things may be true, and what we do is we just work with them. I mean, there’s a ton of professional musicians who have physical disabilities of many different kinds, and it’s not an… It doesn’t mean, in most cases, you can’t play. It means we’re going to have to find some workarounds, if you have some physical issues. Arthritis, weird fingers, whatever. But, that’s something to be aware of, and something to work with and not say, “Well I’m doomed because I broke my ring finger 10 years ago.” No, you’re probably not doomed.

And, brain chemistry that we’ve talked about a little bit. Are you nurturing a positive sense of joy, and flow, and relaxation in your process? Or, are you in a state of stress, and tension, and angst, and anxiety? Which is just going to make the playing tenser, no matter what the difficulty level is, okay? Keeping an eye on your mindset, and that will bring us around to the Note2Self mantra that helps maintain that.

Then, self, also. Your mind and soul. We’ve talked about your body, now we’re talking about the mind and the soul. Your analytical thinking mind. Why is this chord change giving me trouble? Let’s figure it out, let’s think. Your present thoughts. Again, your self narration. “What am I, am I any good at this? Should I just give it up?” Or, “I’m on the path. I’m getting there.” Your beliefs, your core beliefs about yourself as a musical person. Your beliefs about music. Is music only for certain special people, like high class athletes? Or, is music for everybody? What are your beliefs about that? If you believe that music is for everybody, then you believe that you’re in the right place. Even though all of us are always working to make it better, to make it flow better.

Your personal identity and core beliefs. Again, the teacher who said, “Don’t sing, you haven’t got it.” “I’m not a musical person. My core belief is that I’m not a musical person.” Well, what if you pretended that you didn’t think that? What if you just threw that out and said, “Well, let’s find out, you know? Let’s find out what happens if I actually try and make some notes. I might surprise myself.” I see people do it all the time. I’ve taught hundreds of thousands of adult beginners, who thought that, “Eh. This is not going to… This is going to be really hard, it’s not going to be for me. I’m too old, it’s too late. I’m not a musical person.” But, surprise, they’re out having a great time.

The state of emotion that is brought up by that, feeling good about yourself or what’s going on, feeling upset, feeling discouraged. Again, keeping an eye on keeping a positive environment. And, your state of focus when you are practicing. I really, really, really, really encourage people to practice in a place where they feel they have privacy. Where they can experiment, and try different things. ‘Cause, that’s how you’re going to learn, is by experimenting and trying different things.

If your roommate is in the next room, and you go out after your practice session and they say, “Man, how many more times you going to play that song?” Suddenly you’re self conscious in your practicing, and when you go back to your practice space you’re thinking about, “Oh God, they can hear me.” It really, really breaks the kind of focused attention that we need to do this kind of work. Are you private, or are you in a state of feeling witnessed? You want to be private. Get creative. My dad, he started playing ukulele at the age of 78. For privacy, he goes and plays in the car. He just pushes the seat back, and takes his ukulele, and he’s in his own little world, and it’s great.

All right, so let me make sure this is all in the screen. There we go. You see, we have the note, it’s two aspects. It’s the music, and it’s also the message, the language, the thoughts that go around it. We have the self, your physical self. Your body, your muscles, your physical memory. And, we have the mind and the soul. Practicing music is a constantly flowing conversation, between all of these things. They’re constantly informing one another, okay?

—-

I hope that you enjoyed this little snippet from our masterclass with Lisa. There’s so much wisdom in her Note2Self method and I’m a really big believer in the power of these little changes to your mindset in music to have a massive impact on how much you enjoy and succeed in your musical life, so I hope you’ll be taking some of these observations on board for your own practicing.

You can learn more about Lisa McCormick and the Note2Self method at her website, LisaMcCormick.com, that’s McCormick spelled M-C-C-O-R-M-I-C-K, LisaMcCormick.com, and of course we’ll have that link, as well as Lisa’s interview here on the podcast, in the shownotes for this episode at musicalitypodcast.com.

Enjoying the show? Please consider rating and reviewing it!

The post About Your Self appeared first on Musical U.

About the Long and Winding Road

New musicality video:

Musical U’s own Adam Liette talks about his long and winding musical journey – from his conservatory years, to serving his country through music in the Army band, to his work at Musical U – and the realizations he’s made along the way about playing professionally vs. playing for the sake of joy and fulfillment. http://musicalitypodcast.com/131

Links and Resources

About the Message in the Music : http://musl.ink/pod113

What is Musicality? https://www.musical-u.com/learn/what-is-musicality/

Get extra bonuses and behind-the-scenes exclusives with Podcast Insiders. http://musicalitypodcast.com/insiders

If you enjoy the show please rate and review it! http://musicalitypodcast.com/review

Join Musical U with the Special offer for podcast listeners http://musicalitypodcast.com/join

Let us know what you think! Email: hello@musicalitypodcast.com

===============================================

Learn more about Musical U!

Website:
https://www.musical-u.com/

Podcast:
http://musicalitypodcast.com

Tone Deaf Test:
http://tonedeaftest.com/

Musicality Checklist:
https://www.musical-u.com/mcl-musicality-checklist

Facebook:
https://www.facebook.com/MusicalU

Twitter:

YouTube:
https://www.youtube.com/c/MusicalU

Subscribe for more videos from Musical U!

About the Long and Winding Road

About the Clave

Get acquainted with the two meanings of the word “clave”, hear the instrument in action, and learn how to count out the ubiquitous rhythm that borrows its name from the instrument. 

Listen to the episode:

Enjoying the show? Please consider rating and reviewing it!

Links and Resources

Enjoying The Musicality Podcast? Please support the show by rating and reviewing it!

Rate and Review!

Transcript

Christopher: Hello and welcome to the Musicality Podcast. Today we’re going to be talking about clave or sometimes pronounced “clave.” We’ve been going back and forth within the team, and we’ve decided unanimously to stick with clave as best we can. It’s spelled C-L-A-V-E. And you may have seen this word or heard it in your musical life. Today we’re going to unpack what is clave and why you should care about it and how you can go about using it if you find it interesting.

So I’m joined today by Andrew and Anastasia from the team. Guys, say hello. Andrew, who are you and what do you do at Musical U?

Andrew: Hi. I’m Andrew Bishko, and I am the product manager and content manager at Musical U. So that means I keep things running on the site with all the different educational modules and also on our blog. And I am also a musician.

Christopher: Terrific. And Anastasia?

Anastasia: Hi my name is Anastasia, and I’m the assistant content editor at Musical U. I am also a musician, a multi-instrumentalist in fact, but I do not play the clave.

Christopher: Not yet, anyway.

Anastasia: Not yet.

Christopher: So Andrew, why don’t you just give us a few hits of the clave? Because the clave, one thing it is, is an instrument.

Andrew: [Clave sounds] So what I’m … if you can’t see what I’m doing, which you can’t because you’re just listening, I have these two sticks, and I’m hitting them together and they make this sound.

Christopher: Very good. And you may recognize that sound. It’s a staple of percussion sound sets. So a lot of electronic drumbeats will use that, and we also often hear it as a beat lead-in. I think … I don’t know if Garage Band uses a clave for its count-in but-

Anastasia: They do have it, yeah. And they do use it for the count-in.

Christopher: So you may have heard that sound. That sound is a clave. But it’s also a type of rhythm. So Anastasia, you were primary author on our recent epic guide to the clave on our website, so why don’t you take things away. What is the clave and why should we care about it?

Anastasia: Sure. So to begin with the question, “What is the clave?” As Christopher alluded to, clave actually refers to two things. There is the instrument, and there is the style of music that is very closely tied to the instrument. So clave is the name given to the percussion instrument that Andrew was just playing. It traditionally comes from Afro-Cuban music. It consists of just two cylindrical wooden sticks that are struck together, and as you heard, it produces a very kind of bright, ringy, percussive sound. And this sound kind of forms a lot of the backbone of Caribbean music. It cuts through every other instrument to be heard very, very well. It’s, in fact, the central instrument around which all the other instruments orient themselves.

So, moving on to the rhythm itself, the rhythm that you just heard Andrew play is something known as the son clave. It’s called a son clave because it comes from the Cuban son. So just to repeat it, it sounds like this.
So this clave comes in two flavors, actually. There’s the three-two clave, called so because you can count it like this: One-two-three, one-two. And then there’s the opposite, it’s the two-three clave which is much less often heard and I’m going to try and clap it out now.

So it’s actually just the reverse. If you go to our article, there will be a link in the show notes to Clave: The Secret Key to Pop Rhythm. There will be those two, the three-two son clave and the two-three son clave, illustrated in bars. And one is just the reversal of the other. But by far the most popular is the three-two son clave.

Why should you care about it? Because, simply put, it can be found almost everywhere. So it might’ve originated in Afro-Cuban music, and it’s definitely found its home, or has its home, in samba music, in timba music, in the Cuban son, in the rumba. But actually also, it’s found everywhere in modern music, from pop, which Andrew’s going to get to in a second, to rock, to hip-hop. Actually, if you want to listen to an excellent, kind of really clear example of the three-two son clave use in hip-hop, you can listen to Snoop Dogg’s song, Drop It Like It’s Hot because the whole song is actually formed over this really, really distinctive three-two son clave beat. And you can hear it really clearly because of this kind of sparse instrumentation.

So to talk a little bit about where this rhythm even came from, I won’t take up too much time with this, but it was essentially the result of African, or sub-Saharan African, rhythmic traditions being brought over to Cuba and then kind of melding with the traditional music and dance styles over there to create this rhythmic tradition that would then go to the Americas and influence rock and pop and so on.

Christopher: Interesting. And so at its core, if we’re talking about the musical sense of clave rather than the instrument, it is this two-bar rhythmic pattern and you can swap those two bars around. But it sounds like what’s most impactful about it is that that two-bar loop then becomes the whole backbone, or framework, for all of the rest of the rhythm in particularly rhythmic music. This kind of Latin rhythmic style that we’re all very familiar with to hear but might not have tuned our ear into the underlying clave in, is that right?

Anastasia: Yeah exactly. Kind of it serves as the meter of most Afro-Cuban music. You just hear it throughout. It’s often used as like a little introduction before all the other instruments kick in. But it’s always there and because, again, of it’s really bright sound it cuts right through everything else.

Christopher: Cool. And I think you gave us a little hint there, talking about its use in rock, pop, and even hip-hop. I think, disappointingly, that may be the first time Snoop Dogg has appeared on Musical U or the Musicality podcast. We’ll have to bring him back and feature his music on the podcast more often. But that gives us a taste of why this is important. It does kind of show up all over the place, right? And, as we often talk about on this show, when you can tune your ear into something in music and add the understanding of how it’s working, that gives you a whole new ability to do interesting things in music, so in a moment, Andrew’s going to talk a bit about how to actually play off the clave rhythm and how to play on top of it.

But before we do that, let’s just break it down a little because, Anastasia, you demonstrated that with clapping, but it was quite quick, and I’m sure people are maybe getting the idea, but let’s just break it down and talk about how to count it and how to understand how this rhythm’s put together. So, Anastasia, when you were clapping it just now, what were you thinking in your head to get that rhythm right?

Anastasia: So here’s the interesting thing about clave. It’s kind of a lot easier to just naturally count it out like that rather … sorry, not count it out like that, but just feel it and clap it out rather than counting. But another way, other than just hearing it, you can go onto YouTube and just Google three-two son clave and just clap along, and it’s quite easy to get the hang of it. But for those who are more mathematically minded, you can count it like this: You can count it in groups of threes and twos. So, for example, here’s the three-two son clave counted out with numbers: One-two-three, one-two-three, one-two, one-two, one-two, one-two-three-four. And so on.

And you can also do that for the reverse. You can do it for the two-three son clave. So with this, you have to slow it down a little bit, obviously, because you’re cramming a lot of numbers into that, but you can gradually speed up. If you practice with a metronome, I find that helps a lot. I tried that out myself. So that’s a really good place to start if you’re more of, like, a, “I need to understanding the counting, rather than just hearing it and repeating it.”

Christopher: Gotcha. Yeah. So at Musical U, we just launched this new course called Foundations of a Musical Mind, and as we were doing that launch, I was talking about how some of the mental models we have in music don’t serve you as well as they’re meant to. And this is a great example, I think, because if you come from classical Western music theory, which a lot of music students in the US or the UK or Europe will, we’re taught that counting rhythms is the way to do it. And when you look at the sheet music, you’re meant to figure out, “What’s the one ee and the two ee and the three ee and the four,” or whatever the breakdown is. And then figure out where the notes slot into that.

But, as you just said sometimes that is quite intricate, and this clave rhythm’s a perfect example where it comes from a different musical tradition, and partly because of that, it’s not super easy to count out in that way, and it was interesting. I definitely found myself … I was reading through the article, and I was looking at the score and trying to figure out how to play it, and I found myself doing a mix, so I was doing, “One-two-three, one-two-three, one-two, boom, boom,” and I didn’t even bother to count it. I was just like, “And then it’s boom, boom.”

Anastasia: Yeah. There’s something very natural about it, isn’t there? It’s kind of … it’s like, the son clave, at least, I find, is kind of like a build up and then the resolution to the buildup is one-two-three and then the boom, boom. And everyone always says, “Boom, boom.” It’s like we all naturally gravitate towards saying that. So it’s a very natural resolution because it’s dance based. It’s long and short pulses that we somehow intuitively feel. It’s cool.

Christopher: Yeah. So we just kind of dashed off a few examples there, but if you’re new to this, you will need to practice a little bit. So to help people tune their ear in, Andrew, why don’t you just play us the clave rhythm on the clave? Why not, a little bit slower. And if you wouldn’t mind, why don’t you count through in whatever way you like the first couple of times and then just play it, and we’ll let our listeners kind of turn their ear into what’s happening.

Andrew: Okay. One-two-three, one-two-three, one-two, one-two, one-two, one-two-three-four, one-two-three, one-two-three, one-two, one-two, one-two, one-two-three-four, one-two-three, one-two-three, one-two, one-two, one-two, one-two-three-four, one-two-three, one-two-three…

Christopher: Perfect. Thank you. And, Anastasia, I think you said this on our team call this week, but I certainly found the same today, reading through the article, which was, “This sticks in your head.” Once you turn your ear into it, you will find yourself cooking dinner and being like, “Boom, boom, boom, boom, boom. Boom, boom,” and you’ll be like, “Oh, that’s what I doing!”

Anastasia: Totally.

Christopher: “That clave just stuck in my head.”

Anastasia: Absolutely. There was an anecdote on one website, from a Cuban woman who just says that, like, the son clave rhythm is so ingrained into Cuban culture that it was on the radio, it was on the television, everywhere, and in her youth, her mom would hold her as a baby and just shake her kind of along to the clave rhythm, like make her dance to it, which I found really cute and just so telling of how infectious it is.

Christopher: So once you’ve got that beat going in your head, what’s that going to do for you? Andrew, you mentioned you might be able to demo how you might play on top of this in a band, maybe improvising on top of a background of clave rhythm.

Andrew: Absolutely. Well, in Spanish, the word “clave” means “key,” and it really is the key to the rhythm. And before I do this demo, I want to underline how, you know, in Western music, we try and square everything off. We want to see everything, you know, 4/4, a little box, and … but the way people dance, the way people move their bodies, and the way they dance isn’t necessarily squared off. We have this concept in Western music that we call syncopation, which is accents that are off the beat.

But in African traditions, they don’t conceive of their music as syncopated. It’s just the rhythms and the feelings and the pulses and the way they are and layering them on top of each other. So clave means key because, when you’re doing clave, it’s, as Anastasia so beautifully expressed, everything rotates around the clave. You’re playing off of the clave, and I’m going to just start up a little loop here, okay.

So here, this is the clave. So this is clave with metronome. So you can hear how they… they’re in a dialogue, the pulse and the clave. I’m going to turn the metronome off now. So one really good exercise to do with this is just to play around with the rhythm. You first might want to go like (singing) and then start to do rhythms that are off (singing), you know? And then you take that idea and put it onto a melody. So you see how everything I’m playing rhythmically is in a dialogue with the clave. And that’s how it is with Latin music beat. All the different layers of an Afro-Cuban piece, the bass and the congas and the bongos and the guiro and all these different percussion instruments build up, but also all the melody instruments are always in dialogue with this clave. I feel like I’m talking in a dialogue with the clave right now.

And everything is… and I remember when I used to play in Latin bands, and I used to sit in with these bands. And then I had a really good sense of clave. I was playing off of clave. And then these jazz guys would come in and sit in, and you could tell. I mean, they’re playing all over the horns and they’re, like, sounding like they’re so… they think they’re really, really cool. But you could tell they had no dialogue. There was no conversation with the clave rhythm. And that’s really the essence of Latin music.

But it’s also the essence of all of our popular music. By the way, Anastasia mentioned that the clave, the word clave, the instrument, and this rhythm originates with the Afro-Cuban music, but the concept of having these off beats that we’re dialoguing with is as ancient as humanity making music. And you can find examples of this in all different kinds of world music.

And in popular music, there’s examples of people taking the clave and using it. You know, you have (singing) and songs like that, where you have the clave being taken directly, but you also have modifications of the clave. And in today’s popular music, you hear the first part of the son clave, the one-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two, you hear that in everything. And I challenge you to find a pop song that doesn’t use this rhythm.

Because the way I came into this, this realization, is I was teaching music, and I had children coming in. They want to learn their favorite songs. But you try and notate those favorite songs, try and notate that clave rhythm, which doesn’t fit right with the 4/4, and they’re … they can’t read that. But they can feel it. And they can feel it better than thinking, “Okay, it comes down to and a this and a this of that, and it comes on the beat here, then it ties over to the next measure.” Rather than doing that, you just say, “Count it one-two-three, one-two-three, one-two,” and it all fits, you know?

So here’s the intro from Adele’s Hello. It’s like we have one-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two. It’s very clear. And if you count along with your favorite pop songs and other … like, John Legend’s All of Me is another one that’s a really good example of this. But just about everything. Try and count them. Instead of going, “One, two, three, four,” count them, “one-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two.” And see how this rhythm is completely ingrained in our popular music.

Christopher: Fantastic. Well, Andrew, you had a little loop of a clave there that you were playing over. How did you get that?

Andrew: That was on Garage Band on my iPad, and actually, they had a clave rhythm. I had to edit it a little bit just to keep the three-two part in there because they tried to get fancy like they usually do. And-

Christopher: Cool. Well, just to mention if you do want to practice with a clave as your metronome like that, any drum machine or sequencer software is going to let you kind of tick boxes to create the drum rhythm. We’re also going to put a link in the show notes to our article on clave, where you’ll find a downloadable, loopable beat that you can just put in your music player on loop. And I wanted to also give a shout out to Ethan Hein’s article. He had a really nice article about clave, kind of dissecting it in different ways, and he pointed to a tool you can also use online to create your own clave rhythm and play around with it.

So hopefully if you’re listening, and clave was new to you, you’ve got a feel for what it is, and I’m sure some of you are going to be going away counting “one-two-three, one-two-three, one-two” for the rest of the day, and I apologize for that, but only a little bit. And do check out the show notes for a link to this article where you’ll see all of the kind of score notation for the examples we’ve been talking through, annotated with how to count it. And we mention just a couple of variations there, the main three-two clave and the variation of the two-three version, where you swap the bars around, and we’ve worked out the pop clave, as he calls it, where you just take that first bar and loop it. But there are other versions. There are other variations of the clave rhythm, so do check out that article for all the details.

A big thank you, Andrew and Anastasia, for joining us today. Any parting words of wisdom on the clave?

Andrew: One-two-three, one-two-three, one-two, one-two-three, one-two-three, one-two, one-two-three.

Anastasia: [laughs]

Enjoying the show? Please consider rating and reviewing it!

The post About the Clave appeared first on Musical U.

Toccata Blocks: A Better Way to Learn (and Teach) Rhythm

Over a hundred years ago, Maria Montessori founded a method where play, curiosity, and exploration are the primary methods in which the student learns, known as the Montessori Method of Education. Sounds perfect for music, no?

It felt natural to me to be in an environment where the kids are learning by manipulating objects, rather than receiving instruction solely through verbal and visual means. A kinesthetic, object-centered approach makes it easy to truly understand concepts that are difficult as abstract ideas, but when illustrated as tangible elements, suddenly become self-evident.

It occurred to me that rhythm and meter were similar to other classroom subjects that could be illustrated with “manipulatives” – items that look like toys but illustrate in a manner that all students understand, regardless of their learning style. The beauty of using manipulatives is that it naturally uses multiple parts of the brain, and appeals to visual, tactile, and aural learners. When the teacher is able to appeal to the individual student’s strengths, successful learning is almost guaranteed.

The Mystifying Nature of Meter and Note Values

There are a lot of challenges with teaching note values and meter. Firstly, most young students have not studied fractions yet, but our entire music note values are based on the idea of “whole” divides into two “halves” which then gets divided into four “quarters,” and so on. So we seemingly randomly assign names to types of notes, and the student has no knowledge of the underlying concepts.

Different note values and formatsThe shapes of the notes, though they make sense to the teachers, actually do not illustrate at all what the note values are. They are ovals that are hollow, or not; stemmed, or not. The stems can go up, or down. There are notes that are stacked, or not. Music notes have lots of variables that all seem of equal importance to the student, but obviously stem direction has no bearing on the note value, but whether or not the note is hollow has a tremendous bearing.

To make things worse, the names we have given the notes do not correspond to the number of beats they get. Half notes do not get half a beat. And depending on the time signature, half notes might get two beats, or one beat, or even four counts.

The problems continue: the dot that creates the dotted note value is not a consistent value – it is a concept regarding percentages. Time signatures look like fractions, so by the time the student actually starts studying fractions, the item that actually looks like a fraction is not a fraction, but the dots on the page which do not remotely resemble fractions are actually based on fractions. Horizontal lines that denote measures resemble symbols to pause or stop… just think how the international symbol to stop is a hand raised horizontally. But of course, we musicians just plow through those measures without stopping.

The Rhythm Roadblock

All this creates a problem. I see students who can just play the note pitches with no regard to the timing at all. They cannot figure out the rhythm on their own, so any practice at home is usually with an inaccurate rhythm. They need to have the teacher demonstrate the rhythm, and usually just memorize the tune and play to what they’ve learned by ear (which is a valuable skill, as well, but our goal is to help the student be able to play accurately independent from the teacher). And then we introduce the metronome, and usually the student just plays the rhythm they want to play, oblivious to the ticking of the metronome.

What I used to do is draw a pie, with four fruits of the student’s choice. The whole pie had four blueberries, and when you cut the pie in half, you get two blueberries in each half. Then cut the half pie in half again, you get a quarter pie, with only one blueberry in it. A tasty idea, and every one of my kids liked pie and enjoyed the illustration, but not one came away with a good concept of note values. I needed something better.

The Toccata Solution

New toccata blocksAnd so, I created what was to become the prototype for Toccata Blocks.

I used flat planks of wood purchased from Home Depot, and cut proportionally shaped pieces of wood and stuck vinyl sticks of the notes onto them.

I sanded the pieces of wood so they wouldn’t give the kids splinters, and they looked like a modified-version of those maple building blocks that very small kids play with. These were great in my little studio. My young students loved getting the blocks out, playing with them, and they quickly learned about rhythm.

From Notes to Meter

It was around this time that I started only counting note values, regardless of the note’s placement in the measure. That was in answer to one child who, looking at a series of four quarter notes, said, “Why does that note get “one” and that note get “four”?”

In a moment, I realized that we often mix apples and oranges, teaching kids that those four quarter notes get counted one-two-three-four. The reality is that the placement of the note within the measure has no connection to the note value, so to teach note values, we should just count note values: “one-one-one-one”. Once my students have a solid knowledge of note values and what each note means, I expand to teaching the bigger picture of meter – and only then do I start counting “one-two-three-four”.

Toccata in Every Classroom

And then Ari came into my life. Ari was about 5, and had a mild learning disability. He did not like school. Nothing came easily to him, and school was just one miserable challenge after another.

”My young students loved getting the blocks out, playing with them, and they quickly learned about rhythm.”

But he took private piano lessons from me, and he loved these blocks. He was really good with them, and strung long sequences of them along the music shelf of the piano, correctly demonstrating each one. After his lesson, he ran joyfully back to his classroom. Finally, his teacher came to me and asked what I was doing with him. She wasn’t able to reach him, and was curious why the happiest part of his week was coming to his piano lesson. She took one look at my blocks, and exclaimed, “This is brilliant! Every classroom should have these!”

The journey from those simple oak blocks to what turned into Toccata Blocks is a long, complicated story. It was a simple country piano teacher turned entrepreneur, with designers, attorneys, manufacturers, safety testing, trademarks, and lots of product testing and tweaking. But the final product shows the effort. I use Toccata Blocks every day that I teach, with both younger and older students.

The Toccata Advantage

Besides appealing to tactile, visual, and aural learners alike, the blocks have a lot to offer students in terms of ease of use, versatility, and practicality. Some advantages to using the Toccata Blocks are:

  • Use of proportions in the note tiles make concepts much easier to learn
  • Tiles have notes on one side and rests on the other, for easy transition between the two
  • Toccata time signature blocksEighth notes are paired, so students cannot inadvertently create a crazy syncopated rhythm
  • Tiles are washable, durable, and attractive to both younger and older students
  • Color-coded time signatures and bases make teaching time signatures much easier, and they are self-correcting for independent use
  • Makes teaching how to use the metronome easier (in fact, using the metronome with the Toccata Blocks is fun! Kids love it!)
  • Helps the student independently decipher rhythms in music
  • Blocks grow in complexity to continuously challenge the student as they advance
  • Appeals to different learning styles: tactile, visual, and aural learners

The Many Ways of Using Toccata

A typical way I might use Toccata Blocks might be in a one-on-one lesson, just to end the lesson with something fun. I’ll put out the tiles that the student is capable of using, and then challenge them to put together a rhythm. I slowly introduce new concepts, and pretty soon the beginner student is counting through paired eighth notes.

In classroom settings, I use one set per two or three students. They can try challenging each other, and learning through demonstrating rhythms to their peers. Also, they work great in “stations” where students can do independent work. Level 1 comes with a rhythm challenge CD, where the students can use Toccata Blocks to illustrate the rhythm performed on the CD (and there is an answer key on the CD cover). Often, I’ll put up a phrase, just to see if the students can guess the tune just from its rhythm.

Phrasemaker Toccata Blocks

What’s great is that the blocks can help students of all ages. I’ve had parents visit, and comment that they never understood note values until they saw Toccata Blocks. “Where was this when I was learning music?” they lament.

I find that using Toccata Blocks makes teaching the challenging concepts of note values, rhythm, and meter much easier and more pleasurable for everyone involved. It taps into a logical and intuitive realm of thinking, making intangible ideas recognizable and easily understandable. I’ll never go back to fruit-pie-drawings again!

Intrigued by Toccata Blocks? Visual and kinesthetic tools for learning rhythm are far from being “for kids only” – musicians of any age and level can benefit greatly from having an object-centered tool to help them make sense of complex time signatures, rhythms, and all those pesky dotted notes.

Catherine Schane-Lydon has been a music teacher and musician for over 30 years, currently performing in a cappella group Strike a Chord and the classical Jovia Trio. She is the author of The Total Classical Pianist and the inventor of Toccata Blocks. Most recently, she’s been working as an in-house piano and music teacher at a Montessori school.

The post Toccata Blocks: A Better Way to Learn (and Teach) Rhythm appeared first on Musical U.