We All Start as Beginners

I hear a lot of students say things like “I wish i could play like this guy”. Or, “I wish I had his talent”. And while I understand how they feel, and sometimes i feel that way too, it is important to remember, everyone starts as a beginner.

How did your musical idols get to be where they are? They started. And they started just the way you and I do, as total beginners. Not knowing the names of notes, how to play the instrument, not understanding rhythm, or anything else.

When I started playing guitar, I couldn’t make a single note sound good. I had no rhythm, and struggled a ton. I started piano lessons, and the same thing happened. I started drum lessons, and the same thing happened. But, I put time into it. I made lots of mistakes, and grew. And year after year, eventually got to the place I am now, which allows me to play music easily that would have been impossible when I started. And I am still learning daily. I practice daily.

Don’t get frustrated when you begin music lessons. Look at every mistake as a good thing. Yes I said that. It is a good thing. The only way to avoid making mistakes is not to begin. And that is the only real failure.

If you are interested in guitar, piano, or drum lessons in Vancouver WA, contact us today!

Your Brain on Music

Here is a fantastic article I read recently explaining some of the many benefits of taking music lessons.  Whether it be guitar, piano, drums, or anything else, taking music lessons is one of the greatest gifts a parent can give. 

There’s little doubt that learning to play a musical instrument is great for developing brains.

Science has shown that when children learn to play music, their brains begin to hear and process sounds that they couldn’t otherwise hear. This helps them develop “neurophysiological distinction” between certain sounds that can aid in literacy, which can translate into improved academic results for kids.

Many parents probably read the above sentence and started mentally Google-ing child music classes in their local area. But if your kid doesn’t like learning an instrument or doesn’t actively engage in the class–opting to stare at the wall or doodle in a notebook instead of participating–he or she may not be getting all the benefits of those classes anyway.

A new study from Northwestern University revealed that in order to fully reap the cognitive benefits of a music class, kids can’t just sit there and let the sound of music wash over them. They have to be actively engaged in the music and participate in the class. “Even in a group of highly motivated students, small variations in music engagement — attendance and class participation — predicted the strength of neural processing after music training,” said Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory, in an email to TIME. She co-authored the study with Jane Hornickel, Dana L. Strait, Jessica Slater and Elaine Thompson of Northwestern University.

Additionally, the study showed that students who played instruments in class had more improved neural processing than the children who attended the music appreciation group. “We like to say that ‘making music matters,'” said Kraus. “Because it is only through the active generation and manipulation of sound that music can rewire the brain.”

Kraus, whose research appeared today in Frontiers in Psychology, continued: “Our results support the importance of active experience and meaningful engagement with sound to stimulate changes in the brain.” Active participation and meaningful engagement translate into children being highly involved in their musical training–these are the kids who had good attendance, who paid close attention in class, “and were the most on-task during their lesson,” said Kraus.

To find these results, Kraus’s team went straight to the source, hooking up strategically placed electrode wires on the students’ heads to capture the brain’s responses.

Kraus’s team at Northwestern has teamed up with The Harmony Project, a community music program serving low-income children in Los Angeles, after Harmony’s founder approached Kraus to provide scientific evidence behind the program’s success with students.

According to The Harmony Project’s website, since 2008, 93 percent of Harmony Project seniors have gone on to college, despite a dropout rate of 50 percent or more in their neighborhoods. It’s a pretty impressive achievement and the Northwestern team designed a study to explore those striking numbers. That research, published in September in the Journal of Neuroscience, showed direct evidence that music training has a biological effect on children’s developing nervous systems.

As a follow up, the team decided to test whether the level of engagement in that music training actually matters. Turns out, it really does. Researchers found that after two years, children who not only regularly attended music classes, but also actively participated in the class, showed larger improvements in how the brain processes speech and reading scores than their less-involved peers.

“It turns out that playing a musical instrument is important,” Kraus said, differentiating her group’s findings from the now- debunked myth that just listening to certain types of music improves intelligence, the so-called “Mozart effect.” “We don’t see these kinds of biological changes in people who are just listening to music, who are not playing an instrument,” said Kraus. “I like to give the analogy that you’re not going to become physically fit just by watching sports.” It’s important to engage with the sound in order to reap the benefits and see changes in the central nervous system.

Contact us today for Guitar, Piano, or Drum Lessons in Vancouver WA!

Talking about practice

The most common question I receive from parents is “how do I get my child to practice more?”.  This is a great question, and the answers can be surprisingly easy!

First of all, realize that when taking music lessons, practice really is the key to improvement.  Lessons alone are good, but real growth comes from daily repetition.  I have seen many times students struggle with a piece of music, and then suddenly master it in a few days. Usually this is because there was a type of deadline, maybe a recital or talent show.  The student practiced daily, sometimes for hours a day, and learned a difficult piece of music in days, where they had been struggling with it for months.  So, having a deadline is a good thing, and it is why I highly encourage students to participate in talent shows, recitals, or any other type of live performance.

The other side of this has to do with playing music that the student really enjoys.  You would be amazed at how much more practice time will go into a song if the student connects with that song.  Think about this: how often do you have to force your child to go play a fun game?  Or watch their favorite show?  Or play with their favorite toys?  You don’t.  They WANT to do these things.  This is why, in my lessons, I always try to teach students music they already enjoy.  The more that we can encourage students to play music the recognize and already enjoy, the less they will view it as “homework” and the more it will be for the love of playing music.

Steve Jackson

Downbeat Music Lessons

Vancouver WA