Discover, Learn, Play

A Look Back at 2011 Highlights

noreply@blogger.com (DiscoverLearnPlay) — Mon, 12 Dec 2011 20:44:00 +0000

It has been an eventful year at DLP. I hope you enjoy this look back at some of the years most memorable blog posts!

Finding Inspiration in Unlikely Places - Part 1 January 6
One never knows where or when inspiration will strike, but if you keep your eyes, ears, mind, and heart open as you slog through every day life, you may just find inspiration in the most unusual of places...in this case, sports radio.

Finding Inspiration in Unlikely Places - Part 2 January 20
Between the Folds is a documentary about origami artists. This film inspired me to be better at explaining my thoughts and ideas as I teach and play music.

The Future of Music Education? BRIGHT! - February 17
This was one of the most read, most commented on, and most linked-to blog of the year. The optimistic outlook of our profession struck quite a chord on twitter too, and the blog was re-posted on many music education websites.

Magic Johnson's Instrument of Choice? Bass. - March 19
How awesome is it to live in this digital age where we have a chance to virtually 'sit-in' on live interviews and webinars? This live chat with Magic Johnson was promoted by Inc. Magazine on twitter and we were there!

Meet DLP User Patrick Kohalmi - April 20
The greatest thing about music is the people you meet through it. Patrick Oliver Kohalmi is a personal trainer, web- entrepreneur, and budding soprano sax player from Hune, Nordjyllan, Denmark. He is also a DLP user!

Be Well, Feel Good, and Make MUSIC! - July 11
Another person we met this year (via twitter) was Kat Fulton. She's a music therapist, drum circle facilitator, and a wonderful promoter of her profession. How could we not contact her?

Music Education + Business = Win Win - November 14
This one took the prize as our most read post. It was featured in many 'daily bests' from the #musiced twitter-verse and was reprinted on several sites including Entrepreneur the Arts. This post was prompted by our conversation with Marty Albertson the former CEO and current Chairman of Guitar Center.

Digital Learning is Here to Stay - December 5
I watched a regional TED Talk featuring Tom Vander Ark author of Getting Smart: How Digital Learning is Changing the World. I was intrigued enough to write Tom and share with him what we're doing at DLP. Lo and behold he wrote back with 'two thumbs up' and a promise to feature us on the Getting Smart website...we'll keep ya posted!

Digital Learning is Here to Stay

noreply@blogger.com (DiscoverLearnPlay) — Mon, 05 Dec 2011 20:42:00 +0000

If music is truly a universal language then we

as music educators have an amazing opportunity

to reach learners of all levels according to

these 2011 statistics. This graph shows

percentages of internet usage per population

in various areas of the world.

With 488 million users in the America's alone,

it's no wonder why folks like Tom Vander Ark

are keen about investing in Digital Learning

programs. Tom's Getting Smart is a site focused

on innovations in learning with primary emphasis

at the K-12 learner, but they also explore

informal, early, and adult learning as well.

From the Getting Smart site: "We are optimistic

about the potential of connecting more young

people to the idea economy through personal

digital learning. Getting Smart is a community

of people passionate about learning and helping

others learn."

Music ed. programs take note. Our future music

teachers need more training in non-traditional

classroom teaching/learning with a special

emphasis on digital technologies. Reaching

this huge and growing market can provide

far-reaching support for musical arts organizations,

music retailers, performers, and yes, even in-school

music programs. The global educational landscape is

changing and we need to be proactive about the

future of our profession. This is an opportunity

that needs to be seized. Let's not be the last

profession to the dance!

Advice for Future Music Teachers

noreply@blogger.com (DiscoverLearnPlay) — Wed, 30 Nov 2011 01:58:00 +0000

A former student of mine (and a very good player by the way) has

decided after several years of applied instrument classes to be a

music education major. I am not certain of his motives, but I have

no doubt that if he decides to go ahead with this decision, he can

be a super teacher. I thought I'd put down a few thoughts for him

and anyone else who might be considering music education as a career.

1. Don't choose music education as a 'fallback'.

I've seen first-hand what a huge mistake this can be. Most

successful music educators are passionate about teaching or feel

it is a calling. Those who 'back-in' to education are often disappointed or worse, burned out after a short time. If you want to be a performer, then be a performer. If you decide to teach, make it a career decision and jump in with both feet. Your performing career will most likely become secondary.

2. Be ready for anything!

Anything? Yep...anything. If you are in a school setting you may be asked

to monitor study halls and the lunch room. You may have only a handful of

colleagues on your team and you may be working with students who care as

much about music as they do math...which is to say about nil. I have taught

in a janitor's closet and a math classroom. And you may wind up outside of

your comfort zone when someone asks you to design a half-time show or cover

a French class. If you go the private practice route, be ready to learn book-

keeping and management skills, scheduling, and tuition collection. In fact,

you may very well spend more time on the business end of things than on

actual teaching. Who knows,you may be asked to write a blog.

3. Keep all of your options open.

The job market can be limited. Your ideal teaching gig may be at a small

private school working with a jazz quartet, or as an instrumental teacher

at a college. But those specific jobs are tough to get aside from being

few and far between. It's sort of like saying you'd like to coach basket-

ball... at Duke; it's probably not gonna happen for a while. However,

the future of music education is bright if you keep your options open.

Consider the private instruction studio or starting a small private

'practice' with colleagues. Innovations online have made this a tremendous

option in many communities and even globally. Lastly, do not be defined or

confined by your chosen instrument or area of expertise! Having a teaching degree

means you are the expert and should be able to work with students on

many levels, in many genres, and on any number of instruments.

Most of all have fun and enjoy the ride!

Music Education + Business = Win Win

noreply@blogger.com (DiscoverLearnPlay) — Mon, 14 Nov 2011 17:52:00 +0000

Last week we were fortunate enough to be contacted by Marty Albertson the former CEO and current non-executive Chairman of Guitar Center. We decided to do a little research on him before our call and learned that his is a very cool story.

He started as a clerk and rose through the ranks all the way to CEO. He weathered through sales of the company, buy-outs of partners, and even led the company from public to private status (and back again?). He champions a 'slow-growth' strategy that he believes will benefit Guitar Center over the long run. This is all good stuff.

Marty's initial e-mail to us ended with a very interesting sentence that caught me just a tad off-guard. He said "I have spent a great deal of time over the past several years investing in the music ed world we depend on. I would look forward to seeing your program."

I'm not sure why I was surprised as it makes so much sense. Head of a company that sells instruments and gear is interested in music education success... so they can sell more instruments and gear! It's crystal clear and seems to be sound business logic as well (no pun intended). We were humbled that Marty contacted us and were pleasantly surprised to learn that he wanted to talk about music education with us 'outsiders'. But you see, as a businessman and passionate music fan, he understands the importance of music education on many levels.

For example, we are all familiar with the benefits of music education; how students of the arts continually outperform non-art peers on the SAT, how cognitive reasoning is elevated, and and how playing music can instill in students "the good habits of mind that can last a lifetime" among others. These are noble and just reasons for the existence of foundations like VH1-s Save the Music and The Mr. Holland's Opus Foundation (of which Marty is a board member) but they are not the only reasons.

The basic premise that 'more music makers = more music SALES' is... in my humble opinion, no less of a reason to 'save the music' and for music educators to become more business savvy. This can and should be a win-win situation.

I know that each time a shop makes an instrument sale, there is a potential lesson for a teacher (whether it's here at DSM or online at DLP) and perhaps another potential member for a local band or orchestra program. And I know too that if the teacher does his job well, he will make a lifelong ambassador and purchaser of music and its related products or services. That's a Win-Win.

I suppose it was the word 'depend' in Marty's initial e-mail that struck me the most. I wondered to myself if music educators understood this?...Then I chuckled at how silly that sounded. Of course they don't. Music educators are trained to sight sing, read scores, transpose, and fix the occasionally bent octave key. These are wonderful attributes in the band room, not so useful in the real world. We are trained to do one thing, and do it well. But in most cases, a music ed. major's 'business hat' is most often only worn when dealing with local shops that provide (hopefully) quality rental instruments to their band and orchestra programs.

This leads to a disconnect between school music programs and the outside world, including the business world (and in many cases, the music world - but that's another story for another time). In short, this disconnect is a real and palpable one. If you don't believe me, read the account of our trip to the MENC (now called NAfME) National Conference or see for yourself by attending a NAMM show and making a note of who the majority of music merchandisers are courting. You might also try listening in on any of the national round-table discussions on music education and see how often they address 'the other 80%'.

So I believe it's time for a change. Let's try to...

...encourage future music educators to be more entrepreneurial minded by making business training part of their basic required curriculum.

...work with businesses to leverage the current interest in adult music education and start reaching that portion of 'the other 80%'.

...use technology to make music educators more accessible and to reach more people of all ages and all levels of ability interested in learning music.

And finally, let's not be afraid to become more entrepreneurial in spirit and to work with businesses of all kinds for a 'slow-growth' approach to creating more music makers. It can be good for everyone's business - a true win-win.

And the winner is.....

noreply@blogger.com (DiscoverLearnPlay) — Thu, 03 Nov 2011 19:08:00 +0000

We have a winner!

The EasyEarTraining contest is over and we have a winner. After gathering names from our facebook, twitter, and blog pages, we decided to have a 'DSM bowl-a-thon' to find the last cup standing.

1. We printed the names off and sliced them into individual pieces.

2. Then placed each name in a paper cup.

3. Next, we set them up for 5 hotly contested rounds of elimination bowling.

4. First up, Eugene the "Big Bocce" Cantera...with sort of a Greco-Roman wrestler's approach.

5. Followed by Gary "Fleet Foot" Feltner. Those tango classes have sure come in handy.

...and finally,

6. Mike "Quisenberry" Finkel in smashing sidearm form sends a wicked slider down the lane.

7. We've reached the final 2 names as "Flames Finkel" fires one just wide...

8. ...but wait! On the carom, a single cup remains...

9...and the winner is... Kathey Woolsey Lites!

Commence Rocky Theme...

Congratulations Kathy!

We will be in touch to get your Free EasyEarTraining App on its way!

TEETH - 5 Things Every (Music) Teacher Should Know

noreply@blogger.com (DiscoverLearnPlay) — Wed, 12 Oct 2011 18:50:00 +0000

I recently came across this post which ran in its original form at the beginning of the school year in 2008. I have made a few changes but in general I thought it has held up well. Enjoy!

TEETH

T=Take Charge

Your students are looking for guidance, they want direction; don't allow them to dictate the course of action, that's your job! Do not fall into the trap of teaching the way YOU were taught. As well as you did with whatever method your teacher used, it is probably boring and outdated by now.

E=Energy

Leave your problems at home. Your students (and colleagues) want you to be at your vibrant, upbeat best each day. If you're not happy or feeling 100%, then fake it. Help yourself to a cup of coffee and if you still need extra energy, see any one of your colleagues or administrators, they usually have plenty to go around.

E=Engage

Meet and get to know the families in your school - even if they do not belong to your students. Greet your students cheerfully, they want to know you are excited to see them. Engage your students in the learning process and ask about their 'day'. Perform for them, play along with them, share what you know with them.

T=Teach

Your students are not eager to show you how much they've practiced this week (and by the way, they haven't practiced very much if at all). They are in music because the like music and want to know more about it. They trust that you can help them learn.

If you thought the "T" might stand for 'talent', (as in the talent you display on your instrument) guess again. Just because you have a degree in music doesn't mean you can be successful teaching it. And your success will most likely not be judged by how well your students play or perform, but whether they like you or not.

H=Have Fun!

Fun after all, is what students really want. If you can make the connection between 'fun' and 'teaching moments', then you will be successful. So smile, show some teeth, and inspire!

Contest Give Away!

noreply@blogger.com (DiscoverLearnPlay) — Thu, 06 Oct 2011 19:17:00 +0000

Are you a music learner? Are you an iPhone or iPod Touch user? Well, here's a chance to add a FREE, cool app. to your menu from DLP and our friends at EasyEarTraining. Its perfect for honing your listening skills on the go and a great compliment to the DLP Kore Series.

The RelativePitch App includes:

Training Mode: 14 lessons guide you from beginner to expert, teaching you all the intervals in the octave.

Testing Mode:Check your progress by trying to get the highest score in testing mode. If you distinguish intervals correctly, you’ll unlock new levels and new challenges in training

Custom Mode: If you’re having trouble with one specific piece of training, set up a custom training and testing session to target your problem spots.

So what is relative pitch? Unlike "perfect pitch", relative pitch is common among musicians, especially those who are used to "playing by ear", and a precise relative pitch is a constant characteristic among good musicians. Unlike perfect pitch however, relative pitch can be improved with practice! Thanks to EasyEarTraining this app can help do the trick!

3 ways to win. Enter as often as you like between October 6th and November 1st!

1. Comment on this blog
or
2. Like us on facebook
or
3. Re-post this link on twitter

Good luck - we look forward to announcing the winner on Thursday, November 3rd!

Why You Can't Sing

noreply@blogger.com (DiscoverLearnPlay) — Mon, 03 Oct 2011 16:00:00 +0000

This post by Christopher Shea appeared in the WSJ on September 28, 2011.

Why do people sing badly? Usually NOT because they have tin ears, a study finds.

Twenty-five nonmusicians and 13 musicians attempted to match pitches, using either their voices or synthesized vocal-like sounds triggered by a moveable "slider." Musicians were nearly perfect using the slider and close to perfect using their voices. Nonmusicians were 97% accurate using the slider (although it took them longer), showing that most could recognize pitch. But when they sang, their pitch-accuracy rate fell to 59%.

To isolate possible causes, the researchers had 31 nonmusicians also match vocal tones that they themselves had recorded. Three types of bad singer emerged: those who couldn't match tones even using the slider (a very small group); those who could match pitches with the slider but not with their voices, suggesting that their problem was poor vocal-muscle control; and those who could match with the slider and self-match (vocal control was fine) but who couldn't vocally match the synthesized sound. For that group, the largest of the three by far, the problem appeared to be mentally translating the sound of the synthesizer tone (its "timbre").

If I’m reading the study correctly, this seems to offer hope to the bulk of us poor singers, since vocal control and timbre-translation could likely be improved through study and practice.

"A Frog in Your Throat or in Your Ear? Searching for the Causes of Poor Singing," Sean Hutchins and Isabelle Peretz, Journal of Experimental Psychology (forthcoming)

6 Things I've Learned WhileTeaching Music

noreply@blogger.com (DiscoverLearnPlay) — Wed, 21 Sep 2011 15:15:00 +0000

I was recently discussing a typical day of teaching at DSM and DLP with my bestest friend Gracie. She thought it was funny that I spent more time telling her what I had learned from my students versus what I had taught them. She suggested I write a blog about this idea, and though it's probably not exactly what she had in mind...here goes:

6 Things I've Learned While Teaching Music

6. Teaching music is a calling... a much different calling than being a musician. If you are a great player but can't relate to people, then please go concentrate on your gigging career. And thank you in advance from our profession.

5. If you are teaching music and don't enjoy it, you should seriously consider choosing another line of work.Your students can tell if you like what you do or not. If you are lucky enough to teach music and enjoy it, congratulations and welcome to the club!

4. Teaching music requires interpersonal skills. If you are a 'people person' you might be a good music teacher. If your idea of a perfect day is being alone with your i-pod and the Oxford Companion to Music, you may want to seek out a library position.

3. "Liking music" and or "knowing music" have little to do with "teaching" music. Your students want to know that you care about them, not the music they are learning.

2. Having the best curriculum, the best 'chops', the best instrument, or the best facility does not guarantee that you will be a successful teacher. Good teachers will be successful without these things and conversely, they will not help a bad teacher very much... if at all.

1. Music is not important, people are.

Christopher Small - Musicking 1927 - 2011

noreply@blogger.com (DiscoverLearnPlay) — Tue, 13 Sep 2011 19:50:00 +0000

Christopher Small, a New Zealand-born writer and musicologist who argued that music is above all an active ritual involving those who play and listen to it and only secondarily a matter of “black dots,” as he once called written music, died on September 7th in Sitges, Spain. He was 84.

He coined the term 'musicking' and argued that music is a verb rather than a noun. He wondered about the most basic questions of music: why we pick up instruments or raise our voices together in the first place and stressed that all people involved in a musical performance — the musicians, audience, roadies, publicists, cleaning crew — are part of its ritual.

Those of you who are familiar with the Dallas School of Music may remember that we call our adult student performances 'musicking' and that our original online music learning site was called MusickEd.com - both an homage to Small's work.

Read the full New York Times article here: http://goo.gl/f6hpn

DSM Celebrates 20 Years and Shares Some Learning Tips

noreply@blogger.com (DiscoverLearnPlay) — Wed, 07 Sep 2011 20:28:00 +0000

As we begin the new school year (our 20th!) we thought we'd share with our readers a few words of wisdom from some of our staff. Hope you enjoy!

Eugene Cantera on new adult learners: Most adults starting music lessons come in with concerns about making 'practice time' and they are almost apologetic about it when they haven't had time to play during the week. I try to allay those thoughts at the first few lessons. Regardless of whether you practice or not, come to the lesson - believe me, we'll practice.

I also encourage adult students to leave their instrument out in a safe place at home, and when they have a moment, pick it up and play it - simple as that. There's no need to 'schedule' the mystical half hour of practice each day (especially at the beginning stages when there's simply not enough material to practice anyway).

Lastly, the DLP method is concept based so there is musical 'progress' that can be made without the instrument in hand. I encourage adult students to re-read our lesson information and take the quizzes. It's better to always have more information in your head than you can get out on the instrument.

Norm Wick on expressing yourself: When students start lessons they're usually interested in gaining the power to express themselves through their music, and they want that expression to just ooze with emotion and move people on a grand scale. But Tolstoy didn't write "War and Peace" on the first go around!

So use those short, simple songs that beginners play (or sing), to develop that ability by making everything you do become a tool of expression. Even warm-up exercises can be done with a beautiful sound, even tempo, and dynamic shaping to help sharpen those skills. You'll quickly go from the realm of musical "babbling" into the world of musical eloquence.

Mike Finkel on being overly critical: Don't be afraid to "fail". Many music students (both adults and children) stop 'musicking' for fear of being "bad at it". We all have to start at the beginning when we learn something new, so stay focused on "why" you wanted to play an instrument (or sing) in the first place.

Making music is something that is enjoyable and it can stay with you for the rest of your life. It's an activity with no finish line. Stick with it and you will always continue to grow and get better. Remember, you can make music at every level, even right at the start and enjoy the music you are making.

Gary Feltner on having fun: In our efforts to become better musicians everyday, we often use words like "practice", "work", and "technique", but sometimes we let the word "enjoy" fall by the wayside. Dont' forget why you got into music in the first place - to have fun! Even when I'm working on technique, I'm still having fun just spending time with my instrument.

We all have to work hard to get better, but it doesn't have to be a chore. If I think, "spending time working on this aspect of my playing now will allow me to enjoy playing at a higher level later", then no time spent playing music is drudgery.

Tamalyn Lawrence on practice time: With work and school schedules back in place for the fall, it can be difficult to find time to practice. Families are loaded with activities; school, after school clubs, sports, homework, dinner, bath time etc... Where do we find the time?

For beginning music students, especially youngsters, sometimes less is indeed more. Remember, our goal as educators (and your goal as a parent) should always be to encourage a love for music. Every child is different (even within the same family!) and some children will do better with a very structured practice routine, maybe right after school or before dinner time. Others do better with far less structure and succeed by grabbing just a few random minutes here and there.

Practicing does not need to be stressful (that goes for adults too!) . A few minutes can go a long way, especially at the beginning stages when notes and concepts are most basic. And don't make the mistake of confusing practicing with learning; learning can take place anywhere, even away from an instrument. Lesson material can be reviewed and quizzes can be taken on a handheld or pc. And spending a few minutes reviewing the material will pay big dividends when there's finally time to apply those concepts to the instrument. So don't sweat it, just try to add a few minutes several days a week and you'll begin to see loads of progress with very little stress!

A Visit from "The Reed Guy"

noreply@blogger.com (DiscoverLearnPlay) — Thu, 25 Aug 2011 20:10:00 +0000

You've heard us say it before but it's worth repeating; "the greatest thing about music is the people you meet through it". We are fortunate at DSM and DLP to meet folks from all aspects of the music industry, from accountants to educators, instrument manufacturers, sheet music publishers, and retailers.

About once a year or so, Kurt Wilbur stops in to see us at DSM. Kurt is a larger than life character with a strong handshake and straight forward Midwestern appeal. He is a D'Addario representative and he's extremely knowledgeable and passionate about their products. I call him 'the reed guy'. His visits are always entertaining, informative, and sometimes sprinkled with samples of new reeds and reed related products. We dig Kurt!

I’ve often referred to reeds as 'the bane of our existence' to fellow woodwind players. I've lamented about reeds with teachers, students, colleagues, and even my alto hero Phil Woods. It fascinates me to learn of the rituals each person goes through to get a reed to sound 'just so' or in some cases, simply to sound.

My colleague Chiaki Hanafusa is a classical soloist and a reed aficionado. She will coax all she can out of each piece of cane. I am much more lazy and sort of a 'wet it and play it' type of guy. I do very little breaking in, curing, or filing, and if a reed doesn't feel right in a few seconds I'm pretty much done with it. I remember one extremely gig-happy year I spent nearly $1,000 on reeds. Luckily, I was self employed at the time and claimed most of that as a business expense (special props inserted here to music accountant extraordinaire Alan Friedman who just happened to be my college roommate and band-mate).

All that being said, I was anxious to learn about and try the new Rico Reserve and Rico Jazz reeds that Kurt and Kristen McKeon at D’Addario made available to us, and I promised to let them know what we thought.

I opened the box of Rico Select Jazz reeds (unfiled) and put one in a cup of water for a few minutes. The first few notes were so stuffy that I actually checked to see if my Francois Louis ligature was seated properly. I re-wet the reed, made a small adjustment on the mouthpiece (moving the reed a smidge lower), tightened the ligature, I tried the reed again. Better but it was still not the ‘lightning fast’ response I was hoping for. I placed the reed on a flat surface an noticed it was slightly bowed so I took some old reed rush to the back and made a few passes down the shoulder and vamp (basically the top sloping section of the reed) toward the tip.

Voila! Even though this was a bit more work than I would normally do on any given reed, I wanted to be fair to everyone at D’Addario. The reed is hearty and nicely responsive. I played it later in the evening during a faculty performance here at DSM and it seemed to get even better. Now, a few days later I am playing it again after being stored in my reed case. It’s holding up nicely and still sounds great. I chose this reed randomly out of the box of ten and if the rest are similar, I’d say they have a winner on their hands. I will sample the Reserves and more of the Jazz reeds then follow up with Chiaki and share our thoughts next time.

Thanks again to D'Addario's Kurt and Kristen!

Technology and the Music Educator

noreply@blogger.com (DiscoverLearnPlay) — Sat, 20 Aug 2011 19:43:00 +0000

"I just invent. Then I wait until man comes around to needing what I've invented."

-R. Buckminster Fuller

Now more than ever before, music educators have the opportunity to expand the horizons of our profession.

The benefits of learning music have been widely publicized, and it seems new reports and statistics are released just about every week that prove studying music can help foster intellectual curiosity, stimulate creativity, and promote discipline. Most often, these studies are used as ammunition by organizations, teachers, and frustrated parent groups who are facing cuts to their local school band, choir, or orchestra programs. And it's no surprise that advances in technology that allow for unprecedented communication, file sharing, and information delivery may be seen as an impending threat to those who teach music in schools or in a private setting. But we do not agree.

I recently read a blog that argued 'technology in music education can never replace the care and nurturing of a great educator'. That's like saying 'the microwave oven can never replace the delicate palette of an executive chef'. It's an invalid argument and moot point at best. The microwave will not make anyone a great chef - but most all great chefs have one in their kitchen and know how to use it to their advantage. Technology is only as good as those plying it - it won't make a poor teacher any better.

But what technology can do is allow educators to reach new markets and encourage more learning at all levels - from the causal enthusiast to the most advanced performer. Educators can also use technology to create a sense of community among learners and allow for ideas to be shared between students, educators, and peers. Technology can also help make music teachers become better communicators and keep learning material, practice notes, and digital files neatly organized and accessible in one location.

The beauty of applying technology to music education is that we as educators have an opportunity to share our expertise with more potential music makers than ever before. And more people playing music and enjoying its benefits means a boost for instrument manufacturers, print music publishers, recording artists, concert halls and yes... teachers! We believe that more people (especially adults) becoming interested and involved in music making will undoubtedly lead to a more passionate concern for the importance of music in our schools.

Technology is here to stay. An entire generation now presumes and expects it to be part of nearly every aspect of their lives. As music educators, we need to be open to using technology to present our ideas in current and relative formats. Let's not be the last profession to 'come around'!

The Au Pair Option - A World of Experiences for Your Family!

noreply@blogger.com (DiscoverLearnPlay) — Tue, 16 Aug 2011 20:04:00 +0000

We recently had the pleasure of speaking with Regan Flaherty, Development Director for Cultural Care Au Pair. She visited DSM to inquire about making our DLP learning program available to members of the au pair community. "Many of our au pair's are interested in playing music and I'm intrigued about the possibility that they could share in this activity with the children of their host families."

Several DSM families have had au pair's and Regan would like us all to be more informed about this option for childcare. “In this current economic climate all families are looking for flexibility as well as affordability. Parents need to be very creative with their childcare solutions and Texans are not as inclined to consider an au pair as an option. We need to change that!"

The au pair program is attractive because it allows parents to set a schedule that works for them on a weekly basis at a cost that remains the same whether a family works 9 to 5 or has the au pair work non-traditional hours. "Having an Au Pair can go a long way toward helping families reach that critical 'work-life' balance. And contrary to popular belief, families with more than one child find the au pair program to be one of the most affordable options available."

There are other benefits to opening your home to an au pair. Studies have shown that exposing your children to a second language enhances language and cognitive development. Au Pair's are also willing and eager to teach their native language and share their culture with your family.

Unlike daycare or a babysitter, an au pair can perform all household duties associated with children, so they can vacuum a playroom, prepare and clean up after meals, do children’s laundry, make the children’s beds and organize their toys/closets/playrooms. An au pairs’ assistance with these day-to -day tasks allows you to spend more quality time with your children and spouse.

And Regan wants us to know most of all that the au pair program is "regulated by the State Department and last year we became the only agency in the world to use our own staff overseas for recruitment, screening, and orientation, rather than relying on third-party agents."

During our screening process, every candidate is personally interviewed, tested on English competency, takes a personality profile, and submits to a criminal background check as well as personal and professional reference checks. Acceptance into our program is highly competitive. Only 1/3 of the people who apply are accepted into our au pair pool, and out of thousands of applicants in the pool, only about 1/3 actually match with a family.

Any DSM or DLP families interested in learning more about au pair childcare can call Regan directly at 800-333-6056 ext 5535, email her regan.flaherty@culturalcare.com or visit www.culturalcare.com for additional information and a special savings for our families!

The DLP Plan for World Peace

noreply@blogger.com (DiscoverLearnPlay) — Thu, 11 Aug 2011 23:54:00 +0000

www.discoverlearnandplay.com

Technology and Music Education

noreply@blogger.com (DiscoverLearnPlay) — Mon, 01 Aug 2011 15:37:00 +0000

By Guest Blogger - Lindsey Wright
Lindsey is fascinated with the potential of emerging educational technologies, particularly the online school, to transform the landscape of learning. She writes about web-based learning, electronic and mobile learning, and the possible future of education. We are happy to have her weigh in on the use of technology in music education.

Music education possesses an endless number of benefits for students of all ages. However, most people first encounter music lessons while they are still in elementary or middle school.

Often these lessons are provided through the public school system and range from general music appreciation courses to band and choir classes. Students with a real affinity for music often take private music lessons in voice or in different musical instruments on their own time as an extracurricular activity.

Yet with the proliferation of technology in our everyday lives it is only natural to wonder if there is a way to merge an interest in music with the Web. The accessibility and versatility of the Internet actually lends itself very well to continuing a musical education. In fact, interested individuals will find that there are a number of online programs and tutorials dedicated to enhancing their knowledge of and appreciation for music.

Many of these online courses are offered free of charge or at very low cost and cover a wide range of musical abilities from the complete novice to the near virtuoso. Even people who have not yet learned to read a single note of music will find an application that can introduce them to an entirely new language. For instance, anyone wishing to learn to play the piano can join the Discover, Learn, and Play website and get started instantly. Early lessons introduce the student to reading music and the concepts of rests and scales. As students progress through subsequent lessons their knowledge and skills grow as does the sophistication of their understanding. This particular site offers a variety of Individual, Family, and Group memberships to suit almost any need. These Lessons are available on 39 different instruments!

The Active Bass website is another excellent musical learning resource available to users free of charge. Here students can click on a lesson and hear a demonstration, which can help them tell if they are playing the song on key. Along with the auditory component, students are also shown the music so they can read along and practice. The lessons are structured in brief, easy-to-master segments that allow students to feel an almost immediate sense of achievement when they successfully play a piece.

Similarly, a lot of students want to learn how to play the guitar proficiently. For them, GuitarTricks is a reliable resource. Their step-by-step instruction guide introduces novices to guitar in a non-threatening and encouraging environment. Some lessons are available for free while others require a small fee. Either way, this is a learn-at-your-own-pace experience that allows students to challenge themselves and fit in their lessons whenever it is convenient.

Music education is valuable in schools for a variety of reasons. Studies have shown that a musical education is critical to the intellectual development of children. Students who have grown up with music lessons often perform better in math and science courses and benefit from the discipline and hard work that the mastery of music demands. Music training even continues to benefit the student later in life. A recent study concluded that musicians tend to have well developed, highly functioning brains.

Undoubtedly the challenge of music is good for the brain, but it is also a great way for people to keep alert and active throughout their life. Elderly individuals who regularly listen to or play music have less anxiety, report fewer instances of depression, and generally experience an overall beneficial effect from their interaction with music. If the study of music can so positively influence the lives of people of all ages, why are so many lessons aimed only at children? If more online music education content was aimed at people who are over 20 years old, all the way up to age 70 or 80, and beyond, the beneficial effects would be enormous.

The benefits of music education flow naturally into other areas of study. Children who study music perform better in other disciplines. Additionally, music lessons have been shown to help children develop stronger social skills. With such lessons many children learn to overcome stage fright and experience firsthand the satisfaction that comes from learning a new skill.

And by encouraging adults to indulge their interest in music on a long-term basis their lives are enriched. As they notice the mental stimulation they receive through the study of music, they will also find that their stress levels are reduced. Plus there is an innate sense of achievement that comes from taking on a challenging hobby. Every accomplishment is a victory in itself and anyone listening to the musician will derive pleasure from the experience.

As adult students of music reap the benefits of their continuing education, they are more apt to become ambassadors of local and national school music programs. Budget cuts often mean that arts programs are first on the chopping block, but this new trend may make people more proactive rather than just shrugging and thinking, “It’s only music class.” And new trends may begin to develop that could encourage more youngsters to start their own learning or even embark on a career in the music business. The focus would not necessarily be on an academic career, but rather on a path that may allow them to teach music to a broad range of students of varying ages and abilities by designing online music lessons. This could prove to be a very promising branch for the profession.

Music education should really be for everyone and it certainly deserves a healthy dose of respect and appreciation.

Who Are The Dallas School of Music and Discover, Learn, and Play?

noreply@blogger.com (DiscoverLearnPlay) — Mon, 25 Jul 2011 22:35:00 +0000

We are the professional music educators of the Dallas School of Music (DSM) and we work with young children, teenagers, professional adults, and senior citizens. Our students are beginners, enthusiasts, novice learners, and professional musicians alike. Some travel for hours to study at DSM each week. We use a curriculum designed 'in-house' and try as best we can to integrate state of the art technology whenever possible. Learners can also access our brand of music education online at Discover, Learn, and Play (DLP) where we continue to meet extraordinary people from just about every corner of the globe. (PS - for those of you who follow us in Twitter, MusickEd is the name we give to our collected work online and is a term mostly used internally. It is an homage to the music philosopher Christopher Small).

All faculty at DSM have at least a Bachelor's degree in music. There are 3 doctors on staff (with another nearly completed), a world renowned retired collegiate jazz educator, and many folks with Master's degrees. Our collected experiences of teaching over the past 20 years adds up to a frighteningly large number and I sincerely doubt that there is another music education facility in the world that has consistently completed more private lessons during any given month or year than DSM.

From the very outset The Dallas School of Music was determined to be a warm but state of the art facility that could accommodate anyone interested in accessing quality music education. DSM is not a 'conservatory' and there are no pre-requisites, age limits, or audition requirements. There is a basic application process that allows us to match each learner up with their best possible educator at their most convenient time.

New hires learn quickly that they must be flexible and adept at communicating musical concepts to a wide array of students. Over the past 20 years we've had students with severe disabilities, learning disorders, and even brain trauma. We have also had captains of industry, medical doctors, professional athletes, actors, actresses, and their families. On any given day students might range in age from 5 to 80 and they may be completely healthy or challenged both physically and or mentally.

We do not label faculty by their chosen instrument ('he is a clarinetist', or 'he teaches cello', etc.) and those who tend to identify themselves by their instrument often find DSM a difficult place to teach and work.

Many of the recent staff members come to us from the acclaimed University of North Texas College of Music but we also have staff members from Southern Methodist University and the Hartt School of Music among others.

Working at DSM can be demanding as staff take on projects and tasks while learning to utilize programs that are non-music related. Over the years faculty have had to become familiar with Quickbooks, Timetonote, Mavenlink, and GoldMine that all help run the day to day operations of the school. And we are often pressed outside our comfort zones even further when contributing to projects for our web-based service and using programs like Dreamweaver, Parature, and Storefront just to name a few.

Thanks for learning more abut who we are! Click here to visit our Facebook fan page and be sure to hit the 'Like' button! You can also follow us on Twitter and stay up to date with the news about Discover, Learn, and Play here.

5 Great Pieces of Music (and why you should listen to them) So Sayeth I

noreply@blogger.com (DiscoverLearnPlay) — Mon, 18 Jul 2011 17:11:00 +0000

When a cool chick says via twitter, "we should swap music favorites sometime", one should pretty much just drop everything and set to getting the list together. Being the nerd on the receiving end of the tweet, I've of course, turned it into a small 'project' leading to this blog.

Amy R. Martin is an idea maven, vision cruncher, and purveyor of positive vibes. She writes a blog that typically oozes with enthusiasm and a hearty 'go gettem' attitude that always seems timely and spot on. She seems to constantly be evolving, traveling, reveling in foreign languages, and engaging in witty repartee. Learn more about her here and be sure to follow her on Twitter too - I promise you won't be sorry.

OK Ames , now for the songs. I could have gone all "too cool for school" on you and provided a list of some of the hip musicians we know who are creating great new music. But I chose instead to go a tad retro and explain why I think you should hear these songs again... for the first time.

These 5 pieces of music (and the albums they are on) have provided endless hours of enjoyment, intrigue, study, madness, glee, and in some cases... even angst. They each represent a particular moment of personal history but as time has gone by, I've found that they stand up to ever increasing scrutiny and analysis, as well as repeated listening. I've shared these choices and my analysis with family, friends, students, and colleagues. And I am happy to share them with you...and the universe!

5. Tempted - Squeeze, 45's and Under
This song is a feast for the ears. If you don't get it in the first 6 seconds, you probably won't get it at all. The chromatic movement and the chords are maddening, baffling, wonderful. The song bounds along so coolly that you hardly realize it's about potentially being unfaithful and all that goes along with it.

Listen very, VERY carefully in the beginning (at 6 seconds to be exact) and you'll hear someone sing 'I bought a toothbrush baby'. On the out chorus at the end there is a repeated word that adds to the rhythm of the groove - it's almost imperceptible and sounds as if someone is saying 'sp' on the "and of beat four" in every other measure (starting at 3:22). This is how intently I have dissected the song. It's a curse, it's what I do. But I can also simply allow Tempted to wash over me as I sing along in glee - and that's the true test of a great song.

And by the way...the entire album is amazing as well.

4. Born to Run - Bruce Springsteen
It could just be a guy thing, like The Three Stooges, or a guy from New Jersey thing, like The Sopranos, .... whatever...fughettaboudit. From the drum lead-in to the sounds of Celeste and concert chimes the wall of sound at the outset doesn't just greet you, it barrels in, throws open the door, and hollers 'come on, let's go!'.

This song lays out all the hopes and promises of adolescence and uses every trick in the rock and roll book to pull it off. The wall of sound mixing, the palm muted guitar in the verses, the 5 note sax solo (ok, there's really 6, but who's counting besides guys like me?), the series of suspended chords in the bridge, the giant chromatic scale in the middle followed by the obligatory break, and arguably the most famous "1, 2, 3, 4" in rock history (even if it isn't absolutely in time).

So go ahead, crank the windows down (man that sounds old school) and turn the volume up. Before long you will be miles from your destination and seriously considering never turning back.

And by the way...the entire album is amazing as well.

3. The Loved Ones - Elvis Costello, Imperial Bedroom
OK this is out of left field I know, but it's MY list of 5 great pieces... remember? 'So sayeth I'. There is more music happening in the first minute of this song than many people produce in a lifetime. The guitar stabbing intro cleans the palette like the odd introductions in many a Bergman film. The bass enters as a tease, the drummer takes over and drives the band into wide screen mode. The piano seemingly plays more notes than is possible to hear and the walking bass line makes me want to cry and shout at the same time. The diminished chords add momentary tension and release, propelling the song forward. I could easily listen to this song a thousand times, even if there were no words.

Ah, but the words! They tumble out like waterfalls; overlapping, cajoling, prodding, "sarcastic", "elastic", "gymnastics", "match sticks"??? ...genius. Who knows what he's talking about? He's got 'tude' and that's good enough for me. He's got "poison", "needle", "thread", "butcher, baker" and even "bass-line maker", don't stop him, he's on a roll! And after everything, he's got P. P. S. I. L. O. V. E. Y. O. U. one of the greatest outtros of all time. I never want it to end.

And by the way...the entire album is amazing as well.

2. Girl from Ipanema - Astrud Gilberto and Stan Getz Getz/Gilberto
Your house is totally clean, everything is put away, your bills are paid, you are enjoying a great glass of wine with beautiful friends, you have not a care in the world. Dreaming? No, you are listening to this song. Infectious, cool, full of style and fashion, it beckons and disarms even the most jaded among us.

The text is pure poetry (in either the original Portuguese or English). The story tells of a simple, fleeting, mid-summer moment. It's a universal theme that might take place anywhere. Boy sees beautiful girl and she pays him no mind.

But the bossa groove ebbs and flows like waves gently rolling onshore. The soulful, phonetic singing of Astrud Gilberto is a perfect match for the intense yet beautifully relaxed tenor sax sound of Stan Getz. His solo in the middle is short but impeccably crafted and his background fills are absolutely spot on, weaving great lines behind the lilt of Astrud's voice. Even the chirping of an imperfect reed does not detract from the overall performance or listening experience...in fact, it adds to it.

And by the way...the entire album is amazing as well.

1. Summer Wind - Frank Sinatra, Greatest Hits
Love him or hate him, you have to admit the cat could sing. I saw him... 5 times (that comes with growing up Italian in New Jersey) and when he died my family burned up the phone lines as if we had lost our patriarch.

From the very first few beats of this track I am mush. My ADD melts away and I am completely engrossed in the groove. Led by the bass playing of Ray Brown (whose sense of time is downright confounding) and the cool zephyr-like organ sound, the intro sets the mood. Along the way there is an ever increasing, percolating tension as the horn section builds and modulates and threatens almost to bubble over. The groove swims along like a shark that smells blood in the water from miles away. And when it finally reaches its prey... it simply passes by as Sinatra sings "My ffffickle friend...."

And by the way...the entire album is amazing as well.

Be Well, Feel Good, and Make MUSIC!

noreply@blogger.com (DiscoverLearnPlay) — Mon, 11 Jul 2011 17:38:00 +0000

The coolest thing about music is the people you meet through it and thanks to social networks (in this case Twitter), cool people are more accessible, 'closer',and easier to learn about than ever.

Meet Kat Fulton. She is a music therapist, drum circle facilitator, and the primary manager and therapist for Sound Health Music. She's also the author of the blog 'Rhythm for Good' where she writes about music therapy, drumming, and wellness. She also makes cool DVD's and fun videos and her motto is 'Be well, feel good, and make MUSIC!'

How could we not contact her?

We asked Kat to shed some light on her history, her daily activities, and some of the ways she uses technology in her field. Enjoy!

What instruments do you play? My primary instrument is piano. I have a Bachelors degree in piano performance and music theory. But since grad school I've learned how to play the guitar and how to sing confidently in front of people. (I actually surprised myself with the latter, apparently, I can carry a tune!)

When did you start music training? I started banging on a piano when I was 5. My mother and sister tried to tame me into playing duets and listening. I began 'proper lessons' at age 8.

What is education background? I have a Bachelors degree in piano performance and music theory. I also have a Masters degree in music therapy.

Were you always interested in the medical use of music? My interest was piqued when I attended Florida State University for grad school. My professor there is an expert researcher in using music therapy for infants in an intensive care unit. When I first took on clinical hours at Tallahassee Memorial Hospital, and I swaddled a tiny little baby for the first time, I knew that music therapy was my destiny and path for life.

And now you work with children as well as adults and seniors, how receptive are these groups to music therapy? The Sound Health Music therapists work with children at camps, early intervention programs, and corporate team-building. In fact, we are working with a team of 60 engineers this week!

Older adults do respond very well to music therapy. Every day something jaw-dropping happens. A resident with Alzheimer's may not be able to say their own name, but they can sing all the words or dance to 'Five Foot Two, Eyes Of Blue'. When a family member is comforted by watching their loved one become animated and engaged, or soothed and relaxed, it simply fills my soul with happiness.

I was working with a large group of 30 residents at a skilled nursing home. There was one resident Betty who had severe arthritis and very limited mobility in her entire body. She never clapped her hands, or tapped her toes in my sessions because she simply couldn't. BUT she could slowly move her lips to form words. One day I decided to play a song with the residents that included solos. I gave each resident a different instrument to play (shakers, scrapers, woods, metals, drums). Because of her very limited mobility, I used a bell with a Velcro strap to place around her wrist. I wasn't sure she would be able to make any sound, but we could try. If not, then I would gently use hand-over-hand assistance to help her play the solo.

We played and sang Blue Suede Shoes, with repetitions of the chorus and rhythm guitar to frame each solo. For each solo, all the residents became quiet so that the soloist could come through loud and clear with his/her unique contribution to the musical piece. When it came time for Betty to take a solo, I sang "Let's hear it Betty! Play play those bells for us!" She turned towards me slowly, and it probably took about 10 seconds for her to form the most beautiful big smile. Then she wiggled her wrist as fast as she could to make those bells jingle! It was like the clouds opening up to see the heavens. All the residents whooped and hollered, cheering Betty on as if she were scoring the winning run in a baseball game. It was magical. I had never seen Betty so happy before. Sometimes, my clients amaze me so much, it's hard to hold my happy, proud tears back.

Are there new therapies and ideas in your industry? Research is consistently being done at some of the 75 colleges and universities that offer music therapy as a degree program. The field of music therapy as we know it today dates back to the 40s and research in the medical setting has really boomed over the past 20 years. We're finding new ways to help our clients year after year.

How do you use social media in music therapy? I use social media as a means to share information with colleagues, educate the general public, and connect with professionals in the healthcare industry. The initial purpose of my blog was to educate the public, then I realized that I was connecting with more music therapists than random internet users. Now I use social media and the blog to share, educate, and connect. Music therapists are regularly using iPad and iPhone apps, GarageBand, and other music software to assist clients in writing music, improvising, mixing... all for the purpose of achieving therapeutic goals. Social media and technology: It's a beautiful thing.

We agree - thanks for sharing Kat!

To learn more about Kat visit Rhythm for Good and be sure to check out her cool new video Firework on Boomwhackers.

How to Choose and Instrument

noreply@blogger.com (DiscoverLearnPlay) — Wed, 29 Jun 2011 01:19:00 +0000

On June 23 with tongue placed firmly in cheek, we decided to have some fun on Twitter with a series called ‘How to Choose and Instrument”. Upon our very first ‘tweet’ the replies and guffaws started coming in and before long the re-tweets began circling the globe.

Many responses were positive and we even got a few ‘OMG that is soooo spot on!’ messages. The series spanned 3 days and we only heard one grumble – from a French Horn player (figures!). Note: see below, we've likely been ‘un-followed’. PS -if you really want to know what we said about banjo, shoot us an e-mail. :)

These tweets were meant to be funny folks and in no way a sweeping generalization of all musicians. After-all, I even poked fun at myself as a saxophonist; Lord knows we bear the brunt of many inside music jokes.

Here is the entire list – find your instrument, find yourself, find a friend and enjoy!

How to choose an instrument:

Did you have a beard in 8th grade? Have you ever worn sneakers with a suit? You may enjoy Double Bass

Asked for a bike and got skates? Asked for a car and got a bike? You may enjoy Glockenspiel

When you hear 'Heard it Through the Grapevine" do you clap on beats 1 and 3? You may enjoy Violin

Do you enjoy minutia? Complete Sudoku or NY Times crosswords in pen? Oboe might be for you

Did you buy an i-pad1 a week before the i-pad2 was released? You may enjoy the Synthesizer

Straight A's, Honor Society, Valedictorian and still not prom queen? You might enjoy the Flute

Do you have a bumper sticker that says 'My other car is a Porsche'? Try Bass Guitar

Are you competitive?... even when there's no apparent contest being played? Try the Trumpet

Do the sounds of a blender or a distant lawn mower tug at your heartstrings? You may enjoy Alto Sax

Do you often looked surprised, even when you sleep? You may be a natural for Clarinet

Were you the last kid chosen for the cross country team? Try Baritone Sax

Are you soft spoken, shy, reserved, and can really hold a grudge? French Horn may be for you

Do you keep more than one un-sharpened pencil on your desk? Try Percussion

If you take more than 3 seconds to answer 'boxers or briefs?' Try Jazz Guitar

Do you think a bicycle has one too many wheels? Try English Horn

Do you consider shoes... or clothes that fit properly optional? Try Trombone

Are you a pro at 'whack-a-mole'? Try Marimba

Have you always wanted to make ships in bottle? Try Bassoon

Do you feel your intellect far surpasses that of anyone you know? Viola may be for you

Do you enjoy long periods of quiet contemplation followed by bombastic bursts of energy? Try Percussion

Can you read 2 books at the same time, one with each eye? We suggest Piano

Phish bumper sticker? Still don't own a cell phone? Have whittled within the past 3 years? You may enjoy Fiddle

Thanks for all the great feedback on twitter. Now choose one and let's get started! goo.gl/DdFx0

Practice Like You Cook

noreply@blogger.com (DiscoverLearnPlay) — Mon, 13 Jun 2011 16:59:00 +0000

So you signed up for music lessons and now you're trying to fit that mystical 1/2 hour a day of practice into your busy schedule. But eek! You haven't touched the instrument since last week. So I guess you'll call to cancel your lesson, right? No way!

First of all, where did the mystical '30 minutes a day' number come from? Is it kind of like the old adage 'wait 30 minutes after you eat before going swimming'? Speaking of eating...

The Food Network has done a brilliant job of presenting and even romanticizing the process of cooking. Far too often in music, we (both students and teachers) focus on the results and fail to embrace the process of learning which includes of course - practicing.

Here's a fresh approach to practice by the musical sous-chefs of The Dallas School of Music and Discover, Learn, and Play.

Prep

Let's face it, there are no magic bullets - you will at some point need to put time in on your instrument if you want to have any measure of success. However, we've found that most people spend what little time they do have unproductively and without a plan of attack. This usually means simply 'playing' songs or exercises from beginning to end or 'noodling' without consciously applying any musical ideas.

Don't get us wrong, we're all for noodling! But if you're stretched for time, you'll benefit from a little planning when you do have the time to practice.

Ingredients

If the fridge and pantry are bare, there's a good chance you'll go hungry. You've got to acquire ingredients before you can eat. We sometimes call this 'paper-practice' and encourage busy students (especially adults) to read lesson material and/or take quizzes before they actually 'practice'.

As time allows, practice like you might make a nice dinner. Assemble the ingredients, prepare the spices, then follow the recipe until you have a completed dish. Repeat that process and eventually you'll have a full course meal. Repeat it often enough and you can begin to get creative and add your own touches!

These same ideas can apply to your music learning process. A good teacher or method will present musical concepts (ingredients) in the proper sequence, and communicate specific ways to apply them to your instrument - that's your musical recipe. If need be, spend some lesson time reviewing your ingredients and preparing your recipes. It's time well spent that will pay off down the road.

Slow-Roasted versus Stir-Frying

Think of practice as being more like making a turkey rather than a quick wok dish. There are many steps of preparation that must be completed before the oven is even turned on. And this line of thinking is valid at every musical level; from beginners naming notes and clapping rhythms, to more advanced learners practicing tempo or meter changes.

Knowledge precedes results in almost every endeavor and any 'practice' time spent with your instrument should be time spent applying the knowledge that you've gained. If you don't have it upstairs (in your head), it won't come out downstairs (on your instrument).

We know you're busy, so a little planning can really go a long way toward helping you get the most out of your musical journey. And now it's time for dessert - bon appetit!

Are You Still Winding Your Metronome?

noreply@blogger.com (DiscoverLearnPlay) — Sat, 04 Jun 2011 20:59:00 +0000

Every generation needs to come to grips with the reality that some new ideas may in fact just be better than the status quo. In music (and in particular, music education) we often go kicking and screaming reluctantly into the future with gnashed teeth and angst.

Come on, admit it. You still think that wind up metronomes are better than the new, digital varieties.

And how many parents cringe when they hear their kids' music?

You grew up listening to 80's hair band rock and your Woodstock parents hated it. You listened to 50's Rock and Roll, and your Big Band era parents hated it. And on it goes...

One way or another though, each generation learns to accept, adopt , and utilize new ideas for the better of all.

If you're teaching (or learning) music with outdated materials and are bored with the same old method books...

OR

If you or your students are losing interest ...

We have something new for you.

You can instantly bring your studio up to date by using Discover, Learn, and Play. It's the only 'cloud based' music method that comes with full support from a team of professional educators; and they're the folks who actually developed the product. Try that with the method book you're currently using!

Quality material and a proven 'process' for learning makes The Kore Series a solid choice for your next music curriculum. There are 20 Lessons available for 39 instruments including mallet instruments, guitar, and keyboards.

And hey, we know that some old school ideas do remain valid, so we'll teach you to actually READ music and understand theory. We'll even quiz you on musical concepts and ear training as well. But you won't be learning Old MacDonald or Twinkle-Twinkle, you'll be playing original songs with amazing background tracks.

We know that today's savvy learners want information in ways that they have become accustom - and that's digital delivery and 24/7 access for starters. So ask your teacher if they're using The Kore Series and if not, why not?

Individual memberships start at just $9.95 per month. Group memberships are also available.

Welcome to Discover, Learn and Play. Let's get started!

Fender Music Foundation

noreply@blogger.com (DiscoverLearnPlay) — Mon, 23 May 2011 19:27:00 +0000

Our recent affiliate outreach has brought us in touch with old friends and amazing new folks that champion great causes. It has been a fun few weeks of calls and introducing ourselves to other folks with a passion for music, music education, and music related goods and services.

The Fender Music Foundation is one such group that we look forward to working with to achieve our goal of making more music makers of all ages. The text below is from their Mission and Vision statements - how could we NOT contact them?

The Fender Music Foundation was created to provide funding and resources for music programs across America so that kids and adults alike will have an opportunity to experience the joys of music. We also educate the public on the value of a musical education.

We understand the impact music has on the lives of people of all ages, and the tremendous gift it brings to participants and listeners. ...People don't have to be rock stars or professional musicians to enjoy the rewards of music participation, and age is not a factor in the enjoyment or ability to learn to play music.

That is certainly music to our ears! And we are delighted to help the FMF by having them as an affiliate. We hope it is the beginning of a long and fruitful partnership - one that leads to creating more happy music makers all over the world.

Be sure to show them some love by following them on Twitter @givemusiclife and Like them on Facebook too. Click here for more information on how you can help.

Share Your Passion for Music Education!

noreply@blogger.com (DiscoverLearnPlay) — Sat, 30 Apr 2011 15:36:00 +0000

Do you have a music related website or blog?

Are you a musician, music teacher, music therapist, music retailer or e-tailer that wants to promote the benefits of music and earn commissions at the same time?

Maybe you are a current DLP user enjoying the experience and want to share us with your friends.

Our new Affiliate Program makes it easy to share your passion for music education - and you can earn a little $$ for yourself or your cause along the way!

Music Education for All

Discover, Learn, and Play is an innovative, online, self-paced, music learning program developed by the professional educators of the Dallas School of Music in partnership with the technology experts at MusickEd.com. The program is currently being used by music makers and enthusiasts all over the world.

We believe that everyone can benefit from learning music and playing an instrument. Our campaigns to promote music-making have targeted public and private schools, homeschool groups, church organizations, music retailers, and even active senior centers. Through our affiliate program you can help us provide our brand of quality music education and earn 15% recurring commissions on all members that you refer!

Safe, "Forever" Payments

Our affiliate tracking cookies are "forever" cookies. This means you can earn commissions for as long as your referral remains a member - even if they cancel and re-new at a later date!

All transactions are processed securely by the PayPal system and your affiliate portions are deposited instantly to the account of your choice. There's no waiting for checks to clear or snail mail, just instant deposits upon every membership and renewal.

Let's Get Started!

It's an easy process to set up your personal affiliate account and you can tailor the presentation to your desired objectives. We'll even provide several artwork options, and links to our community to make your affiliation as strong as possible. So tell your story, spread the word, and start earning now!

Meet DLP User Patrick Oliver Kohalmi

noreply@blogger.com (DiscoverLearnPlay) — Wed, 20 Apr 2011 19:21:00 +0000

A wise old teacher and mentor once said, "The greatest thing about music is the people you meet through it" ...and we couldn't agree more. Patrick Oliver Kohalmi is a personal trainer, web- entrepreneur, and budding soprano sax player from Hune, Nordjyllan, Denmark, a picturesque area just off the coast of the North Sea.

The beautiful but rugged landscape in Hune creates a cool contrast to the IKEA-like interior designs of homes and businesses in the region. So where does someone from this area with a passion for soprano sax go to learn the instrument? Discover, Learn, and Play of course!

We met Patrick a few months ago when he submitted a few videos and friend-ed us on facebook. It's easy to see that he is quite a character and very passionate about a number of interests in his life. He recently agreed to answer a few questions for this blog and he agreed to share his story with other DLP users -enjoy!

POK - I am a personal trainer (coach) and I'm working on my webshop. So, I am a fitness and bodybuilding guru. :) I have been playing piano since I was 12 years old. I got some piano lessons when I was 15, but it was only 25 minutes per week and lasted only a half year...it was too expensive. I never really learned to read notes, instead I learned songs by ear and at the time my inspiration was Richard Clayderman.

I heard Kenny G's songs when I was about 20 years old and I really liked them. At that time, I wasn't interested in learning to play sax but I think I got the idea about 2 years ago that it could be cool to be as good as Kenny G. I lost my job and I thought it would be a good time to start something new. I said "I want a soprano saxophone, I want to be good as Kenny G!".

So I bought a Yamaha and have been learning it for exactly a year. The first time I ever tried to play on it I loved it. Fantastic instrument! I did not have a private teacher, I have used "Discover, Learn, and Play" and checked youtube for information when I was in doubt about something. I bought the same reeds and mouthpiece that Kenny G uses. I also bought a lot of music books and now that I have been through all 20 lessons of the Kore Series I can try to learn some of Kenny's songs.

What I liked most about the lessons were the songs. Even at a beginner level, they have a good melody and background play-alongs. You can enjoy them without getting bored and thinking: "Oh God, when will I become a pro so I can play good melodies?" I have suggested DLP for one of my friends who got a guitar for his birthday. I still have to practice song 2 and 3 in Lesson 20 a bit more to make them perfect and I will be sending those videos soon!

We think you are doing a fantastic job Patrick and we look forward to hearing more from you along the way. PS - the Kore Series II and Jazz Series are coming along - we'll let you know when they're ready to go!

Be sure to visit our User-YouTube page to see Patrick and a few other DLP member performances.