A blog for college students of Music Education
Hard to believe it, but the year 2010 draws to a close this evening! It has been an incredibly busy year for MusicEdMajor.net, and I wanted to take this opportunity to recap some of the posts and pages that have been the most popular over the course of the last twelve months: [Read more...]
Apple now has three products that all run apps from it’s incredible App Store (iPhone, iPod Touch, iPad). With the store holding well over 185,000 apps for use on these devices, it is inevitable that there are some apps that fit the needs of Music Education majors well. Here is a list of a few of these apps that I have found useful on my iPod Touch. NOTE: The phrase iPhone in this post is intended to refer to any device capable of running apps (iPhone, iPod Touch, iPad). App titles are links to the app in the App Store.
This, of course, is not an exhaustive list of apps that will benefit Music Ed Majors or Music Educators. Do you have a favorite app that was left off this list? Let us know in the comments!
This is a re-post of an article I wrote on my personal website a while ago. In light of some recent discussions I’ve had, I felt it had merit here. Stay tuned for a few other posts from the andyzweibel.com archives in the coming weeks!
I just recently was talking to a close friend, who is a graduate student in the Frost School of Music at UM, pursuing a DMA in Instrumental Conducting. She is also a graduate assistant with the marching band, and a TA for the Frost Symphonic Winds and Wind Ensemble. As a future band director, she recently went to the College Band Directors National Association (CBDNA) convention in Austin, Texas. She came back with a new found inspiration, and attributed it to the experiences she had at CBDNA, which made me think abut my experiences after returning from conferences. I’ve realized that what my friend is experiencing is similar to what we all tend to experience after an event such as CBDNA-something I have come to call “the conference effect.”
On the most basic level, “the conference effect” is the sense of inspiration and excitement for the profession that many people (in this case music educators) tend to feel after spending a day/weekend/week immersing themselves in what they love at a conference. I know the feeling myself, and I know that many of the music educators reading this know it as well. When you return from a conference, you feel revitalized-almost like a new person, and ready to take on whatever challenges may approach you. In my case as a student, conferences are the times when I find myself wishing I could actually be out in the field, teaching, right away. However you react specifically, this heightened level of inspiration motivates us all to be our best in the days and weeks following the conference.
It is important, though, to keep in mind the effect that timing has on this inspiration. I have only ever been to three different music education conferences: the Midwest clinic in Chicago in mid-December, the FMEA conference in Tampa in early-January, and MENC’s Music Education Week in June. Midwest, while extremely enjoyable, comes just at the end of the semester and the beginning of the holidays, so when the conference is over, I tend to find myself extremely inspired, but with nothing to do but twiddle my thumbs for the rest of December. Music Ed Week, while also enjoyable, runs into the same problem, as it takes place during the summer holiday. FMEA, on the other hand, occurs just before the spring semester begins, and I find myself beginning each spring semester with a renewed excitement for what I am doing, in part because of the lasting effects of this inspiration I get from the conference. This has been even more obvious the past two Januaries, when I had the opportunity to spend the week in between FMEA and the beginning of classes working with a high school band in LaBelle, FL at a school where a close friend (and recent UM alum) teaches. By the time the conference was over and my week of working in a real-life situation was through, I was prepared to do whatever it took to get myself teaching right away.
I’m sure any person who has been to a conference in their field has had experiences like mine, where they have felt a renewed excitement for their profession in the days and weeks following the conference. In fact, I would go so far as to say that it’s likely that we are more productive in this period than we are in any other, as a result of this excitement. So the real question is-how do we artificially create this “conference effect,” and the productivity that comes with it, when there is not a conference to inspire us? If we can somehow trigger this motivation without actually going to a conference, we can increase the caliber of the work we do throughout the entire year, instead of just for a few select weeks after conferences.
Let’s examine what types of activities take place at these conferences. For music education, specifically, we can narrow it into three main activities: learning, networking, and concert-going. Generally, any music education conference will include each of these three aspects. Attendees go to sessions where they learn about a specific subject, they speak to other professionals in their field and network with them, and they attend concerts put on by performing ensembles over the course of the conference.
So, how can we recreate each of these in our daily lives to artificially create the “concert effect”?
Hopefully these tips will help everyone be able to re-create “the conference effect” in their every day lives. Do you have an experience with this effect? Do you have a great story from a conference you’ve been to? Thoughts on my ideas? Leave a comment!
Music Ed Majors Are Like Circus PerformersBefore you start wondering how I came to that outlandish comment, allow me to explain. If you’re like me and haven’t been to the circus since you were 5, hopefully the picture above should refresh your memory and give you a better idea of what I’m referring to: JUGGLERS! Jugglers are responsible for keeping multiple objects airborne, while at the same time reacting to the object currently closest to crashing to the earth so they can adjust, catch the object, and throw it back into the air. This isn’t so different from what most music education majors experience on a daily basis.
Not to worry! Your future as a music educator is safe. Let’s look at the act of juggling in terms of studying music at the collegiate level:
Jugglers: are responsible for many objects
Music Ed Majors: have many academic and extracurricular obligations
Jugglers: throw these objects in the air each night
Music Ed Majors: throw all their obligations onto their ‘plate’ at the beginning of each semester
Jugglers: react to the object closest to falling, adapt, and throw it back into the air so they can catch the next object
Music Ed Majors: figure out what their most pressing obligation is at a given time, take care of it, and move it aside so they can deal with something else
As you can see, music ed majors really do have a lot in common with jugglers! However, jugglers at circuses are very relaxed about the way they go about their job. Do you think you would be as calm the first time you tried juggling? Not likely. These jugglers are so relaxed because they are extremely prepared and organized in the way they go about their task. Let’s look at some ways we can keep ourselves relaxed as we juggle our different responsibilities as music education students:
Your calendar is one of the resources you will use the most over the course of your time in college, and over your life in general. The first step, of course, to having an organized calendar is to keep a calendar! So many students still “wing it” with their schedule, and undoubtedly find themselves missing deadlines and forgetting appointments. Once you have your calendar set up, here are a few tips for keeping it organized:
For more tips on keeping organized and productive using a calendar, check out “Part 2-Keep a Calendar“ from my 3-part seres on productivity (also see Part 1-Set Goals and Part 3-Stay Focused).
E-Mail is becoming an increasingly popular means of communication in the era of technology. Many people send/receive dozens ore more e-mails in a given day, and unsorted or unanswered e-mail can pile up quickly if care isn’t taken. Here are a few suggestions for ways to keep your email organized, so you never fall behind:
What’s the best way to deal with the large number of different assignments being thrown at you? Here are some ideas for staying organized about your school work:
Hopefully these tips should let you “juggle” your responsibilities more easily, while staying more relaxed. Sometimes, though, it’s important to take a step back, and rest! One evening (or even a few hours) of rest and relaxation before getting back to work can leave you re-energized and less stressed when you return. Hey, maybe you could go see a circus!
How do you stay organized? Does one of my tips work well for you? Do you do something different? Do you secretly have the dream to be a circus performer? Whatever your thoughts are, leave them in the comments so we can continue the conversation!
“Maybe you should become a lawyer or something.”
Those words, spoken to me by my applied clarinet teacher during my sophomore year as an undergraduate music ed student at Penn State, were a slap in the face – and I totally deserved them. He made this statement during one of our many sessions that semester when it was obvious to both of us that I had not made much progress on the assigned material from the week before. I didn’t respond to him then, but I’m sure it was obvious to him by my reaction that his words had stung. “I’ll show him!” I thought, and then started practicing.
Like many music majors, I sat first chair in my high school’s concert band. I attended all the honors band festivals and successfully did seating auditions. I successfully auditioned into the Penn State Marching Blue Band and the School of Music. I did it all with a minimal amount of practicing – riding primarily on my natural abilities. My music teachers never taught me how to practice effectively. Even the private teacher I had in high school, a sweet old man who was a reed doubler and a friend of my band director’s dad, didn’t teach me anything about practicing.
About a month later, after spending an hour in the practice room a couple of times a week, I played the assigned material again for the professor. He gave me a wry smile and asked, “Why did you think you didn’t have to practice?” I told him that, as a music education major, I didn’t really see a connection between being a performer on clarinet and teaching music to students on other instruments besides clarinet. He shook his head in a manner suggesting the phrase “you’ll find out.” He was right – I did.
“Those who can, do. Those who can’t, teach.” The old adage is meant to demean teachers, who do not have enough skill to make a living doing what they teach to others. One of the great truths of being a teacher is that you can only teach to a student that which you yourself have directly learned, experienced, and mastered. You can’t teach a student advanced concepts in instrumental performance if you have not reached that level of performance on at least one instrument yourself. To reach that level of performance as a vocalist, consider taking singing lessons.
Once you have developed to an advanced level of proficiency on one instrument, you can apply that experience to instruction on any other instrument, making it possible for you to instruct students from a beginning to intermediate level of skill. The basic concepts of performance (tone production, tonal literacy, rhythmic literacy, technical development) are similar no matter what the instrument is. Learning the idiosyncrasies of each instrument is just a matter of time and experience once you have a firm foundation in one instrument.
The human ego has an important job – it exists to protect the organism from harm and seek out pleasurable experiences. It tends to do its job entirely too well, which keeps us mired in patterns of behavior that prevents us from taking risks and avoiding unpleasant situations that push us outside our comfort zone. People in general are not willing to extend an effort to an end if the perceived result is not “worth it.”
For me as an undergrad, there was little motivation to practice because I could get by without it, and I didn’t understand the value of having a more advanced level of proficiency on the instrument. Once I understood the benefits of being more advanced on my instrument, I had a reason to practice. The first step as an undergrad is to find your own personal reason to invest the time and effort in practicing. It needs to be something that will motivate you when the drudgery of practicing is upon you.
Once you have your raison d’etre, the next step is to develop a practice routine and stick to it. Developing a successful practice routine begins with scheduling. How often will you get in the practice room? How long will you spend there when you do? A few things to keep in mind when scheduling practice time:
Effective practicing is about being consistent and developing a routine that you will stick with. As Aristotle once said, “We are what we repeatedly do. Excellence, therefore, is not an act, but a habit.” Developing a successful practice routine can be akin to developing a healthier diet – it is a long-term change in habits. But then, what would undergraduates know about healthy eating habits? I certainly didn’t have them.
See Image Credit Below
Music Education students generally have a wide variety of commitments on their plate at a given time. Whether it be an upcoming project, performance, exam, or just a busy day, it is extremely important for us to stay organized and be productive with the time that we have. This series will chronicle different ways to stay productive, even when there are multiple commitments staring you in the face. Check out the other installments of this series: Part 1 – Set Goals and Part 2 – Keep a Calendar
One of the unique aspects of a Music Education Major’s life is the diverse set of different tasks that we have to accomplish on a given day. It can be extremely difficult to accomplish the wide range of different tasks on a given day, especially because of the temptation to try and work on multiple projects a once. So how can we stay focused in our work time and increase efficiency? Here are a few suggestions for maintaining focus and being more productive with the time you have:
One reason we tend to lose focus is that we try to work on too many different tasks in a given One way to maintain focus when you have time to work is to create a list of goals (also known as a ‘to-do’ list) just for that specific amount of time you have to work. If you have 45 minutes in between class, sit down in the library and write a list of what you plan to accomplish in that 45-minute block. Prioritize the list, and focus on completing only the tasks on your list, without falling victim to distractions.
One of the biggest GTD (getting things done) pitfalls that we tend to have problems with is multitasking. When people have a lot to do, they tend to spread their efforts around, and work on multiple things at once. This causes our brain to not devote all it’s resources to one particular task, which in turn decreases the quality of work on ALL the tasks we are working on. Instead of forcing the brain to split its resources, make an effort to only work on one item on your goals list at a time. Do not move on to the next item on your list until you have completed the previous item, and do not skip ahead in your list. If you took the time to prioritize your list before starting work, you don’t need to spend time deciding what to do next once you started working. Many people have said, “plan your work, then work your plan.” This is an extremely beneficial statement.
This is a suggestion that many Music Education Majors (including myself) have a difficult time with. There are so many opportunities for extracurricular involvement (band leadership, Greek life, CMENC for example), that we want to be involved in. When the time commitments associated with these activities are combined with those of practicing, classes, and schoolwork, a very busy schedule is developed. Don’t get me wrong, it is extremely important to become involved in your undergraduate years, but be sure that before you take on a responsibility, whatever it be, that you really take the time to consider the time commitment you are considering and whether you will be able to still devote the time and energy necessary to your preexisting obligations.
What thoughts do you have for staying focused and productive? Do you have a system for keeping focused during “work time” that works for you? I would love to hear your thoughts on the topic!
Photo Credits: Front Page Image by orcmid, Desk by Will Simpson
See Image Credit Below
Music Education students generally have a wide variety of commitments on their plate at a given time. Whether it be an upcoming project, performance, exam, or just a busy day, it is extremely important for us to stay organized and be productive with the time that we have. This series will chronicle different ways to stay productive, even when there are multiple commitments staring you in the face. Check out the other installments of this series: Part 1 – Set Goals and Part 3 – Stay Focused
Music Ed Majors tend to have hectic lives, with many different commitments at once. Between class, rehearsals, performances, meetings, trips, practice time, or anything else you may have on your plate, it can be very easy to forget an appointment if you don’t have an organized way of keeping track of your commitments. Enter tip #2 for staying productive: keep a calendar!
In the age of technology, there are tons of great electronic ways to maintain a calendar. Here are a few tips for staying organized using an electronic calendar:
Andy's Calendar
Here is a list of just a few of the many e-calendar options that are available:
There are many people for whom pen and paper is still the best way to keep track of things. For those people who prefer to keep their calendar on paper, here are a few tips for keeping a written calendar:
So do I keep an electronic calendar, or get a day planner and keep track of my commitments by hand? The answer to this question is simple: do what works for you! As someone who is almost always glued to some type of electronics (be it laptop, iPod Touch, or phone), the electronic calendar was the logical way to go. If you’re a more tactile person, or don’t generally bring a computer with you when you go somewhere, keep a day planner instead. The only way you’ll know, for sure, however, is to try, so pick a method, and start keeping your life organized today!
Do you already have a method for organizing your calendar? What tips have worked well for you to keep track of you appointments and commitments? What is your favorite calendar application? Share your thoughts in a comment, and maybe someone else will gain from it!
Image Credits: Front Page Image by A Surroca, Calendar Card Image by Joe Lanman