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Giving the Gift of Guitar

Around the holidays — well, actually all year long — I get phone calls, emails and texts (thank goodness carrier pigeons have gone out of fashion) from friends who want to buy a guitar, but don’t know much about them. Their questions sound something like this:

“Hey Tom, my (son or daughter) wants to play guitar. What’s the best one?”

“Hey. I’m at (pick a store) and they have a guitar here — would this be a good one for (me/my son/daughter/niece/nephew)?”

As much as I’d love to post my cell number and be everyone’s personal guitar shopper, this blog is meant to start you in the right direction and arm you with the information you need to find the right guitar to gift a loved one (or yourself).

Here are the four things you need to know to give a holiday gift that can bring a lifetime of enjoyment.

One: Get ‘em what they want to play

If you are buying a guitar for someone who knows what they want — great! Much of your work is done. The single most important decision is selecting an instrument that will make the person want to play. So if they want an electric guitar (don’t freak out — we’ll address the different types of guitars in just a minute), buy them an electric. If they want a classical guitar, buy them a nylon string model.

But what if they don’t know what they want? In that case, you’ll need to do a bit of detective work. It’s easy: Simply find out what kind of music they love and want to play. Determine what musicians or music genres they listen to, and then see what type of instrument those artists usually play. If your gift recipient is a fan of contemporary pop or country music, an acoustic steel-string guitar will fit the bill. If they are enamored with classic rock bands, an electric guitar is probably in order. If they’re into folk or classical music, a nylon string guitar is your best bet.

Two: Types of guitars to consider

The second thing you need to know is just a bit about the different types of guitars you can choose. The good news is, there are really just three of them:

Acoustic steel-string guitar. This is the most popular style for a new player. As the name suggests, this guitar makes sound without an amplifier, so all you need is the guitar itself to make music. It also has steel strings, which have a distinctive sound. You may have heard that steel strings are hard on the fingertips, and this is true to a point, but most people adapt quickly.

Acoustic guitar with natural wood finish.
Yamaha FG800J regular body acoustic guitar.

If you are considering a steel-string guitar, I have two important tips. First, choose a size that’s right for the player-to-be. Folks with smaller hands and bodies will find a smaller body guitar easier and more enjoyable to play. Young teenagers, children and some adults find this to be the best choice.

A small acoustic guitar.
Yamaha FS800J small body acoustic guitar.

Secondly, if the person to whom you are gifting the guitar has aspirations of performing or recording, an acoustic-electric guitar is a good way to go, since this type of guitar allows them to play acoustically and also plug in and play amplified.

Acoustic guitarl
Yamaha FGX800C acoustic-electric guitar.

Classical (nylon string) guitar. As the name implies, the strings of these instruments are made of nylon. This type of guitar has a distinctive sound that is associated with classical music, and also some folk music. You may hear that it’s best to start with a nylon string guitar because it’s easier on the fingers, but as I mentioned earlier, most people adapt quickly to whatever kind of guitar they are given. Also, nylon string guitars often have wider necks, which can make it more difficult to play for some folks with smaller hands.

Acoustic guitar with wood finish and nylon strings.
Yamaha C40II nylon string guitar.

Electric guitar. For this type of guitar, you’ll also need an amplifier, since the guitar itself doesn’t make much sound. That adds somewhat to the initial expense and takes a bit more effort to plug in and play — but not much. On the other hand, beginners sometimes find electric guitars a little easier to play than acoustic guitars, since the strings may be closer to the neck (in the jargon, their “action” is lower), so less finger strength is required.

Pacifica 900 Sq
Yamaha Pacifica PAC012 electric guitar.
THR Amp Family
Yamaha THR-II desktop amps.

Three: It pays to accessorize

Home stretch. All the hard parts are done. Adding a few items to your gift can help your player start off strong.

The most frustrating part of learning to play guitar used to be tuning it! But no more. You can download a number of tuning apps for your smartphone that work great. There are also clip-on tuners that sell for well under $20. The important thing to know is that a tuner is a critical tool for any guitarist.

Clip-on tuner with digital screen.
Yamaha GCT1 clip-on tuner.

For most styles of music, a guitar strap is a great investment. The important function of a strap is that it lets a new player get their guitar in the right position right away.

And, if you’re buying for a burgeoning musician who will be taking their guitar to school, friends’ house or lessons, a case is really important too. For most purposes, a lightweight, soft case known as a “gig bag” works well and is not very expensive.

Four: Put a bow on it (with a teacher)

If you REALLY want to get your new guitar player off on the right foot, gift them a month of lessons with a qualified guitar teacher. A teacher will start them off right in terms of holding, tuning and playing the guitar. You can learn to play songs watching YouTube, but a real, live teacher makes a difference. Hit up your local music store — most offer lessons — or Google it.

Finally, a brief visit from the Ghost of Christmas Past. What if you have a guitar hanging around in a closet someplace. Is that OK to gift? I’d give that a definite maybe. It could be totally fine with a new set of strings and a slight adjustment or two, or it could be a one-way ticket to frustrationville for your player-to-be. My advice? Take it to a local music store and have them check it out for you.

Have fun finding that gift that can bring a lifetime of music! It lasts way longer than chocolate.

 

Click here to find out more about Yamaha guitars.

Buying Your First Digital Keyboard

When purchasing your first digital keyboard, there are several factors to consider: size, budget, sound quality, the number of onboard sounds, touch, built-in learning features, recording capability, and connectivity to devices and computers — to name a few. In this posting, we’ll try to simplify your shopping decisions by exploring each of these.

Short On Space? Go Portable.

Small digital keyboards are sometimes called portable keyboards. They are exactly that — portable. These instruments take up very little space, and can be set up or stored anywhere. Most have 61-note non-weighted keys, although some models feature 76 keys, sometimes with slightly weighted actions. Many people prefer a keyboard that is touch sensitive, which allows better musical expression, similar to a piano. On those instruments, the harder you play the key, the louder the sound.

Just about every digital keyboard provides a headphone jack. This is a great feature that allows you to make music in privacy at any time of the day or night. And even entry-level instruments offer a large variety of onboard sounds — dozens or even hundreds of them. Quality can vary, though, so be sure to listen carefully as you audition them. In addition, many digital keyboards support Styles that automatically provide elaborate accompaniments. Again, quality can differ from instrument to instrument, so take a little time to try them out.

Any of the Yamaha PSR-E Series portable keyboards would be good choice for the beginner. Select PSR-E models have a built-in feature called “Keys to Success,” which is based on teaching techniques shared with Yamaha over many years. You can select just the key phrases (“steps”) of a song — the ones you like most or need to work on — and practice them one by one. Each time you play all the way through the current step, your performance is evaluated.

A small electronic keyboard.
Yamaha PSR-E283 portable keyboard.

Connectivity to computers and portable devices such as smartphones is another important feature to look for. Several digital keyboards provide a USB TO HOST port for this purpose, allowing you to record high-quality audio or MIDI without the need for a separate interface. A wide variety of creative and educational apps are available online from Yamaha and other developers.

Looking for More? Consider a Digital Piano.

Portable keyboards are great for the hobbyist and beginner. However, you may prefer to purchase a more advanced digital piano. These instruments offer many of the qualities of an acoustic piano, including a full 88-note weighted keyboard — but at a significant savings in cost — and without the need for regular (and sometimes expensive) upkeep. In addition, they often provide functionality you won’t find on the typical acoustic piano, such as recording capability, connectivity with devices and computers, learning tools and more.

Yamaha offers a wide range of digital pianos, including these:

P-Series compact digital pianos like the P-525 are a great option if space is an issue and are suitable for both practice and live performance.

A compact digital piano.
Yamaha P-525 compact digital piano.

Our Portable Grand digital pianos combine portability with weighted keyboards. Some of them also offer wireless connectivity for iOS smartphones and tablets using optional wireless adapters.

Portable grand digital piano.
Yamaha DGX-670 portable grand digital piano.

Yamaha ARIUS instruments include a number of digital pianos with built-in consoles, ranging from basic models to those with advanced features.

Console digital piano.
Yamaha ARIUS YDP-105.

Clavinova is the premium Yamaha digital piano product line, combining authentic touch, tone and look with cutting-edge technology. There are three different series of Clavinovas available: the CLP, the CVP, and the CSP.

A full-size digital upright piano.
Yamaha Clavinova CSP-255.

Choosing your first digital keyboard may seem overwhelming at first, but with a little research and a visit to a local music dealer or two, you’re sure to come up with the ideal solution. And remember: Always buy not just the instrument that fits your budget, but the one that best fits your needs.

 

For more information about Yamaha portable keyboards, click here.

To find out more about our digital keyboards, digital pianos and Arranger instruments (including Genos2), click here.

This Holiday Season, Give the Gift of Great Sound

It’s that special time of year again! Here are some great audio gift ideas from Yamaha for the music lover or movie aficionado in your life.

Headphones

YH‑L500A

A young woman wearing headphones and watching a movie on her tablet.

Looking for a gift that turns everyday listening into an experience? The YH‑L500A is perfect for movie buffs and music lovers alike. These wireless headphones offer Yamaha Sound Field technology to create a spacious, three-dimensional soundstage that makes holiday movie nights feel like a trip to the theater. Switch to Cinema mode for crystal-clear dialogue or Music mode for rich, immersive audio.

Lightweight and comfortable for long sessions, the YH‑L500A offers up to 20 hours of battery life, Bluetooth® multipoint pairing and support for high-quality codecs like aptX Adaptive. Add in advanced features like Listening Care and app-based customization, and you’ve got a gift that combines luxury and practicality — ideal for anyone who loves great sound.

AV Receivers

RX-V4A

View of receiver on a shelf.

The RX-V4A 5.2-channel surround sound audio-video receiver brings the theater experience to your living room, with the latest in HDMI video compatibility and advanced audio technology, including Dolby Digital Plus and DTS-HD Master Audio decoding.

A whopping 80 watts per channel provides plenty of power, and there are numerous onboard wireless streaming options, including Wi-Fi®, AirPlay 2® and Spotify Connect, allowing you to easily listen to your favorite music on services such as Pandora®, Spotify®, Amazon Music, SiriusXM, TIDAL and Deezer. There’s support for enhanced media and gaming, as well as Yamaha MusicCast multi-room technology, which allows you to control all functions remotely from a free app, as well as giving you the ability to connect optional wireless surround sound speakers. What’s more, built-in YPAO automatic room calibration can be used to analyze the acoustics of your listening and viewing space so that the sound you hear is the absolute best it can be.

Speakers

Freestanding speaker.NS-777 Floor Standing Speaker

Every fan of great sound will be thrilled to receive this gift. The NS-777 is a floor-standing three-way bass reflex speaker that can handle up to a whopping 250 watts of music power. It incorporates a pair of 8″ cone woofers, a 5″ midrange cone driver and a 1″ aluminum dome tweeter for full-range sound from 30 Hz all the way up to 35 kHz. For improved imaging, the midrange and tweeter utilize Yamaha-exclusive waveguide horns that reduce reflected sound and increase the proportion of directly generated sound waves reaching your ears.

The NS-777 cabinet has a high gloss black piano finish that provides solid construction with minimal sound diffraction, and the included speaker stand provides the solid footing necessary for full floor contact, enhanced stability and minimal vibration resonance.

NS-C444 Center Channel Speaker

Horizontal audio speaker.

The NS-C444 two-way acoustic suspension speaker is specially designed to carry critical center channel information (which is usually dialog) in home theaters. It incorporates dual 5″ cone woofers and a 1″ aluminum dome tweeter that utilizes an exclusive Yamaha waveguide horn for a clear and precise sense of sound direction and placement.

The NS-C444 can handle up to 250 watts of music power with a frequency response of 65 Hz to 35 kHz. The cabinet has a high gloss black piano finish, which provides solid construction with minimal sound diffraction, and the grill cloth provides an attractive and acoustically transparent protective cover for the drivers.

NS-333 Bookshelf Speakers

Two small audio speakers, one with the filter cover removed.

The NS-333 two-way bookshelf speaker system is ideal for both music listening and home theater applications. It incorporates a 5″ cone woofer and a 1″ aluminum dome tweeter, and thanks to its bass-reflex design, can be used for main or surround channels. For improved imaging, the tweeter utilizes a Yamaha-exclusive waveguide horn.

The NS-333 can handle up to 150 watts of music power with a frequency response of 65 Hz to 35 kHz. The cabinet has a high gloss black piano finish, with an attractive and acoustically transparent grill cloth to protect the speaker drivers.

Home Theater in a Box (HTIB)

YHT-5960U

Modern living room with TV and surround sound units.

While there’s something to be said for assembling a home theater with hand-selected individual components, there’s no question that a complete turnkey “Home Theater in a Box” system like the YHT-5960U is a lot easier and more convenient — the ideal gift for movie and TV enthusiasts everywhere.

The YHT-5960U includes a full-featured 5.2-channel Yamaha RX-V4A AV receiver, along with a powerful subwoofer and complete set of surround speakers. The RX-V4A offers the latest in HDMI video capability and a whopping 80 watts of power per channel, along with advanced audio technologies like Dolby TrueHD and DTS-HD Master Audio. It also supports enhanced media and gaming, YPAO automatic room calibration, and wireless streaming via Wi-Fi, Bluetooth, AirPlay 2, Spotify Connect and Yamaha MusicCast. The included front, rear and center speakers place easily in your room, and there’s a dedicated subwoofer for powerful bass, plus speaker wire perfectly matched for each speaker.

 

Ready to learn more about these great products? Check out our online store.

An Orchestra for Students with Disabilities

Annie Ray was named the 2024 GRAMMY Music Educator partially for creating the Crescendo Orchestra program, which creatively personalizes music education to the specific needs of each student with physical and intellectual disabilities. “Crescendo has been such a long learning process, and I’ll never stop learning from the students and the experts in the field,” says Ray, the Orchestra Director and Performing Arts Department Chair at Annandale High School.

Crescendo Orchestra student playing the cello
Photo by Aidan Demolli/Benson Park Photography

A Once-In-A-Lifetime Opportunity

Ray will never forget the twin brothers she taught in elementary school several years ago: Both had significant intellectual disabilities, and she felt frustrated with herself because they were in her mainstream strings class that met once a week, and the boys were struggling to learn how to play.

“I felt like I was absolutely failing them,” Ray recalls. “Until one day I kept them after class and worked with them one on one and realized that they knew everything I was teaching but were just processing and showing me their learning in different ways.”

Then the COVID-19 pandemic struck in 2020, and students were grounded at home. When kids gradually started to return to school, students with significant disabilities were some of the first ones to arrive back at campus. Ray found that she had missed working with students with disabilities. Together with paraprofessionals, general music teachers and caregivers, she put together a music education program called Crescendo that was designed specifically for students with disabilities.

Annie Ray holding cardboard cello, which is used by her Crescendo Orchestra students
Annie Ray (Photo by Aidan Demolli/Benson Park Photography)

Using a lot of trial and error and improvisation, Ray and special education professionals wrote a curriculum that enables students to learn to play the violin, viola, cello or bass through meeting each one of them where they are at. With the slowdown of the pandemic, Ray was able to put a lot of time into creating imaginative lessons.

“It was this entire period of freedom,” Ray says. “There was nobody looking over my shoulder to see what I was doing. I had this entire school year to create.”

Now in its fifth formal year, Crescendo has 15 students, who work with Ray and instructional assistants in 80-minute classes just like their general education peers. The students have a variety of physical and intellectual disabilities, and each receives a tailored approach that plays on their strengths and minimizes their limitations. Ray rewrites the program and pushes the boundaries every year, so it meets every student where they are at. The Crescendo Orchestra students play in all four annual concerts alongside their peers in general education, so they get exposure and recognition, and some even go on to join the main school orchestra.

Annie Ray showing Crescendo Orchestra student instruction on a tablet

Adaptions and Learning

In Crescendo Orchestra, many students have physical or sensory disabilities that impact how they interact with traditional instruments. This has given Ray the opportunity to explore creative adaptations, customizing instruments and approaches to support each student’s unique strengths and needs. For example, for students who experience sound sensitivity, Ray may assign lower-pitched instruments that sit farther from the ears or provide noise-reducing headphones to create a more accessible environment.

“The things I’ve had the most fun are unique approaches like super-gluing a cello to an old marching drum harness for a student who has lower muscle tone. It worked!” Ray says. “That’s the cool thing about Crescendo — there are no rules! We just get creative in figuring out what playing violin or viola or cello looks like,” Ray says.

Kids, both in general education and the Crescendo program, get nervous about learning to play an instrument at first. They don’t want to sound bad — but, that’s simply a part of learning. Everyone sounds bad at first, Ray explains, and hands-on, in-person instruction and practice is required to learn to play an instrument and to improve.

“Music is so personal,” says Ray, who was recognized as a 2025 Yamaha “40 Under 40” music educator, says. “To improve, you have to accept that you’re going to sound really bad at first. All kids want to do is be on TikTok and hide away. In every other subject, they can do that. In orchestra, they can’t do that. Music is one of the last sanctuaries in the education system where we don’t have devices in the way. If students are playing, they can’t be on their devices.”

U.S. Representative Don Beyer from Virginia and music educator Annie Ray
Virginia’s U.S. Representative Don Beyer visits Annie Ray’s Crescendo Orchestra rehearsal. (Photo by Paige Fremder)

Music educators, Ray says, have a responsibility to meet students where they are — especially in a program like Crescendo, where students have special needs and need an individualized approach. And learning, in all its challenges and messiness, is where music is made; the recitals and concerts are just the end product.

“Everything I do is about the process, not the product,” Ray says. “Music is not the universal language, but the act of making music is. It is one of the most unifying and humanizing experiences.”

One student, Kevin, was not happy to be in the orchestra at first because it was far outside his usual routine. But when he drew the bow across the string for the first time, Kevin’s eyes welled with tears as he felt the vibrations. After graduating, Kevin returned to co-teach Crescendo Orchestra alongside his godfather Scott Engdahl, a tireless volunteer for the group.

Crescendo Orchestra student playing the cello
Photo by Aidan Demolli/Benson Park Photography

Giving Students a Voice

Many parents have shared with Ray about how much Crescendo Orchestra has benefitted their children. She remembers one boy named Dean, who had severe intellectual and physical disabilities. In her Tedx Talk, “The Sound of Success,” Ray explained that Dean is a mobility device user and uses augmentative communication devices and gestural communication. Through Crescendo, he was able to engage his gross- and fine-motor skills in the creation of sound.

“Music can come from anyone, anywhere — you just have to be willing to give them a voice,” Ray says in her Tedx Talk.

Together with her paraprofessional team, Ray helped Dean access music education terminology through a word wall of sticky notes with different symbols and terms. Dean was able to identify “100% of the time if a note was high or low, fast or slow and various musical notations.”

After diving through general music curriculum and scaffolding holding instruments with practice instruments, it was time to move on to traditional instruments. Rather than focusing on what Dean couldn’t do, the team leaned into what was possible. Together, they brainstormed creative ways to adapt the instrument so that it would meet Dean where he was both physically and musically. One solution was surprisingly simple and deeply effective: Duct tape a violin to a sturdy stand, which allowed him to play without needing to hold it. This small act of ingenuity opened a new world of sound and expression for Dean and became a symbol of how flexible thinking and teamwork can unlock opportunities for every student to participate fully and joyfully in music-making.

“It’s about the musicking (the act of making music coined by Christopher Small); it’s about the ‘in-betweens,’” Ray says in her Tedx Talk.

Dean’s family gave Ray thank-you flowers and a note she hung up on her bathroom mirror that said: “Thank you for believing in Dean.”

“I’m just grateful for that family for allowing me the joy of spending time with him,” Ray says.

“We have to redefine what success is,” she says. “The majority of our students are not going to become the next Yo-Yo Ma, but it does not mean their music-making is any less equal to a professional musician. It’s fundamentally about connecting with others.”

three cello students and volunteer during a Crescendo Orchestra class

All-Around Benefits

Even when a student with a disability isn’t in Crescendo Orchestra specifically — such as one student on the autism spectrum who participates in a different orchestra class — the benefits of music education are still profound.

“His mom shared that since he joined orchestra, his grades have improved across the board,” Ray says. “The skills he’s building in music, like focus, pattern recognition and perseverance, are transferring to his other classes.”

Beyond academics, this student’s participation has supported growth in social-emotional and executive functioning skills. Through ensemble work, he’s practicing collaboration, managing transitions and developing confidence in a group setting. “Music is where he feels successful,” Ray adds. “And that sense of success is spilling over into every part of his school day.”

Crescendo students perform at every concert alongside their general education peers and experience a real sense of self-confidence

“You can see it on the kids’ faces when they hear cheers at a concert — their first time getting to be on stage and celebrated,” Ray says. “Parents are telling me: ‘Thank you, thank you, thank you!’ And I say: ‘No, thank you! Everything that your child is has fundamentally changed who I am as a teacher.’”

Ray gets these reminders of how she impacts young lives every day, and she feels so lucky. “I get to just be this lovely observer,” she says.

Crescendo Orchestra violin player

Collaborative Community

Ray emphasizes that Crescendo involves the efforts and hard work of many adults and children, and not just her. She puts it this way: “The GRAMMY isn’t mine.”

“I just want to stress that Crescendo is the culmination of so many people’s work and knowledge coming together,” Ray says. “I am not the only music educator out there doing this work. My hope is that we can all come together and work together to amplify this. This should be the norm instead of the exception.”

She is especially appreciative of the Annandale Special Education team as well as her instructional assistants Anna-Maria Awad, Nick Jacky, Anai Moreno and Viann Tran for their collaboration and partnership.

Ray encourages other music teachers to start Crescendo-like programs. Many resources and organizations exist that could help like United Sound, and Ray is available, too.

“If anyone ever wants help, just contact me and I will give you everything I have!” she says.

In addition to Crescendo, Ray also spearheaded the Parent Orchestra, implemented an arts-based, anti-absenteeism program and started Motherhood and Music Education, which provides resources and support for music teachers on extended leave.

A Bassist’s Guide to Modes, Part 2

In Part 1 of this two-part series, we described major, minor and diminished modes. This time, we’ll look at the pentatonic scale and the symmetrical diminished scale, as well as the most commonly used modes of the melodic minor and harmonic minor scales.

Keep in mind that there’s always more than one way to finger a sequence of notes. I’ve chosen the ones I consider easiest to play on a four-string bass with standard tuning, but you have more options if you detune or use a five-string bass. And although we’d usually stick with either sharps or flats as we spell out a mode, we’ve mixed our accidentals to make things easier to understand: It might be more theoretically correct to call a note “G♭” based on where it is in the scale, for example, but we’ll call it F# to keep things simple.

Before we get back to modes, though, let’s explore two scales that are just as common as the minor and major scales: the pentatonic minor and pentatonic major, both of which contain just five notes.

THE MINOR PENTATONIC SCALE

If you’ve listened to the blues, rock or jazz, you’ve heard the minor pentatonic scale. In the key of G, it consists of the notes G, A, B♭, C and D. Here’s a two-octave minor pentatonic scale in G:

Bass guitar tablature.

And here’s an audio clip that demonstrates what it sounds like:

(Note that each two-octave scale or mode played in these audio clips is accompanied by an organ drone in G and a metronome click at 60 beats per minute.)

Here’s a reggae bass line that takes full advantage of the minor pentatonic flavor:

THE MAJOR PENTATONIC SCALE

The major pentatonic scale in G consists of the notes G, A, B, C and D.

Bass guitar tablature.

As with the minor pentatonic shape, you’ll come to recognize the major pentatonic box, too. Here’s what it sounds like:

And here’s an old-school funky blues groove that uses the major pentatonic scale:

The next scale is a cool color that’s most at home in jazzy situations.

THE SYMMETRICAL DIMINISHED SCALE

Symmetrical diminished scales are eight-note patterns that alternate between whole steps and half steps. There are two types: the whole-half scale and the half-whole scale. Here’s the whole-half sequence:

Bass guitar tablature.

This scale starts on the root, goes up a whole step, and then alternates between whole steps and half steps until it reaches the octave. In the key of G, the notes are G, A, B♭, C, D♭, E♭, E, F# and G.

Most songwriters use diminished chords mainly as transitions between diatonic chords, but film composers take full advantage of their unsettled, eerie feeling, as demonstrated below.

The half-whole scale starts on the root, goes up a half step, and then alternates until it reaches the octave. In the key of G, the notes are G, A♭, B♭, B, C#, D, E, F and G.

Bass guitar tablature.

Diminished scales go well with dominant chords, and many bass players use them for interesting fills.

On this mysterious-sounding interlude, the bassline slides into notes from a half-step above:

Ready to learn more? Here’s John Patitucci talking about playing diminished scales in a jazz context.

THE HARMONIC MINOR SCALE

Your ears are most likely accustomed to the major, minor, dominant and half-diminished (m7♭5) chords we discussed in the previous column, but the diminished, augmented and minor/major flavors we hear in harmonic and melodic minor modes can take us into new sonic territory.

The minor scale we discussed in Part 1 can be called the natural minor scale. The only difference between the natural minor scale and the harmonic minor scale is the seventh: The natural minor scale has a minor seventh, while the harmonic minor scale has a major seventh. In the key of G, that’s G, A, B♭, C, D, E♭, F# and G.

Bass guitar tablature.

Here’s what it sounds like:

This mode has been used in countless songs, from the Eurythmics’ “Sweet Dreams (Are Made of This)” to No Doubt’s “Don’t Speak.” Here’s a distinctively cinematic interlude grounded by a bass ostinato:

Next, let’s take a look at two of the seven modes of the harmonic minor.

LOCRIAN (natural 6)

The second mode of G harmonic minor is a Locrian scale that begins on A. Think of a Locrian sequence — a diminished scale with a flatted second, flatted third, fourth, flatted fifth, flatted sixth and flatted seventh — and then make the flatted sixth a natural sixth. The A Locrian natural 6 mode consists of the notes A, B♭, C, D, E♭, F#, G and A.

Bass guitar tablature.

You may also see this scale called a Dorian ♭2 ♭5 or a Locrian #6.

Many classic metal songs (such as Rainbow’s “Gates of Babylon”) make great use of the Locrian natural 6. Here’s an evocative interlude that uses this mode:

PHRYGIAN DOMINANT

The fifth mode of G harmonic minor is a Phrygian mode that begins on D. Start with a Phrygian sequence — a minor scale with a flatted second and a flatted sixth — then raise the third a half step and lower the seventh a half step. The D Phrygian dominant mode consists of the notes D, E♭, F#, G, A, B♭, C and D.

Bass guitar tablature.

You may also see this scale called a Phrygian natural 3.

If the Phrygian dominant sounds familiar, you might’ve heard it in the traditional Jewish folk song “Hava Nagila” or as part of the main riff of Muse’s “Stockholm Syndrome.” Here’s a jazzy example:

THE MELODIC AND JAZZ MINOR SCALES

Unlike other scales we’ve looked at, the melodic minor scale ascends one way and descends a different way. On the way up, it has a major seventh, like the harmonic minor scale, as well as a sixth instead of a flatted sixth. On the way down, it has the same notes as a natural minor scale. In the key of G, it ascends G, A, B♭, C, D, E, F#, G and descends G, F, E♭, D, C, B♭, A, G. As you can see, most of the notes are the same except the ascending (green) and descending (blue) ones.

Bass guitar tablature.

Here’s how it sounds in the key of G:

Classical music uses both ascending and descending forms of the melodic minor scale, but in jazz, most musicians use the “jazz minor” scale, which uses the ascending version — 1, 2, ♭3, 4, 5, 6, 7 — both up and down. (You’ll sometimes hear the jazz minor referred to as the melodic minor scale.) Here’s a two-octave G jazz-style melodic minor scale (G, A, B♭, C, D, E, F#):

Bass guitar tablature.

It can be helpful to think of it as a Dorian shape with a major 7.

Muse used the harmonic minor scale in the pop tune “Plug In Baby,” but it works in jazzier contexts also.

Here’s a fun overview of the modes of melodic minor, but let’s take a look at a couple of the most commonly used flavors.

LYDIAN DOMINANT

The fourth mode of G melodic minor is a Lydian dominant (or Lydian ♭7) that begins on C. Think of a Lydian scale — a major scale with a sharped fourth — and flat the seventh (hence the “dominant” tag). The C Lydian dominant mode consists of the notes C, D, E, F#, G, A, B♭ and C.

Bass guitar tablature.

The combination of the sharped fourth and the flatted seventh helps give the Lydian ♭7 its particular sound.

Many jazz standards, including “Take the ‘A’ Train” and “The Girl from Ipanema,” use the Lydian dominant tonality. Here’s a jazzy organ groove inspired by the Lydian ♭7 mode:

SUPER LOCRIAN

The seventh mode of G melodic minor is a Locrian scale that begins on F#. Think of a Locrian scale — a diminished with a flatted third, a flatted fifth and a flatted seventh — and then add a flatted second, flatted fourth and a flatted sixth. The F# Super Locrian mode consists of the notes F#, G, A, B♭, C, D, E and F#.

Bass guitar tablature.

Here’s what it sounds like:

This sequence is also called the Locrian ♭4. Every degree is altered, which is why this sequence is also known as the Altered scale. You’ve probably heard it in Björk’s “Army of Me” or the intros to Rush’s “XYZ” and Metallica’s “Enter Sandman.”

Here’s another example of the Super Locrian sound:

OPEN YOUR EARS

Yes, it’s a lot of information … and it’s only the beginning. The best way to absorb all of this is to keep playing until you can hear each scale before you play it. Map the chords on a keyboard if you have access to one, outline the arpeggios on your bass, and let your ears guide you. The finer points of when to use each scale can wait; for now, enjoy the sound and the stretch.

Note: All audio clips played on a Yamaha BBP35 bass.

 

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Why Upgrade From CL/QL to Rivage PM Series and DM7 Series

WHY UPGRADE FROM CL/QL TO RIVAGE PM SERIES AND DM7 SERIES

Key upgrade considerations for sound engineers and audio managers in live sound, HoW, Corporate, Events, Education and Theater

Summary For over a decade, Yamaha’s CL/QL consoles defined stability and sound. Today’s productions demand more – channels, DSP, immersive tools, and streaming – without losing familiar workflow. Yamaha DM7 and Rivage PM deliver next – gen power, rider – friendly specs, and legendary sound, plus seamless CL/QL file migration. From touring to worship, education, corporate, and theater, these consoles set a new standard for speed, flexibility, and sonic excellence.

man in front of audio mixerRivage PM: Scottie Baldwin, FOH Lady Gaga, Prince, JJ Lin transitions from Yamaha CL to Rivage

Scottie Baldwin built his reputation on Yamaha’s CL and QL consoles, calling them “the scaffolding for my sonic identity.” He even mixed a stadium tour on a CL – “which everyone didn’t think was possible.” That familiarity made moving to Rivage PM feel natural: “You can feel comfortable moving over to Rivage the day of show – but it’s not the same. It’s just better in every way.” For Baldwin, the upgrade wasn’t just about scale – though Rivage’s 288 inputs and 72 mix buses opened new creative horizons. It was about musicality. “When you want to move up that notch and really get into clarity, depth, focus – everything is wider, deeper – Rivage delivers.” Features like Rupert Neve Silk and Dynamic EQ 6 let him mix stadium shows entirely in the box: “It’s musical, not just technical.” His verdict? “There’s no console before or since that has locked it in like Rivage – I feel completely at home. “It’s a whole different system, but it feels familiar – it’s part of the Yamaha family.”

On upgrading from CL/QL or a mid-sized console to a more powerful mixing desk

For more than a decade, Yamaha’s CL and QL consoles have been the dependable backbone of live sound – trusted for their stability, natural musicality, and effortless Dante integration. But today’s productions demand far more: more channels, more outputs, more broadcast and streaming capability, and more creative flexibility. Engineers need all of that without losing the workflow and sonic signature they already know.

That’s exactly why Yamaha designed the Rivage PM Series and DM7 Series Digital Mixers. Both platforms deliver award-winning and battle-tested next – generation DSP, advanced processing, immersive audio tools, and equipment rider – friendly specs, while preserving Yamaha’s unmistakable natural sound. And with a workflow engineers already know and trust – plus Console File Converter for easy CL/QL show file migration – upgrading is a leap forward in innovation, flexibility, reliability, and sound quality. Rivage PM Series and DM7 Series deliver next-generation power and flexibility without leaving your experience or your team behind.

man in front of audio mixerJ. Summers, FOH Jellyroll, Harnesses Yamaha RIVAGE PM 10 for Jelly Roll’s packed arena shows

For Jelly Roll’s arena-sized, guest-heavy shows, Monitor Engineer J. Summers depends on Yamaha’s RIVAGE PM10 to deliver next-generation power without sacrificing the workflow he knows and trusts. “Nothing feels better than to hear my artists smiling,” Summers says, describing his commitment to flawless IEM mixes. RIVAGE PM10 combines Yamaha’s natural sound with advanced DSP, immersive audio tools, and rider-friendly specs. Its intuitive matrix system lets Summers adapt instantly—whether adding extra RF mics, patching new instruments mid-show, or managing multiple rigs across high-profile events. “On this show, there’s no deer-in-the-headlights moment. It is calm and cool—go, go, go,” he explains. For Summers, RIVAGE isn’t just a console—it’s the backbone of a system that transforms organized chaos into surgical precision, ensuring Jelly Roll, the band, and every guest sound perfect night after night.

Live Sound: Speed, Power, and Sonic Excellence

Rivage PM was engineered for the pressure of touring, offering 288 inputs, 96 kHz audio, and Rupert Neve SILK coloration. Engineers describe the move as instantly transformational. Brad Divens, FOH for Enrique Iglesias, Linkin Park recalls realizing right away that “this is it… this is beautiful.” Kane Brown’s FOH engineer David Loy had been searching for something “powerful but stable,” and found the PM3 delivered that balance with its compact size, deep DSP, and consistent connection to the performance. Stephen “Pato” Pattison (FOH for Hozier) praises its completeness, freeing him up from cumbersome outboard gear – the console has “everything I need,” and because of that, “there’s nothing to go wrong.”

For tighter footprints, DM7 brings impressive muscle: dual touchscreens, split – mode operation, and a 64 – channel Dugan Automixer that lets one console handle FOH, monitors, and streaming at once. Touring engineer Gene Kim notes that the DM7 “really helps because the footprint is small, but it’s packed with output capabilities and local I/O.” That combination proved essential during Tyler, The Creator’s pop – up barge show, where Landon Storey and Paul Wichmann relied on DM7’s near – identical workflow to Rivage PM to deliver seamless, high – quality audio in a notoriously unforgiving environment.

two men standing in front of audio mixer21 Pilots FOH and MON: From Arenas to Clubs – Small can be beautiful
When Twenty One Pilots set out on a secret club tour, their engineers faced a challenge: deliver arena – quality sound in spaces a fraction of the size. FOH engineer Kenny Sellars and monitor engineer Cliff Skinner, accustomed to Yamaha’s flagship Rivage PM systems, needed a solution that was compact yet uncompromising. Enter DM7-EX – a console that mirrors Rivage PM’s workflow while packing serious muscle into a smaller footprint. “The console has allowed us to maintain the highest possible standard in the smallest possible footprint,” Cliff explains. With 120 channels, dual touchscreens, split – mode operation, and a 64 – channel Dugan Automixer, DM7 handled FOH, monitors, and streaming seamlessly across five cities. The transition was effortless thanks to Yamaha’s ecosystem. “My layout’s almost exactly the same as Rivage PM,” Kenny says. “It feels just like home.” That familiarity, combined with Dante networking and local I/O, meant no compromise in quality or creativity – even under tight constraints. “The band didn’t want us to scale down and not be as good. We had to say trust us,” Kenny adds. And trust paid off: every show delivered the clarity and consistency fans expect, proving that small can be beautiful when it’s engineered right.

House of Worship: Broadcast – Quality, Volunteer – Friendly

Modern churches operate like hybrid performance – and broadcast studios, and Rivage PM and DM7 are designed to support that complexity while remaining volunteer – friendly. At First Baptist Church Woodstock, Jamie Karnes describes the new head amps and plug – ins as “huge game changers,” and says the SILK feature in particular lifts every source. Saddleback Church’s team echoes that sentiment, explaining that they needed a system capable of handling worship, broadcast, and translation feeds “without compromise” – and Rivage PM delivered exactly that.

audio mixer

The Ark Church Chooses Yamaha RIVAGE PM7 for Reliable, Warm Audio

The Ark Church in Conroe, Texas recently upgraded to a Yamaha RIVAGE PM7 to serve its 10,000 – member congregation. “Our 7+ year old console was having issues,” says Technical Director Chris Allgood. “We looked at every brand and settled on the PM7. Workflow is amazing and simple… the sonic quality is incredible – so much warmer and easy to listen to.” With RPio racks and SILK processing, Allgood adds, “When you turn on the transformer and dial in SILK, it adds depth and quality that’s awesome.” Future – ready networking sealed the deal: “Yamaha will be our platform of choice across our campus.”

Education & Corporate AV: Reliability Meets Flexibility

Universities and corporate venues must support everything from lectures to concerts with minimal staff and no room for error. DM7’s routing power and flexible interface make it ideal for these constantly shifting environments. The University of Birmingham’s Richard Mitton says the DM7 “ticked all the boxes,” giving the venue confidence that “there’s nothing likely to come… that the DM7 can’t do.” William Paterson University found the same, noting that DM7C expanded their routing and processing while helping a small team maintain high production standards.

finger pointing at audio mixer

University of Birmingham Powers World – Class Events with familiar workflow and Yamaha DM7 Series

The University of Birmingham’s Bramall Music Building needed an upgrade to match its world – class ambitions. “The previous audio mixer was at the end of its life and massively limiting,” says Live Events Technical Manager Richard Mitton. The solution? Yamaha DM7 with Dante networking. “The capacity of the DM7 made it perfect for us… features like 64 channels of Dan Dugan Automixer and split mode are incredibly useful.” Familiar workflow was key: “You can walk up to the latest model and within 10 minutes you’re up to speed.” The DM7 now powers concerts, conferences, and even BBC Radio 3 broadcasts. “Choosing the DM7 was a no – brainer… there’s nothing that’s likely to come to this venue that it can’t do.”

Theater: Precision for Complex Live Productions

Theater demands fast navigation, accuracy, and absolute reliability. Rivage PM’s Theatre Mode, overlay filters, and immersive tools give engineers control at a level that keeps pace with rapid scene changes and dense sound design. Stephen “Pato” Pattison (FOH for Hozier) puts it simply: the console has “everything I need,” and with that completeness, “there’s nothing to go wrong.” For engineers who cannot afford hesitation, Rivage PM is the trusted choice.

audio mixer

RIVAGE PM5 Brings Magic to Harry Potter on stage

Harry Potter and the Cursed Child live performances demanded a console that could handle 150+ inputs, 500 cues, and full digital audio flow. The solution was Yamaha RIVAGE PM5, chosen for its advanced theatre software and flexibility. “Dual monitor mode made for a much simpler signal flow,” says sound designer Gareth Fry. Performer library proved essential: “You can instantly switch settings for different actors. Without that, this production wouldn’t have been possible.” Local associate Satoshi Tateishi adds: “Having only one mixing surface saved space and made it easier to manage.” With A/B switching and Bricasti reverbs onboard, Gareth notes: “The PM5 combines everything we liked about previous consoles – and more.”

Why Upgrade Now?

CL/QL consoles remain supported – but they are discontinued, and live sound is moving quickly toward platforms with deeper DSP, immersive tools, modern workflows, and rider – friendly specs. DM7 and Rivage PM deliver all of this while honoring the Yamaha sound engineers love. And because of familiar workflow, intuitive operation, reliability and protection of your investment, upgrading isn’t a disruption – it’s a future – proofing decision that captures your audience, preserves workflow and elevates your potential and capability to create amazing and memorable experiences across all applications.

DM7 and Rivage PM aren’t just successors – they are the new benchmark. Created for productions that refuse to compromise, these mixing desks redefine a new standard for legendary sound quality, intuitive workflow, and absolute reliability, all backed by Yamaha’s legacy of support. Rivage PM Series and DM7 Series digital consoles don’t just exceed today’s demands – they inspire what tomorrow will sound like.

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Rivage PM Series: Redefining Audio Experiences Worldwide

RIVAGE PM SERIES: REDEFINING AUDIO EXPERIENCES WORLDWIDE

The choice of engineers and owners for legendary sound, intuitive control, flexibility and proven reliability

Summary Rivage PM sets the standard for live sound with premium audio quality, advanced control, and Yamaha’s legendary tone. Designed for touring, corporate events, worship, theater and broadcast, it combines intuitive workflow with next – gen power. Built for the toughest environments and proven on the world’s biggest stages, Rivage PM delivers reliability, scalability, and sonic excellence – making every performance seamless and unforgettable.

man in front of audio mixer at concertMichael “Coach“ Conner, FOH Steely Dan, Paul Simon: Recreating Studio Magic Live with Rivage PM

Michael “Coach” Conner, FOH for Steely Dan and Paul Simon, calls the challenge “formidable – what was hard enough to achieve in the studio becomes even more intricate when performed live.” Rivage PM gives him the tools to make it happen. “We use around 55 microphones… I have 25 – 30 instances of DaNSe. It really does change everything. It’s probably my favorite thing on the desk. That’s my game – changer.” Premium plug – ins like Bricasti Y7 and OpenDeck help him achieve mixes that “rival the well – known studio recordings.” Virtual sound check is critical: “It’s both a blessing and a curse… I put on my headphones or in – ears, start soloing up, and realize what I truly heard the previous night.” For Conner, this feature lets him fine – tune every nuance: “Before, whatever happened vanished into space. Now, I can dive in and make it better.” Rivage PM is “the key to capturing that magic live.”

Rivage PM Series – Redefining Premium Mixing

The Rivage PM Series represents Yamaha’s flagship live sound platform, designed for the most demanding productions. At its core are Hybrid Microphone Preamplifiers, combining analog warmth with digital precision, and Rupert Neve Designs SILK processing for rich, musical tone – so voices and instruments sound natural and detailed, with the warmth of classic studio gear and the clarity of modern technology.

man using audio mixer at concert

“This Is It. This Is Beautiful.”  –  Brad Divens, FOH for Enrique Iglesias, Linkin Park, Garbage

Brad Divens, FOH notes that Rivage PM changed everything: “When I tried the RIVAGE PM system, I found there was nothing digital sounding about it… This is it. This is beautiful.” For him, the magic starts at the front end: “The first and foremost feature I really love is the hybrid mic preamps, because to me the front end of a console is everything.” Add Rupert Neve SILK, Portico EQ and compression, plus familiar studio tools like Eventide and Bricasti: “It’s things you know and love from the studio. It’s that familiar sound.” With massive channel capacity, premium plug – ins, and 96 kHz processing, Divens sums it up: “All I need is the RIVAGE PM… everything is ready.”

Key Features That Set Rivage PM Apart

  • Massive Channel Capacity with up to 288 input channels, 72 mix buses, and 36 matrices gives you the flexibility to manage large concerts, multi – speaker panels, or worship teams without adding extra hardware.
  • Premium Plug – Ins like Rupert Neve EQ and compression, Eventide harmonizers, and Bricasti reverbs deliver studio – quality sound shaping and effects right inside the console, eliminating the need for external processors.
  • 96 kHz Processing ensures high – resolution audio for pristine clarity and depth, so every detail of music and speech comes through clean and accurate.
  • Dan Dugan Automixer automatically balances multiple microphones, making it ideal for corporate panels or worship services where consistent levels are critical.
  • Noise Suppression (DaNSe) intelligently removes HVAC hum and crowd noise, keeping speech intelligible and music clear in any environment.
  • Genius.lab accelerates workflow customization, enabling engineers to design tailored control layouts and functions—streamlining complex tasks for faster, more intuitive mixing in any environment.
  • Immersive Audio Tools like AFC Image enable spatial sound design, creating a natural, engaging listening experience for theaters and large venues.

man using microphone and audio mixerDavid Loy Elevates Kane Brown’s Live Sound with Yamaha RIVAGE PM3: Power, Precision, and Creative Freedom

FOH engineer David Loy drives Kane Brown’s genre-blending shows with Yamaha RIVAGE PM3, harnessing its massive channel capacity and premium DSP to deliver pristine, immersive sound. “I was really impressed with the way it sounded,” Loy says after pushing the console to its limits. With up to 288 inputs, 72 mix buses, and 36 matrices, he handles complex setups without extra hardware. Built-in Rupert Neve EQ, Eventide harmonizers, and Bricasti reverbs keep mixes “musical without over-processing,” while 96 kHz processing ensures clarity. Features like Dan Dugan Automixer and AFC Image help tame challenging thrust stages and maintain vocal intelligibility. “I love having a small footprint and a single screen—it lets me stay connected to the performance,” Loy adds. For him, RIVAGE PM3 is a creative engine that transforms every show into an unforgettable sonic experience.

Connectivity & Reliability

  • Dual Network Options – TWINLANe for ultra – high channel counts and Dante for easy integration – allow Rivage PM to work seamlessly with existing infrastructure while scaling for future needs.
  • DSP Mirroring provides redundant processing engines for mission – critical reliability, ensuring your event continues even if hardware fail
  • Touchscreen Interface & Centralogic Navigation combine our familiar layout with advanced control, making the console easy for volunteers yet powerful for seasoned engineers.
  • Theatre Mode & Overlay Filters allow quick adjustments for changing performers or scenes, saving time during live productions.
  • Wireless Integration lets you monitor and control Shure, Sennheiser, and Sony receivers directly from the console, simplifying setup and reducing complexity.

Recording & Virtual Soundcheck

  • 128 – Channel Recording at 96 kHz captures every detail for streaming or post – production without additional gear.
  • Nuendo Live Integration streamlines virtual soundchecks, ensuring faster setup and consistent mixes between rehearsals and live shows.

From stadium tours to corporate, rental, production and worship services, Rivage PM Series is more than a console – it’s a complete mixing ecosystem designed for sonic perfection and operational confidence.

man using audio mixer at concertStephen “Pato” Pattison, FOH Hozier  –  One Desk is Everything I Need

Stephen “Pato” Pattison, FOH relies on Rivage PM to manage Hozier’s lush, layered soundscapes with simplicity and confidence. “No, just one lonely desk – nothing else around it. No extra gear, no extra plug – ins, nothing to worry about. There’s nothing to go wrong because the console already has everything I need.” With Dante networking for flexibility and Yamaha’s intuitive Centralogic interface, Pato can adapt quickly to any venue. Built – in tools like premium plug – ins and hybrid preamps eliminate outboard racks, while 128 – channel recording and Nuendo Live integration make virtual soundcheck indispensable for consistency: “It ensures we have enough time to prepare and perfect the show.” For Pato, Rivage PM means reliability, scalability, and sonic excellence – without compromise.

RIVAGE PM: Confidence for Worship, Events, and Rider-Ready Productions

Rivage PM Series delivers premium sound and intuitive control for Houses of Worship, corporate events, and high-pressure productions. Hybrid mic preamps with Rupert Neve SILK ensure natural warmth for sermons and music, while tools like Dan Dugan Automixer and DaNSe noise suppression keep speech clear in challenging spaces. Centralogic navigation and touchscreen workflow make it easy for volunteers yet powerful for seasoned engineers.

For rental and production companies, Rivage PM is rider-friendly and eliminates outboard racks with built-in Rupert Neve EQ, Eventide harmonizers, and Bricasti reverbs. Dual networking (TWINLANe and Dante), DSP mirroring, and Nuendo Live integration provide scalability, redundancy, and virtual soundcheck for flawless execution.

Whether mixing worship services, corporate panels, or major tours, Rivage PM offers a complete ecosystem—premium audio, operational confidence, and reliability under pressure.

audio mixerFlagship Power for High – Pressure Events

At Nashville’s Country Radio Seminar, CTS AVL faced three days of rapid – fire performances and corporate sessions with zero margin for error. “It’s effectively multiple different events in the same space, with little time between each,” says audio manager Mark Kimmel. For FOH engineer Jonathan Schwarz, Rivage PM was the backbone: “Engineers can bring in a show file, or we have a pre – programmed festival file ready to go – step in and mix.” Dual RPio racks and independent systems ensured flexibility: “If they need their own gain staging or Rupert Neve SILK processing, they can do that without affecting FOH.” Schwarz loves introducing newcomers to Rivage: “It’s exciting to show them features like SILK – unique to this product.” For CTS AVL, Rivage PM means reliability, speed, and sonic excellence under pressure.

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Yamaha DM7 Series – Take Your FOH to The Next Level

YAMAHA DM7 SERIES – TAKE YOUR FOH TO THE NEXT LEVEL

Legendary sound, power and flexibility in a smaller footprint with intuitive and familiar workflow

Summary Yamaha DM7 Series delivers great sound and flexibility for touring, theater, worship, and more – all in a compact, cost-effective design. With dual touchscreens, split-mode operation, small footprint and familiar workflows, it’s easy to use and powerful. Compatible with all generations of Yamaha I/O racks, DM7 makes upgrading simple and redefines digital mixing without compromise.

man using audio mixerCompact Power Meets Big Expectations for Gene Kim, FOH Johnnyswim

Gene Kim, FOH for Johnnyswim, Phil Wickham and Pat Barrett, knows the pressure of live events where flexibility and reliability are non – negotiable. “For a compact console, it really helps because the footprint is small, but it’s packed with output capabilities and local I/O,” he says of Yamaha’s DM7 Compact – a design philosophy shared by Rivage PM for large – scale productions. Dual power supplies give “peace of mind: if one goes down, the rig keeps running.” Like Rivage PM’s DSP mirroring and Dante/TWINLANe networking, DM7’s portability and robust processing make it ideal for fast turnarounds. “The console lets you start from a good, clean place,” Gene adds, praising onboard Portico tools and multiband compression. Whether FOH or monitors, Yamaha consoles deliver reliability and sonic excellence – no extra gear, no compromise.

DM7 Series: Redefining Digital Mixing

Yamaha DM7 Series redefines digital mixing, meeting the ever – evolving needs of audio professionals with a perfect blend of innovation and usability. Designed for those upgrading from Yamaha’s CL or QL consoles or switching to mid – sized desks, DM7 offers an intuitive, seamless transition. Balancing professional – grade performance with a compact design and accessible price point, DM7 Series is tailored for medium – sized venues and productions, making it a versatile solution for diverse audio needs.

two men standing next to audio mixerDM7 Powers Tyler, The Creator’s Most Unconventional Shows: Compact Design, Big Capability For Tyler, The Creator’s most unconventional shows – including a pop-up on a floating barge – engineers Landon Storey, MON and Paul Wichmann, FOH chose Yamaha DM7 for its compact footprint and powerful features. “The workflow feels like RIVAGE PM, so the transition was seamless,” says Landon. Working inside shipping containers, they relied on DM7’s dual touchscreens and built-in processing to handle dynamic vocals and effects-heavy mixes. Paul even mixed remotely via StageMix: “I literally ran the show off an iPad—it was slick.” Despite tight space, two DM7 consoles and playback fit on a 12-foot table, proving its portability and power. From Hudson River barges to packed arenas, DM7 delivers exceptional sound and flexibility anywhere.

DM7 Design Vision

Representing more than just a mixing console, Yamaha DM7 Series is a step forward in design and functionality. Built on decades of trusted engineering and sonic excellence, DM7 merges familiarity with innovation, offering tools that address modern audio production challenges.

The vision driving DM7 was clear: Create a future – ready platform that embraces existing users, encouraging exploration of new creative possibilities while ensuring an easy and welcoming transition.

man using audio mixer

From Familiar to Future: Brian Frost, FOH Transforms Corporate Audio for Apple, Amazon, and Starbucks with Yamaha DM7

Brian Frost, FOH for major corporate and keynote events, spent over a decade on Yamaha CL5 before moving to DM7. “I wasn’t sure I wanted to add another layer of complexity,” he admits. But the switch was seamless: “Within maybe a minute or two for everything I was trying to find, it just instinctively came.” Dual touchscreens and expanded channel capacity were game changers: “I appreciate the ability to view more information at a glance.” Running at 96 kHz, DM7 gave him clarity and headroom: “It allowed me to push the technology to the edge.” With Dante integration, Brian managed complex setups effortlessly: “I like to have a lot of matrices… going to DM7 now, having twelve was a great step up.” For Frost, DM7 means power, flexibility, and confidence – without the learning curve.

Cost – Effective Integration with Existing Infrastructure

One of the DM7 Series’ most appealing aspects is its ability to integrate with existing infrastructure and improve performance without costly I/O upgrades.

Key Benefits:

  • Compatible with all generations of Yamaha R Series I/O racks
  • Upgrade from 48 kHz CL or QL Series to DM7 for 96 kHz functionality
  • Unlock superior audio performance, reduced latency, and increased channel counts
  • Upgrade a rig that’s more than a decade old without changing I/O – saving tens of thousands of dollars across live sound, events and HoW.

man next to audio mixerLCBC Church: Seamless Transition to DM7

When LCBC Church moved from a Yamaha CL5 to DM7, Broadcast Audio Coordinator Brian Tru was impressed by how intuitive the console felt: “It feels like audio engineers designed it for audio engineers – it just makes sense and is very intuitive, even the first time you sit down.” Volunteers agreed: “They love having two screens instead of one and appreciate the ability to put all the user – defined keys right on the touchscreen.” The upgrade delivered more onboard outputs for monitor mixes – no extra hardware needed – and pristine 96k audio. “My music director told me the mix sounds much cleaner – and I can only attribute that to what’s happening inside the DM7.” For LCBC, DM7 means simplicity, flexibility, and sonic clarity for worship and broadcast.

Innovative Features That Elevate Your Workflow

  • Streamlined Livestreams: Broadcast software package and split – mode operation mix FOH and livestreams from the same surface.
  • Expanded Processing Power: More freedom for reverb, plug – ins, and Automixer. Includes Rivage plug – ins like DaNSe, Dynamic EQ4, Analog Delay, and more.
  • Premium Plug – Ins: Access exclusive plug – ins like DaNSe and Rupert Neve processing, or integrate third – party VSTs (Waves, Universal Audio).
  • Enhanced Usability: Dual 7 – inch multi – touch screens for flexibility and efficiency.
  • Show File Conversion & Rack Mount: CL/QL Series show files can be converted and imported. DM7 Compact is rack – mountable and a great fly-pack choice.

The DM7 Series delivers legendary sound quality and cutting – edge features that audio professionals demand.

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Training, Support and a Familiar Workflow

TRAINING, SUPPORT AND A FAMILIAR WORKFLOW

Seamless upgrade to Rivage PM & DM7 with training, support, and confidence in every performance

Summary Transitioning from a CL/QL workflow to Rivage PM or DM7 has never been more seamless. Yamaha makes the move simple with intuitive interfaces, comprehensive training resources, and a design philosophy that feels instantly familiar. Whether you’re an experienced audio engineer or part of a volunteer team, the learning curve is refreshingly short.

two men talking

Training Made Accessible
DM7 and Rivage training is available on YouTube and official Yamaha platforms, giving teams the flexibility to learn at their own pace. From quick-start guides to deep-dive tutorials and YouTube videos, these resources ensure that both professionals and volunteers can master advanced features confidently – anytime, anywhere.

man using audio mixer

man posing for photo next to audio mixer

Resources:

Through Yamaha Audio Lab clinics, detailed articles, and hands-on sessions, professionals gain confidence in mastering advanced features – while volunteers appreciate the approachable layout and guided workflows. The result? Faster onboarding, fewer mistakes, and the ability to deliver professional-grade sound without missing a beat.

man doing lecture with audio mixer in background

As the only company that designs across the entire signal chain, Yamaha knows what audio should sound like – and what true professionals demand. That expertise is built into every Rivage PM and DM7 Series console, ensuring uncompromising quality from input to output.

For live touring, production and rental companies, venues, theaters, amphitheaters, houses of worship, education and facilities planning permanent installations, Yamaha backs your investment with robust support:

  • 2-Year Warranty via authorized dealers
  • Extended Coverage available through registration
  • Parts & Labor for defects during warranty period
  • Firmware Updates + Advanced Remote Tools included
  • Yamaha Authorized Pro Audio Centers for service and expertise
  • Proof of Purchase Required for warranty claims

man trying out audio mixer

With Rivage PM and DM7, you’re not just upgrading your console – you’re gaining confidence and a partner vested in your success – one beat at a time, every note, every night, every performance, every time.

Yamaha Pro Audio understands every system is unique. Our experienced team is ready to help you design solutions for today and tomorrow. When you’re ready to discuss your needs, click here to start the conversation.

Yamaha Digital Console Comparison and Specs

YAMAHA DIGITAL CONSOLE COMPARISON AND SPECS

Compare Rivage PM Series, DM7 Series, CL and QL features and specs

Summary Upgrading from Yamaha CL or QL Series to DM7 or Rivage PM delivers a major leap in performance and flexibility. With 96 kHz audio processing for superior clarity, advanced DSP for premium plug-ins and Rivage-grade tools, and split-mode operation for FOH and livestream mixing, these consoles redefine efficiency. They integrate seamlessly with existing Yamaha I/O racks for cost-effective upgrades, offer dual multi-touch screens for intuitive control, and provide enhanced reliability with redundant power and DSP – plus Rupert Neve SILK processing for studio-quality sound.

We are here to help Yamaha Pro Audio understands every system is unique. Our experienced team is ready to help you design solutions for today and tomorrow. When you’re ready to discuss your needs, click here to start the conversation.

This chart compares Yamaha CL, QL, DM7, and Rivage PM Series consoles, highlighting key specifications and differences to help demonstrate how DM7 and Rivage PM deliver superior performance for innovative productions. Product page links below for a deeper dive or connect with our sales team to explore solutions.

Feature CL Series QL Series DM7 Series Rivage PM Series
Input Channels Up to 72 mono + 8 stereo Up to 64 mono + 8 stereo 120 mono (DM7) / 72 mono (Compact) Up to 288 (DSP-RX-EX)
Mix Buses 24 16 48 Up to 72
Matrix Buses 8 8 12 Up to 36
Sample Rate 48 kHz 48 kHz 96 kHZ 96 kHz
Local Analog I/O 8 in / 8 out (CL5) 32 in / 16 out (QL5) 32 in / 16 out 8 in / 8 out
Networking Dante Dante Dante (144×144) TWINLANe + Dante
Plug-ins Rupert Neve EQ/Comp Rupert Neve EQ/Comp Rivage plug-ins + VCM + VST support Rupert Neve SILK + premium plug-ins
Touchscreens 1 1 2 × 12.1″ + 1 × 7″ Up to 3 × 15″
Faders 16–32 16–32 28 (12+12+4) Up to 36 (3 bays of 12)
Scene Memory 300 300 500 1000
Redundant PSU Optional No Built-in dual PSU Built-in dual PSU
Advanced Features Basic EQ/Dynamics Basic EQ/Dynamics + Auto Mixing Split-mode FOH/Stream,Dan Dugan Automixing, Rivage-grade channel strip SILK mic preamps, AFC Image immersive audio, DSP mirroring
Reliability Proven Proven Proven – Dual PSU, DSP redundancy Proven – Dual PSU, DSP mirroring
Standard Warranty 1-2 years (varies by region) 1-2 years (varies by region) 2 years via authorized dealer 2 years via authorized dealer
Extended Coverage Available via registration Available via registration Available via registration Available via registration
Service Center Yamaha Authorized Pro Audio Centers Yamaha Authorized Pro Audio Centers Yamaha Authorized Pro Audio Centers Yamaha Authorized Pro Audio Centers
Repair Policy Parts & labor for defects during warranty Parts & labor for defects during warranty Parts & labor for defects during warranty Parts & labor for defects during warranty
Reliability Support Firmware updates, basic support Firmware updates, basic support Firmware updates + advanced remote tools Firmware updates + advanced remote tools
Special Notes Requires proof of purchase Requires proof of purchase Requires proof of purchase Requires proof of purchase

Yamaha Product pages

Yamaha CL Series: https://usa.yamaha.com/products/proaudio/mixers/cl_series/index.html
Yamaha QL Series: https://usa.yamaha.com/products/proaudio/mixers/ql_series/index.html
Yamaha DM7 Series: https://usa.yamaha.com/products/proaudio/mixers/dm7_series/index.html
Yamaha Rivage PM Series:
https://usa.yamaha.com/products/proaudio/mixers/rivage_pm_series/index.html

RIVAGE PM Mixes Country Music Radio’s Big Annual Event

RIVAGE PM Mixes Country Music Radio’s Big Annual Event

Supreme Nashville Sound with CTS AVL

Summary At Country Radio Seminar, CTS AVL relied on Yamaha RIVAGE PM consoles to deliver flawless, flexible sound for three days of performances by country music’s biggest stars.

musician on stage at a concert

Nashville’s annual Country Radio Seminar brings together a wide range of country music artists and industry leaders for three days of performances, seminars, meetings and more. For 20 years CTS AVL has been the event’s audio partner, relying on Yamaha digital mixing consoles to deliver stellar performances from the latest new talent to the industry’s biggest stars.

The 2024 Country Radio Seminar took place at the Omni Nashville Hotel, with its ballroom the setting for everything from breakfast meetings and executive luncheon performances to evening shows which go on long into the night. The show features a wide variety of artists and an intense program of performances. Long-time audio product production partner CTS AVL needs to deliver consistently great sound, yet be flexible enough to suit very different musical styles in minutes. CTS AVL knew that Yamaha digital mixers could satisfy these difficult demands and deliver their long-time motto ‘Move The Room, Move The World’.

“We were brought in by Scott and Julie De Vos of De Lux Productions, who have produced the show for many years,” says CTS AVL president Mike Taylor. “They knew from our track record that we could deliver great sound for any musical style and switch between styles quickly with no loss of quality.

“The key part of the brief is that this is radio’s event. The artists are invited to perform and show the radio personalities and executives what they’ve got, but it has to be a 100% neutral environment, with everybody getting exactly the same opportunity. We treat them all equally, everyone gets the full production.”

The company initially used Yamaha PM1D digital mixing consoles, moved to PM5Ds and now have RIVAGE PM10s at front of house and monitors, plus a RIVAGE PM3 as a production console for video playback and wherever else needed. Two RPio I/O racks take care of all inputs and outputs, with all systems on a shared network.

One of the challenges faced by the CTS team is that it’s essentially a corporate event, but the format of the performances changes continually throughout the three days, with extremely fast changeovers. This puts a lot of pressure on the audio team.

audio mixer

“Every year we spend a lot of time in team discussions about the flow of the event, because it’s effectively multiple different events in the same space, with little time between each,” says CTS AVL audio manager Mark Kimmel, who has worked the Country Radio Seminar for 11 years.

“There are different aspects to each of them that are challenging and different timeframes that things have to be executed within, so we treat each event like it’s the biggest one. And overall, because of the corporate nature of it, everything has to be tidy. Our snakes and delay cabling have to be flown on truss, so we work closely with the in-house rigging team. Through collaborations like that, we can deliver consistently from year to year.”

The variety of scenarios is a particular challenge for Jonathan Schwarz of Schwarz Sound, who manages the CRS front of house sound for CTS AVL.

“They’re constantly rearranging the room. There will be a luncheon with tables, then the next session it might be chairs. Some of the higher profile artists will do a longer set and bring their own engineer, then there are sessions where, for example, a record label may have 10 artists that it wants to showcase, each doing one song and I’ll mix all of them,” he says.

“You can have laid-back songs that are more soulful or twangy, then you’ll have full-on honky-tonk rock ‘n roll. We have to figure out how to give the artist the power and impact that they want from a performance, while recognizing that it’s a corporate-style event. You’re entertaining radio personalities, managers, there’s a lot of networking going on. You have to translate the music and create that emotional impact where people go ‘I want to play that on the radio,’ while not making plates rattle.

“We don’t want to make people spill their soup,” he adds, with a smile.

With a tight schedule, multiple artists and little soundcheck time, as well as delivering great sound, front of house needs a universally accepted mixing console which any engineer can use with no issues.

“The Yamaha RIVAGE PM backbone facilitates that,” says Jonathan. “Engineers can bring in a show file, or we have a pre-programmed festival style show file with their inputs and things ready to go, so all they have to do is step in and mix.

“We actually have two complete systems with separate RPios going through monitors, which can operate independent of front of house. So if they have to make their own gain staging or do anything with the transformer emulation and RND SILK processing, they have the opportunity to do that independently of what the front of house engineers are doing.”

 

overhead shot of an audio mixer

One of the things Jonathan enjoys about the event is giving engineers who may not have previously used the Yamaha RIVAGE PM series the opportunity to mix on it.

“Some of the younger artists in particular may not have had the chance to mix on a flagship product like the RIVAGE PM system. So it’s exciting for me to show them what it’s like, the features like the Rupert Neve Designs SILK processing. It’s such a cool feature, which is unique to this product,” he says.

“Then we have others with experience on RIVAGE PM and that’s great as well. I love watching other engineers come in, seeing their methodology, their workflow and the little tips and tricks they do for their artists which are unique to their mixing style. Something different than maybe I would do, because there are a lot of really cool ways to do anything on the system.”

Another Yamaha family product which has proved popular is the NEXO PS8, two-way point source speaker.

“The PS8 is fantastic because it sounds great, it’s very low profile and the rotatable horn means we can lay it on its side,” says Jonathan. “The stage is fairly compact, and we have a thrust. Being able to place PS8s on stands around the front of the stage means we can have great functional coverage, with the volume, tone and clarity to keep up with the rest of the PA, but they’re out of the way of the artist.”

With another successful Country Radio Seminar concluded, CTS AVL is already looking to next year’s event, again using Yamaha and NEXO.

components behind an audio mixer

“Every year we look at how can we improve upon on the previous one,” says Mark. “After 20 years we’ve got the production really fine-tuned. And everybody is always relieved to hear that we have the RIVAGE PM system.”

Company president Mike agrees, adding, “The Country Radio Seminar is a very important event for both the country music radio industry and the many artists who are invited to perform. We have a really deep relationship with all of our customers involved and we strive to deliver the highest quality production for both the performers and the audience. Yamaha digital mixing is an integral part of it and it’s always a fun one for us to do.”

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Small Is Beautiful

Small Is Beautiful

Yamaha DM7-EX Tours Clubs With Twenty One Pilots

Summary Twenty One Pilots’ secret club tour demanded arena-quality sound in tight spaces. FOH and MON engineers used Yamaha DM7-EX for power, flexibility, and portability.

audio mixer

In May 2024, global superstars Twenty One Pilots played five secret club dates in Berlin, London, Mexico City, New York and their hometown of Columbus, Ohio, in anticipation of their upcoming album release and worldwide arena tour. Sound engineers Cliff Skinner and Kenny Sellars were faced with the challenge of how to shrink the band’s arena-sized audio system into small clubs without compromising audio quality. The answer was built around Yamaha’s DM7-EX digital mixing console.

The short An Evening With Twenty One Pilots tour was booked in anticipation of the band’s new album, Clancy, to be released in late May, and a world arena tour which kicks off in August.

people at a concert

Front of house engineer Kenny Sellars and monitor engineer Cliff Skinner are used to mixing arena shows on our flagship RIVAGE PM5 and PM10 digital mixing systems using our Genius.lab software and the Open Sound Control (OSC) protocol to create highly customized setups. They faced a major challenge because of the band’s commitment to delivering the best sounding show possible.

https://youtu.be/d0fCNK2UiBw

“The band care about being perfect – it doesn’t matter where we are. In the past, whether it’s an arena or a club, we were bringing in triple width racks with full size consoles,” says Kenny. “This time we needed a compact and also cost-effective package, knowing we wouldn’t be selling 20,000 tickets every night.”

Having seen a demo of the Yamaha DM7 at Clair Global’s Lititz headquarters, Cliff realized that the DM7-EX (the DM7 coupled with the DM7 Control expansion controller) would have the capacity and flexibility they needed, in a small, physically manageable format. “Being in the Yamaha family, and with the similarities between it and the RIVAGE PM systems we’re comfortable with, it was the obvious choice,” he says.

“To be honest, I was a little hesitant at first. Sound engineers don’t always like change! But Cliff was like, ‘Dude, you’re gonna love this’,” smiles Kenny.

“I was kind of worried about some of my workflow, but it’s only got a few less faders than a RIVAGE PM control surface. My layout’s almost exactly the same, the layers and center section are the same, and it programs just like the RIVAGE PM system. I was like, wow, this feels just like home.”

two men standing next to an audio mixer

He continues, “The band didn’t want us to scale down and not be as good. We had to say trust us, we feel comfortable making it happen on these consoles. It’s the first time we’ve been able to say that – we can take a smaller console and still give the band what they need, with all the tools to do the things that we need for the show.”

The two DM7-EXs were on the same Dante network, along with a Rio3224-D2 I/O rack, eight channels of Axient digital wireless microphones and playback. Every input in the system was either local I/O on each desk or from the devices on the Dante network.

“There are only two people on stage, but we have a lot of communication between techs and band members. We’re hitting 70 channels before we’re even talking about returns and everything else,” says Cliff.

Meanwhile, Russ Long at Yamaha has been available to help. “Russ will always get an answer for me right away. Working with Yamaha has been a great, great experience,” says Kenny. “Everyone at Yamaha has been great, working with us to help implement things better,” agrees Cliff. “Having that relationship, the trust between us and their support has enabled us to be more creative.”

two men standing next to an audio mixer laughing and a concert

As the club tour ended, both engineers described the experience of using the DM7-EX as completely positive. “The console has allowed us to maintain the highest possible standard in the smallest possible footprint. I never expected to have 120 channels available on something this small, which didn’t feel claustrophobic. The familiarity with the Yamaha ecosystem has allowed the transition between the RIVAGE PM to DM7 and back to be seamless,” says Cliff.

“The DM7-EX has everything I need. It’s the perfect solution to keep me comfortable in the Yamaha world, and fit the bill for these club shows in four different countries,” concludes Kenny.

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Scottie Baldwin, FOH

Scottie Baldwin, FOH

From CL/QL roots to mixing icons like Lady Gaga, Prince, and JJ Lin

Summary Scottie Baldwin, FOH for Lady Gaga, Prince and JJ Lin, among others, honed his craft on Yamaha CL and QL consoles before stepping up to Rivage PM – delivering clarity, flexibility, and creative control for some of the biggest stadium productions worldwide.

man sitting on stage surrounded by fire

Scottie Baldwin is a world-renowned front-of-house engineer whose career spans global tours with artists including Prince, Lady Gaga, JJ Lin, and Jolin Tsai. Known for his precision, creativity, and deep musical sensitivity, Baldwin has built a reputation for turning complex live productions into immersive sonic experiences. His workflow merges technical precision with musical intuition, and his long relationship with Yamaha consoles – evolving from the CL and QL series into the Rivage PM platform – shows how foundational tools can shape a philosophy, and how innovation in talented hands can unlock new frontiers in sound design.​

Laying the Groundwork: CL and QL as Sonic Stepping Stones

Before Rivage PM, Baldwin’s approach was built around Yamaha’s CL and QL consoles. These systems, with their Dante networking, onboard Premium Rack effects, and intuitive layout, became the scaffolding for his sonic identity. Early in his career, he mixed an entire stadium tour on a CL console – a decision that raised eyebrows at the time. “I mixed a stadium tour on a CL, which everyone didn’t think was even possible,” he recalls.

Those consoles gave Baldwin the confidence to take on virtually any gig, even under tight budgets or demanding expectations. For one tour with The Revolution, he even downsized a CL show file to fit on a QL console, turning skeptics into believers when they heard the result. He laughs remembering stage crews asking where his console was, only to see it roll in a compact road case: “When you can get a big sound out of a tiny console, it’s even more impressive.”

CL and QL introduced Baldwin to Yamaha’s scene management, onboard processing, and workflow logic – tools that made him faster, more consistent, and ultimately more musical. He learned to work almost entirely in the box, saying he’s “never used outboard gear with Yamaha – maybe auto-tune, but that’s it.” That minimalist, efficient mindset became the foundation for everything that followed.

The Leap to Rivage: Expanding the Horizon 

When Baldwin transitioned to the Rivage PM5, it wasn’t just about more channels or processing – it was about expanding visual control and creative space. “I did it live without a net,” he recalls. “New country, new artist, new console – and Rivage made it possible to think in big terms. I said, ‘OK, I can do this.’”

A self-described visual thinker who values order and clarity, Baldwin immediately appreciated Rivage PM’s larger screen real estate and configurable interface. His layout typically places inputs and DCA groups on the left, scenes and dynamics in the center, and EQ and overview data on the right – giving him instant visibility across hundreds of parameters.

“You can feel comfortable moving over to Rivage the day of show,” he explains. “That’s how familiar it is – but it’s not the same. It’s just better in every way.” And when it comes to sonic impact, he adds, “When you want to move up that notch and really get into clarity, depth, focus – everything is wider, deeper – Rivage delivers.”

Technical Expansion: What Rivage Adds to the Equation

Rivage PM didn’t just expand Baldwin’s workflow – it fundamentally redefined it. Moving from the CL5’s 72 input channels to Rivage’s 288 opened up the ability to manage complex multi-input sources, broadcast feeds, and parallel effects chains simultaneously. The 72 mix buses and 36 matrix outputs give him the routing flexibility to design both stereo and immersive configurations without compromising DSP resources.

At the core of that performance is Yamaha’s TWINLANe network – a proprietary coax or fiber system capable of carrying up to 400 channels of 96 kHz audio with sub-millisecond latency. Baldwin describes the difference as “insanely small,” adding that it’s “powerful and reliable – you just have to bring good cables.” Combined with RPio racks, the platform provides modular I/O flexibility and even supports legacy MY cards. “I can still use MY cards I’ve had for 20 years,” he says. “That’s insane in today’s day and age.”

In-the-Box: Plugins That Perform 

One of Rivage PM’s biggest advantages for Baldwin is its fully integrated plugin suite. The Rupert Neve Designs Silk circuit in the RPio Stagebox, for example, has become a staple of his mix template. “The Rupert Neve Silk emulation is stunning,” he says. “The more red I dial up, the less EQ I have to do. It’s musical, not just technical.”

He also calls the Dynamic EQ 6 “the most versatile, most beautiful EQ” he’s used, explaining that it lets him respond to vocal intensity dynamically, keeping the tone consistent whether an artist is whispering or belting. With tools like these running on Rivage’s FPGA-based DSP at 96 kHz, Baldwin is able to mix fully in the box – even for stadium-scale productions – without latency or compromise.

audio mixer at a concert

Scottie Baldwin’s Rivage PM5, JJ Lin tour, Bird’s Nest Stadium, Beijing

Engineer and Artist Collaboration

Baldwin approaches each show as a collaboration between engineer and artist. “There’s no console before or since that has locked it in like Rivage – I feel completely at home,” he says. “I always feel like I’m standing in front of a musical instrument.”

For Baldwin, Rivage isn’t just a control surface – it’s a creative partner. “Yamaha puts the musical things forward,” he explains. “You only look at what you need to work on the most musical aspects of each mix.”

On one tour, he used the PM5 to create a 12-channel immersive mix in which reverb physically moved through the venue. “It sounded like one long reverb,” he recalls, “but it traveled from front to back.” It’s this kind of real-time artistry – using technical flexibility to deepen the audience’s connection – that defines Baldwin’s work.

Real-World Impact: Value for Production and Touring

Baldwin’s approach to Rivage PM also brings tangible value to production companies and touring operations. “I can go anywhere with a USB stick and make shows that sound spectacular,” he says. “You’re saving the tour, the church, the black box theater money on rental. That money should go to you – not the gear.”

That level of portability and consistency makes Rivage an asset across scales – from major stadium tours to regional festivals – proving that sound quality and efficiency can coexist at the highest level.

Familiarity Meets Mastery

Despite Rivage PM Series expanded architecture, Baldwin says the transition felt natural. While he initially experimented with Yamaha’s console file converter to migrate CL show files, he ultimately rebuilt everything from scratch to take advantage of stereo aux sends, expanded mix buses, and the console’s advanced dynamics engine. “It’s a mistake to say Rivage is just a CL on steroids,” he explains.

“It’s a whole different system, but it feels familiar – it’s part of the Yamaha family.”

That familiarity, combined with Rivage PM’s deeper toolset, allowed him to approach mixing with fresh creative intent rather than treating it as a technical upgrade.

A Platform for Sonic Excellence

Scottie Baldwin’s evolution from CL and QL to Rivage PM reflects Yamaha’s core philosophy: to design tools that inspire engineers to make music, not just mix sound.

Baldwin sums it up simply – Yamaha, he says, “listens carefully and responds musically.”

When he steps behind a Rivage, Baldwin doesn’t see a console – he feels an instrument. And with that, every show becomes an act of performance, precision, and sonic storytelling.

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Mastering Live Sound on Rivage PM

Mastering Live Sound on Rivage PM

Stephen “Pato” Pattison, FOH Hozier

Summary Stephen “Pato” Pattison, FOH for Hozier, relies on Yamaha RIVAGE PM to deliver pristine mixes of the band’s rich soundscapes, backed by Yamaha’s global support and innovation.

https://youtu.be/Do-TYCJXVT4

In live sound engineering, few names command as much respect as Stephen “Pato” Pattison. Renowned for his meticulous ear and innovative approach, Pato is the sound engineer behind Hozier’s celebrated live performances. Handling the complexity of the band’s lush soundscapes requires not only talent but also the right tools. For Pato, those tools come in the form of Yamaha’s RIVAGE PM Series.

Adopting RIVAGE PM for Hozier FOH

With RIVAGE PM at the core of his setup, Pato expertly balances Hozier’s ensemble, which includes everything from Andrew Hozier-Byrne’s soulful vocals to strings, layered guitars, and dynamic percussion.

The RIVAGE PM Series’ flexibility, superior hybrid preamps, and onboard processing allow Pato to craft a pristine mix that remains true to the band’s sound, no matter how challenging the venue. His configuration also incorporates our Dante networking for added flexibility. He even utilizes a Yamaha MS101-4 on his doghouse as his shout-back speaker.

When asked about using external plug-ins or hardware to shape the sound, he laughs and says, “No, just one lonely desk—nothing else around it. No extra gear, no extra plug-ins, nothing to worry about. There’s nothing to go wrong because the console already has everything I need. Anything I’d get from external plug-ins or hardware is already built in.”

man with microphone

A Relationship Built on Communication

For Pato, the key to our success lies in its open communication and global support.

“The relationship with Yamaha is great because there are people you can talk to and people who will listen and offer ideas or ask questions back,” notes Pato, highlighting that our team doesn’t just respond – they engage, often following up with questions that open the door for collaborative problem-solving.

This level of service transcends time zones. “Doesn’t matter what time of day it is or what time zone I’m in, someone will get back to me, and that’s amazing,” Pato shares. Whether he’s in the US, at his home in the UK, or anywhere else in the world, Our team is still accessible, “offering ideas and solutions no matter the hour. They get pestered with ideas I sometimes have, and they go, ‘Oh, I never thought of that,’ and it might actually become a thing.”

man using audio mixer at a concert

Collaboration Sparks Innovation

Touring with Hozier – a band known for its rich, soulful sound – Pato handles various audio challenges, from balancing Hozier’s baritone to amplifying diverse instrumentation. The performances feature acoustic and electric guitars, piano, percussion, and strings, creating a layered sound that demands adaptability. This is where Yamaha’s open dialogue and gear excel.

Yamaha’s commitment to feedback has led to real improvements. Pato recalls suggesting a stereo overdrive feature for a keyboard, a key element in several of Hozier’s tracks. “I wanted to overdrive a keyboard, but the overdrive was just mono. Then, without me knowing, they implemented a stereo option,” he says, a testament to Yamaha’s willingness to listen and evolve.

“They definitely believe in the product and want it to be the best,” Pato emphasizes. For him, this partnership goes beyond mere functionality – it’s about shared values. “If you have an idea and they implement it, that’s where you want to be.”

Tools of the Trade: Custom Solutions for Unique Needs

Pato is discerning when it comes to equipment. With Hozier’s diverse instrumentation – including everything from carbon fiber cellos to traditional string instruments – achieving clarity is critical. When amplifying strings, Pato uses pickups but adjusts depending on the environment.

man using audio mixer at a concert

“The strings have their own pickups, but in extreme conditions like heat, we might use the carbon fiber cello,” he explains. Despite occasional tweaks, Pato aims for simplicity. “I just roll off some low end and a little around 4K, but nothing drastic.” His approach highlights Yamaha’s ability to elevate natural sound without over-complicating it – a crucial factor when managing the unique blend of orchestral and rock elements in Hozier’s music.

close up image of an audio mixer

Advice for the Next Generation

For aspiring engineers, Pato’s advice is simple: trust your ears. “Don’t mix with your eyes, use your ears,” he says, urging engineers to focus on sound over visual cues. “If it sounds great, it sounds great. No one in the audience cares how much you’ve adjusted the low, mid, or high. “Pato also highlights the importance of hearing the sound from the audience’s perspective. “Go where the audience is and check how it sounds there,” he advises. Finally, Pato urges young engineers to experiment. “Ask questions, turn the dials, play with the encoders—they’re there to be turned.”

Conclusion

For Pato, the partnership with Yamaha is more than a transactional relationship – it’s a collaboration where innovation is encouraged, and solutions are developed together. With a brand that listens, adapts, and continually pushes its products forward, Pato feels empowered to deliver the best possible sound every night. “They only want their product to be the best,” he says—and for an engineer at the top of his game, that’s exactly the kind of partner you need.

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Mastering the Monitor Mix for Jelly Roll

Mastering the Monitor Mix for Jelly Roll

J. Summers on Touring, Teamwork and Rivage PM

Summary J. Summers, Monitor Engineer for Jelly Roll, uses Yamaha RIVAGE PM10 and surgical precision to deliver flawless IEM mixes for high-energy arena shows and guest-packed sets.

man taking a selfie with audio mixer in background

With decades of technical mastery and a passion for thriving in live sound, J. Summers ensures every Jelly Roll performance delivers unmatched energy, precision, and seamless connections between the Artist, Band, Guests and Audience. He is the harmony in every song.

Introduction

For J., stepping into the role of Monitor Engineer with Jelly Roll is the culmination of years spent mastering his technical skills, navigating unpredictable challenges, and embracing the ever-changing energy of live performances. Summers comes fully equipped with a whatever it takes, can-do attitude and is committed to delivering the highest-level of sonic nuances to his Artists IEM’s. “Nothing feels better than to hear my Artists smiling.”

Audio Setup and Team Dynamic

The heartbeat of Jelly Roll’s touring success lies in a finely tuned synergy between its Sound Image Crew members and all other departments. Summers describes their seamless teamwork: “Ron Gardner (TM/FOH) mixes the show and is our Captain of the ship, ensuring smooth navigation and Team collaboration. Brendan Hines, our System Designer, System Engineer, Crew Chief and Bus Ambassador, always looks ahead and keeps us informed, our Gibraltar. My role as Monitor Engineer is the setup of Mons World, mixing and making sure everything sounds perfect for Jelly and The 36 Hour Band.” This collaborative, team-first approach ensures every piece of the puzzle fits and keeps things running with clockwork precision.

This precision is put to the test nightly. Jelly Roll performs on a bespoke 3-tiered arena stage, 2 runway thrusts stretching deep left and right into the audience and the B-stage as well, Summers embraces the unique sonic challenges of managing the inputs, room, crowd, and stage. “The energy from the crowd and the intensity of Jelly Roll’s performance pushes us to find new ways to adapt. Having an artist 60 feet in front of the PA isn’t easy—but that’s part of what makes every night special. Dare I say, a more “intimate” evening in an arena. Brendan and I spend time walking Jelly’s RF mic around the stage every day. Keeping ahead of any sonic anomalies.”

Technical Setup and Flexibility with Guests

Sound Image’s meticulous preparation forms the backbone of every performance. At the core of this workflow is the RIVAGE PM10 mixing system. There are 3 mirror image rigs built and ready to gig when the call comes in. “We have done some serious cross-country travel and international flight hops to our A, B and C rigs. In NYC we had all 3 rigs running at once, with multiple gigs in various locations across town. We even had Police escorts in between venues to get us there on time. MSG, SNL, The Global Citizen’s Festival, Jimmy Fallon and then Jelly and I popped over for a Duet with Kelly Clarkson on her programme, all in a 3-day weekend. Full On!”

It’s that spontaneity of live performances—and the revolving door of guest appearances—that keeps Summers sharp. At Nashville’s Bridgestone Arena, a hometown finale for Jelly Roll, Summers and the team faced their biggest test yet. Originally set to end weeks earlier, the tour extended by popular demand. “We can’t end here in Jacksonville, we have to bring it home.” Jelly Roll declared, setting the stage for an unforgettable final night in Nashville.

Summers prepared accordingly: “We always have 2 Guest RF mics and 2 discrete mixes ready to go. For Bridgestone, we added more because we knew it was going to get wild.”

On show day the Guests came fast, “We had Alexandra Kay, Ernest, Struggle Jennings, Skylar Grey, Yelawolf and Snoop Dogg. Keith Urban has his own dedicated inputs in our rig as we’ve seen him along with his Tech Chris Miller so much this year. Shinedown’s Zach Meyers needed an acoustic patched in during the show. No worries. This is why we always need to have a clean and clearly designed stage patch system with plenty of options open. We love options!”

Summers thrives in what he calls “organized chaos, handled with surgical precision.” Thanks to Yamaha’s carefully designed matrix system, Summers ensures flawless execution. “Jelly’s got a main and spare IEM, then there are feeds into the Band spares. Guest mixes are always their own discrete frequencies. Everything’s designed so we can adjust on the fly without blinking.” RF Tech Bill Black plays a crucial role, always one step ahead. “Bill’s got our RF world sorted, he doesn’t miss a beat.”

Summers summarizes it simply: “On this show, there’s no deer-in-the-headlights moment. It is a calm and cool-go, go, go gig. Three extra IEM packs? Gotcha. Darbuka input? Done. More RF mics? Ready. It’s about being prepared for anything and trusting the Team to execute at lightning speed.”

The Bridgestone Arena show proved not only Summers’ technical expertise but also his adaptability—ensuring the on-stage IEM sound matched the moment, leaving the Artist, Guests and Audience with an unforgettable experience.

Touring Experiences and Sonic Philosophy

Summers’ career has taken him across the globe and into a vast array of unique venues. Each space, no matter how unconventional, challenges his understanding of sound and reinforces his deep respect for its power.

“I’ve been to some beautiful places, with Sting we performed in Roman amphitheaters and ancient temples around the world” Summers reflects. “With Sigur Rós, we did a recording in the caves outside of Paris, using the natural reverb of the mined chambers. You can’t forget those moments—they’re alive with sound.”

These extraordinary experiences have shaped Summers’ approach to live sound. For him, it’s about more than technical perfection—”it’s an organic connection with the environment and my Artists that makes the music come alive and immerses the audience in waves of sonic emotions.”

Passion and the Right Tools

Summers credits Yamaha for providing the reliability he needs to perform at the highest-level night after night. “Yamaha gives me the confidence to ensure my artists are happy on stage, which translates to a great performance for them and the audience.”

Summary

Summers’ journey as an audio engineer is one of passion, adaptability, and technical excellence. From managing the IEM’s for Jelly Roll’s high-energy shows to crafting soundscapes in historic, otherworldly venues, Summers combines preparation with artistry to bring music to life. His ability to balance technical precision, team coordination, and an unshakeable understanding of the Artist’s vision ensures every performance resonates deeply with audiences and the Artist.

For Summers, live sound isn’t just a science—it’s an art form, one that bridges the gap between artist and audience, leaving an impact that lingers long after the final note fades.

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Live Sound, Simplified

Live Sound, Simplified

Gene Kim’s FOH Journey with our DM7 Compact

Summary Gene Kim, FOH for Johnnyswim, Phil Wickham & Pat Barrett, relies on Yamaha DM7 Compact for pristine sound, portability, and powerful processing across diverse venues.

https://youtu.be/gqIHWOslMHg

Gene Kim, a highly respected front-of-house (FOH) engineer known for his work with Johnnyswim, Phil Wickham and many others, has made our DM7 Compact digital mixing console his go-to for live sound. Now on tour with Pat Barrett, Gene relies on the DM7 Compact to deliver pristine sound and seamless performance in churches, clubs, and iconic venues like Nashville’s Ryman Auditorium.

man using an audio mixer

Features and Portability

Gene first encountered the DM7 Compact during a Trio acoustic show in LA. “For a compact console, it really helps a front-of-house engineer because the footprint is small, but it’s packed with output capabilities and local I/O,” he explained. The console’s portability, fitting easily into a Pelican case, proved invaluable for Gene, who frequently handles fly dates and mobile setups. “It just makes things really easy.” One standout feature for Gene is the DM7 Compact’s ability to simultaneously handle both FOH and MON duties effortlessly. “It’s really easy to get monitors up and going quickly,” he noted, a key advantage on fly dates where he often manages both roles.

audio mixer

The DM7 Compact’s intuitive design also allowed Gene to handle complex setups efficiently. “There are so many user-defined keys, making it easy to manage layers. I haven’t needed a ton of faders,” he shared. This efficient layout has been especially beneficial for larger band shows with choirs. “The GUI is clear, it’s bright, and the touchscreen is really responsive.”

“For a compact console, it really helps a front-of-house engineer because the footprint is small, but it’s packed with output capabilities and local I/O.”

Gene also emphasized an often-overlooked feature of Yamaha consoles: dual power supplies. “It’s not something you immediately think about, but when engineers see two power supplies, it gives peace of mind. If one goes down, the rig keeps running.”

audio mixer

Processing Power and Sound Quality

Gene was particularly impressed by the DM7 Compact’s onboard processing capabilities, including the reverbs, multiband compressors, and the Rupert Neve Designs’ Portico processing tools. “The onboard reverbs, the multiband, the FET limiter, the U76, and I love all the Portico compressors,” he stated. “As far as sound goes, it’s just really flexible and transparent. I really enjoy that because nowadays with music, you’re often asked to add things. You can’t make something clear and clean on a mic pre with a ton of color. “This transparency allows Gene to begin with a clean slate and have the ability to shape the music to fit the artist and venue. “The console lets you start from a good, clean place, which is exactly what I need.“

Flexibility Across Diverse Venues

On Johnnyswim’s tour, Gene mixed at venues of all sizes. In Nashville, shows ranged from the intimate Bluebird Cafe to the renowned 3rd & Lindsley club and the legendary Ryman Auditorium. “We did the Bluebird, a club show, and then the Ryman—same console for everything,” Gene recalled. “The house guys chuckled when I set it next to the Rivage [the Ryman’s FOH console is a RIVAGE PM5]. They asked, ‘Are you sure?’ I said, yeah, and even mixed the openers. It was a lot of inputs, but I did it. It was great!”

man pressing screen on audio mixer

Gene Kim’s experience with the Yamaha DM7 Compact highlights its versatility and adaptability. Whether handling FOH or monitors, Gene consistently delivers high-quality sound in diverse venues, proving the DM7 Compact’s reliability. From intimate church settings to iconic venues like the Ryman, the DM7 Compact empowers engineers to create unforgettable live sound experiences.

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Legendary FOH Brad Divens

Legendary FOH Brad Divens

Listen and shape the sound with Rivage PM Series

Summary Brad Divens, FOH for Enrique Iglesias, Linkin Park, Garbage & more, relies on Yamaha RIVAGE PM for warm, intuitive mixing without outboard gear.

man smiling in front of an audio mixer

Brad Divens, renowned for his work as a Front of House (FOH) engineer, has forged a legendary career collaborating with major artists such as Enrique Iglesias, Linkin Park, Garbage, Bob Seger and the Silver Bullet Band and Jane’s Addiction, among others. Recently, Russ Long from Yamaha Pro Audio caught up with Brad at Bridgestone Arena in Nashville to talk during a sound check.

Early Career and Transition to Digital Systems

Divens’ journey began with analogue mixers, and over time, he transitioned to various digital systems. His significant shift occurred upon the recommendation of Luke Bryan’s FOH engineer Frank Sgambellone, who convinced him to try the Yamaha RIVAGE PM series. “Frank kept telling me, ‘Look Brad, just plug an SM58 into it and listen to your voice. That’s all you need to do, and you will want to check it out.’ We had a long conversation about it because he’s one of my peers and I trust his opinion when it comes to mixing,” Divens recalls.

Following a demo with Yamaha in Nashville, Divens immediately appreciated the system’s capabilities. A major benefit of RIVAGE PM was the elimination of the outboard racks he previously relied on. “When using other digital desks, I immediately felt that I needed to add something because they are a little on the sterile side. But when I tried the RIVAGE PM system, I found there was nothing digital sounding about it,” he explains.

“Once I was only using the RIVAGE PM system, I was like ‘This is it. This is beautiful. It’s exactly what I knew I could do with it,” he says. “I just feel less is more. All I need is the RIVAGE PM, a USB stick with my show file and everything is ready. It justified the decision, and I knew I’d made the right choice.”

man smiling in front of an audio mixer with a crowd behind him

Technical Approaches and Favorite Tools

Divens is renowned for his use of the Yamaha RIVAGE console, particularly the P2MB Master Buss Processor plug-in. He shares, “I think my favorite plug-in on the RIVAGE I think would have to be the Master bus processor. I can put it on groups; I can choose blue or red silk depending on what tone I want for the guitar groups.” This tool allows him to apply nuanced compression and tonal adjustments, providing flexibility and enhancing the final sound quality.

In addition to the Mix Bus Processor, Divens employs several other technical approaches to achieve his signature sound:

– Dynamic EQ and Multiband Compression: To manage varying frequency content and dynamics, Divens uses dynamic EQ (DynamicEQ4) and multiband compression (MBC4) to keep the mix balanced and clear.

– Parallel Compression: This technique is used to add power and presence to vocals and drums without overwhelming the mix. By blending a heavily compressed signal with the dry signal, he maintains natural dynamics while enhancing impact.

– Reverb and Delay Effects: Divens uses reverb and delay to create space and depth in the mix. These effects help to position instruments and vocals within the stereo field, giving the audience a more immersive listening experience.

Creative Process and Challenges

Divens thrives on the creative process of mixing live sound, noting, “The biggest joy I get out of mixing I would have to say is probably the creative process of taking what the band is giving me and putting the music together and then watching the crowd react to something that I’ve done.” However, managing crowd noise remains a significant challenge. He explains, “The biggest challenge for me is probably the crowd noise. I mix at around 98db, 99 tops, maybe peak at a hundred, and the crowd can be at 105 sometimes, and there’s no way I’m competing with the audience. It’s a delicate balance.”

confetti flying at a concert

Favorite Features and Technical Approaches

Divens highlights the hybrid mic preamps as a standout feature. “The first and foremost feature I really love is the hybrid mic preamps, because to me the front end of a console is everything,” he states. He also praises the onboard Rupert Neve Designs processing, including the Portico II Master Buss Processor, the Portico EQ and compressor, and familiar studio tools like the Eventide H3000 and Bricasti reverb. “It’s things that you know and love from the studio. It’s that familiar sound.”

Divens finds the system comfortable to mix on. “The more you get used to something the easier it becomes,” he adds. “I found that it’s a very comfortable system to mix on and get the show to where things just sound good. I never need to look outside of that.”

Advice for Aspiring Engineers

For those new to the field, Divens emphasizes the importance of listening to the music over relying solely on technical tools. “The best advice I can give to somebody starting out that wants to mix and do what I do is don’t forget that you have to listen to the music,” he advises. By focusing on selecting the right microphone, placing it correctly, and using a good mic preamp, aspiring engineers can significantly improve their results.

Personal Routine and Conclusion

After a show, Divens maintains a simple and healthy routine. “I really stopped eating after-show food. It’s probably a handful of almonds and then I go to bed,” he shares. Divens emphasizes the importance of maintaining a healthy level of wellness amidst the demands of his profession, recognizing that proper nutrition and rest contribute to his ability to consistently deliver exceptional performances.

man in front of an audio mixer in darkness

Conclusion

After hanging up his bass guitar in the early days from his time in bands like Kix and Wrathchild America, Brad Divens’ experience as a FOH engineer highlights the blend of creativity, technical skill, and adaptability required in live sound engineering. His utilization of the Yamaha RIVAGE PM system along with his advanced mixing techniques, combined with his profound understanding of music, has enabled him to deliver remarkable and inspiring audio experiences to audiences worldwide. Divens’ dedication and innovative spirit not only continue to inspire, but also to pave the way for the next generation of sound engineers.

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Legendary FOH Michael “Coach” Conner

Legendary FOH Michael “Coach” Conner

Capturing the Live Essence of Steely Dan and Paul Simon

Summary Michael “Coach” Conner, FOH for Steely Dan and Paul Simon, discusses Yamaha RIVAGE PM and using its advanced tools to recreate studio-perfect sound for live audiences.

man with an audio mixer

While many FOH engineers refine their mix by playing back Steely Dan’s sounds, Michael “Coach” Conner makes it a reality nightly on tour with the band. Captivating audiences with unparalleled sonic fidelity, he achieves this through meticulous preparation and innovative use of both analog and digital tools. Conner seamlessly translates complex recordings into live experiences that rival the originals, ensuring every performance sounds as close to the studio recording as possible. With a decades-long career working with icons like Donald Fagen, Steely Dan, and Paul Simon, he has earned acclaim from both artists and fans alike.

On reproducing complex studio arrangements

Recreating Steely Dan’s trademark studio sound, renowned for its intricate arrangements and meticulous production standards, live on stage presents a daunting challenge for Conner. Night after night, in various arena-sized venues, he faces the task of translating this complex sound into a live experience.

Through rehearsals, sound checks, and collaborative feedback from the band, Conner leverages both analog and digital equipment, including notable tools ranging from the Bricasti M7 reverb and Summit Audio’s TLA-100A and DCL-200 compressors to Yamaha’s DaNSe, Bricasti Y7 and OpenDeck plug-ins to achieve a level of sonic and tonal fidelity that rivals the well-known studio recordings (Coach recorded 2021’s live Donald Fagen and Steely Dan albums). This dedication garners acclaim from both the band and audiences, who appreciate the seamless transition from studio to stage.

Coach was a quick adapter to Genius.lab having created a macro to switch from external to internal processing allowing him to recover from 3rd party hardware issues seamlessly and instantly.

Microphone Mastery

Another way Coach achieves the sonic perfection of Steely Dan live is through meticulous microphone selection and placement and the precise use of Yamaha’s DaNSe Noise Suppression plug-in. “We use around 55 microphones, with the rest being direct inputs. I have 25-30 instances of DaNSe. Anywhere I have noise floor off an amplifier or a vocal mic there’s DaNSe in play. It really does change everything. It’s probably my favorite thing on the desk. That’s my game-changer.”

different dials on a mixer

“Noise reduction is applied either on the group or individual input, but it’s done very lightly. There’s an art to using it-you can’t be too aggressive, or you’ll create a mess.” Conner continues, “For example, I apply noise reduction to the horn section by routing them to group processing. Again, it’s a delicate balance. Being too aggressive can compromise tonal quality. Once it’s dialed in, I can set it and forget it. Constantly relearning and adjusting thresholds nightly isn’t practical—it introduces too much margin for error.”

man with an audio mixer

Full Sound Checks

Coach and the band allocate time for full sound checks each day. “We do a full sound check each day, usually having at least an hour to do so. Sometimes, we even run through the entire set during sound check for various reasons, such as substituting musicians. This means we often end up performing the entire set twice. It’s pretty handy as it ensures we have enough time to prepare and perfect the show.”

These sound checks are clearly a delight for Coach. During this interview by Russ Long from Yamaha Pro Audio, they shared multiple laughs and insider banter, all while Coach expertly dialed in the sound of Steely Dan. It’s evident that Coach is a master at work, and he embodies the joy that a career in audio engineering can bring. He even jokes about the necessity of becoming an expert at finding laundromats if you’re a touring live engineer… but that’s another story.

Virtual Sound Checks: A Blessing and a Curse

Michael “Coach” Conner also carves out time during his day to regularly conduct virtual sound check, leveraging the on-board recording technology of Rivage PM. This feature allows him to fine-tune the mix and analyze nuances, ensuring optimal sound quality during the live performance.

“Virtual sound check has become indispensable for me now, but it’s interesting to reflect on how I achieved results before. Back then, we relied solely on live shows, blissfully unaware of any imperfections. The combination of the environment and the adrenaline masked any issues.”

“But with virtual sound check, it’s all laid bare. I put on my headphones or in-ears, start soloing up, and realize what I truly heard the previous night—sometimes strange or unexpected. It’s both a blessing and a curse to have an archive of past performances. While it adds work and time to my day, it ensures continuous improvement. Before, it was like whatever happened the other day vanished into space. Now, let’s dive into today and see what happens.”

Even at Coach’s level of experience, he muses, “So much satisfaction… yet it’s never 100% correct,” highlighting the ever-evolving nature of the work and his passion and drive to constantly improve the sonic experience for both the artist and the audience.

Engineering for Paul Simon

Despite his self-deprecating humor and humble approach, Coach’s lauded and sought-after sonic ability to recreate complex in-studio mixes benefitted from demanding engineering challenges in recreating the sounds of Paul Simon. “Paul Simon’s music spans a wide range of styles and incorporates a variety of instruments and vocal arrangements. Achieving a cohesive and balanced sound in a live setting requires versatility and a deep understanding of the music.”

“Paul, like Donald (Fagen), derives immense satisfaction from recreating complex studio arrangements in a live environment. The challenge is formidable—what was hard enough to achieve in the studio becomes even more intricate when performed live. Yet, they persist, striving to capture that magic for audiences. It’s a testament to their dedication and the artistry behind their music.”

Conner customized his approach to suit the unique requirements of Simon’s diverse catalog. This included tailored microphone setups for different instruments and vocalists, as well as specific EQ settings for various songs.

man with an audio mixer

During live performances, Conner constantly monitors and adjusts the mix to respond to the dynamics of the music and the acoustics of the venue. His ability to make precise, real-time adjustments ensure that the sound remained clear and balanced.

Working closely with Paul Simon and his band, Conner’s goal is that that the live sound reflects the artist’s vision. This collaborative approach extends to rehearsals and sound checks, where he fine-tuned the mix based on feedback from the musicians.

The Coach Approach

Nicknamed “Coach” for his leadership and problem-solving abilities, Conner excels under pressure, quickly addressing any issues that arise during live performances. His passion for music and sound drives him to continually refine his skills and stay updated on the latest audio technology.

In sharing his wisdom with aspiring audio engineers, Conner emphasizes, “If you’re passionate about audio, go straight to the people who do what you want to do. It’s easier than you think to get a job – you may not land the one you want right away, but you’ll get a tap on the shoulder because you’ve positioned yourself with the right people to do what you love.”

Michael “Coach” Conner’s career exemplifies the art and science of FOH engineering. His ability to enhance the live music experience through meticulous preparation, real-time adaptation, and collaboration has set a high standard in the industry. As a mentor and leader, his insights and practical advice continue to inspire aspiring engineers, cementing his legacy as a true luminary in live sound engineering.

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World Class Solution at University of Birmingham

World Class Solution at University of Birmingham

“DM7 was a no-brainer”

Summary University of Birmingham adds Yamaha DM7 to its world-class music department, enhancing performance, study, and event capabilities.

audio mixer

THE CHALLENGE

Opened 12 years ago, the Bramall Music Building finally completed the 1900 vision of the university’s first Chancellor, Joseph Chamberlain. From the outside, it is a building which visitors would think has been there all the time. Funded by the Bramall Foundation, the £16 million facility includes state-of-the-art teaching, research, performance and rehearsal facilities, with a 450-seat auditorium at its heart.

Designed to be the most flexible performance space at a UK university, the auditorium is suitable for all types of music, from solo voice to a full symphony orchestra, as well as being the home for contemporary audio pioneers Birmingham Electroacoustic Sound Theatre (BEAST). When not being used for music, it is also a high-profile location for prestigious lectures, presentations, conferences and more.

woman and man on stage

“As well as a teaching and performance facility, it is also used for internal and external commercial activity,” says Richard Mitton, the university’s Live Events Technical Manager. “The University is big enough for us to easily facilitate large events – we have our own hotel on site and also the Great Hall, which can hold nearly a thousand people.”

With the University on an ambitious program of expansion, a recent major upgrade to the Bramall Building’s infrastructure has been designed both to improve its teaching facilities and to sell the venue as a world class resource.

“The previous audio mixer was at the end of its life and massively limiting in terms of what we needed from channel counts and so on,” says Richard. “We started by sketching out what we wanted the upgraded system to do. The flexibility and power to easily handle a wide variety of events was vital, as well as the reliability to be in constant use and familiarity of the architecture and control for visiting engineers.”

music stage

THE SOLUTION

The chosen solution was a Yamaha DM7 digital mixing console, with a Dante network installed throughout the building. The DM7 system, supplied by Redditch-based 22live, includes the DM7 Control expansion controller, which allows features like user defined controls, scene memory and monitor control to be accessed even more quickly and conveniently.

“The capacity of the DM7 made it perfect for us,” says Richard. A lot of what we do is very mix bus heavy, with modern corporate events often requiring multiple streams, recordings and video feeds, as well as various monitor mixes and backstage/green room outputs. Features like 64 channels of Dan Dugan auto mixing are incredibly useful – we frequently have conferences that require extremely high numbers of radio mics, as well as multiple lecterns and large panel discussions. The split mode is really useful as well.”

building with green lawn

One of the key purposes of the upgrade has been to build a core infrastructure which technical staff are not having to reconfigure all the time. Here the DM7’s Theatre Mode software is very useful for the university’s many regular presenters. Settings for each one can be stored in the software’s actor library, then Richard’s team can simply recall the event type and the presenters to achieve optimum settings in seconds.

The familiarity of the DM7’s user interface and architecture mean that visiting engineers also don’t waste any time in getting to work.

“The really difficult trick Yamaha has pulled off is to maintain the core workflow across the years. One of the first Yamaha mixers I used was an 02R. But you can walk up to the latest model and within about 10 minutes you’re up to speed,” says Richard. “There is that consistency, everybody knows them. The build quality and reliability as well – it just feels like a step up from all the alternatives.”

Another major benefit of the DM7 is that it allows events to be hosted which weren’t possible before, as Richard explains.

“We had a recent concert that formed part of our Crosscurrents new music festival, which was being recorded for BBC Radio Three. Both direct and ambient microphone feeds from a string quartet on stage were routed to the console, then straight back out for real time processing as part of the performance. From there the feeds were routed back on separate channels to the DM7, for mixing to the main house PA, several effects loudspeakers and on stage monitoring.

A full channel split was then sent to the BBC for broadcast. The DM7 enabled us to quickly and easily route what was effectively three different versions of every input in, out, back in and out again.”

He continues, “The BBC likes the acoustics of the space and, where in the past an outside broadcast truck has been needed, engineers now just bring a small rack of interfaces and hook up to our infrastructure via Dante. It’s a huge saving in cost and time. There is also a permanent four-way PTZ camera system in the hall, so we can sell prospective clients the ability to broadcast, stream and do multi-track recordings of a live event, and do a full multi-camera shoot as well. Everything is all in one place.

“For all of these reasons, choosing the DM7 was a no-brainer. It ticks all the boxes with us. Without it we simply couldn’t support a lot of the concerts or conferences and events we host, which going forward there will be more and more of.

“There’s nothing that’s likely to come to this venue that the DM7 can’t do. It makes us ready for anything.”

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LCBC Church transitions from CL5 to DM7

LCBC Church transitions from CL5 to DM7

DM7 Road Test at LCBC Church

Summary LCBC Church’s switch from Yamaha CL5 to DM7 delivered intuitive design, dual screens, 96k audio, and easy usability for worship and broadcast.

https://youtu.be/ZrgFSIJ4lmQ

“The first thing right off the bat that I really like about this console is the user interface and just the overall workflow. Everything that I need is right there on the home screen in a way that makes sense.”

logo for tech certified

“…it feels like audio engineers designed it for audio engineers …” – Brian Tru, Broadcast Audio Coordinator at LCBC Church, Manheim, PA

The Yamaha DM7 Digital Mixing Console has received the Church Production Road Tested Certification.

As part of Church Production’s Road Test User Experience, Tru and his team put the DM7 through its paces at LCBC Church’s Manheim, Pennsylvania broadcast campus and during the church’s summer youth camp. Tru serves as broadcast audio coordinator for LCBC, which operates 24 campuses across Pennsylvania.

He immediately noticed the benefits of the higher sample rate.
“I really like that it feels like audio engineers designed it for audio engineers—it just makes sense and is very intuitive, even the first time you sit down,” Tru says.

Coming from a CL5 environment, the expanded outputs stood out.
“Having more onboard outputs let us create several monitor mixes right on the console. On the CL5, you needed a RIO for those analog outputs. With the DM7, we had everything natively, so our musicians and singers could choose onboard mixes instead of personal monitor systems.”

The jump to 96k also impressed him.
“One of the things I loved about moving to the DM7 is mixing at 96k instead of 48k on the CL5. My music director told me just the other day that the mix sounds much cleaner—and I can only attribute that to what’s happening inside the DM7.”

Tru’s biggest concern was volunteer usability at the broadcast campus. Those worries quickly disappeared.

“All the volunteers love the console,” he says. “They love having two screens instead of one, and they really appreciate the ability to put all the user-defined keys right on the touchscreen.”

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David Loy, FOH, and Yamaha RIVAGE PM3

David Loy, FOH, and Yamaha RIVAGE PM3

Engineering Unforgettable Sonic Spaces for Kane Brown

Summary FOH engineer David Loy powers Kane Brown’s genre-blending shows with Yamaha RIVAGE PM3, delivering bold, immersive sound night after night.

man next to audio mixer

 

 

 

 

 

 

 

 

 

 

Kane Brown is redefining modern country – blending genres, breaking boundaries, captivating audiences. At the core of his live shows is FOH engineer David Loy, whose instincts and skill bring Kane’s bold sound to life. Loy honed his craft with Sturgill Simpson, Blackbear and others. Today, his innovation discipline, and creativity deliver immersive audio night after night, arena after arena.

Chasing Something New

In early 2023, David Loy made a bold move. After years of working on other platforms, he made the decision to up his mixing skills. “I chose to go with Yamaha in early 2023. I was trying to find something new. I was trying to challenge myself,” he says. Loy had heard great things from peers: “A lot of my friends had said, ‘You’re gonna love the sound, you’re gonna love the front end, but the software itself is also incredibly stable and really, really powerful under the hood.’”

So, he called Yamaha. Not for a demo or a brochure – but to get his hands on the gear. “I asked if I could come by and program, and if I could learn what the software is like, what the onboard DSP is like.” What followed was five days of full-band rehearsals where he built a show file from scratch. “We said, ‘Okay, hey, let’s sit down. Let’s play the hits.’ I was really, really happy with the product at the end of the week. It made me realize, ‘Okay, you know what? This actually has some legs. I’m gonna take this for the tour and see how it goes.’”

audio mixers at a concert

Designed for the Road

Loy chose the RIVAGE PM3 surface – a decision driven by both sonic goals and practical logistics. “I love a small footprint. I love having a single screen. I love having a space for PA control right on the surface,” he says. With a compact setup that fits on a single PMC pallet, he can scale up or down with ease. “We can do shows like this in arenas, we can do shows in stadiums, we can do shows anywhere we need to and not eat up a ton of space. At the end of the day, your Production Manager appreciates that, and your Freight Logistics appreciate that.”

That flexibility came into play at Nashville’s Bridgestone Arena, where once again, the show ran flawlessly. “I’m watching the stage and watching what’s going on and trying to mix with my head up,” he says. “The PM3 lets me stay connected to the performance.”

audio mixer at a music venue

Taming the Thrust

This tour introduced a particularly tricky stage design: a horseshoe-shaped thrust that wraps the stage around the audience. It makes for intimate performances – but introduces serious sonic challenges. “Those conversations started months in advance,” Loy recalls. “We really wanted to figure out how to get the vocal, which is the most important source of the show, to sound clean and clear without a ton of PSE [primary source enhancer] products on it or having to ring it out so aggressively that there’s no HF left.”

The solution? A strategic rethinking of the PA. “We pushed the PA downstage 16 feet and arced it 10 degrees.” That subtle repositioning dramatically reduced feedback and enhanced clarity for both artist and audience. At Bridgestone Arena, it paid off: “The hottest spots on the thrust are the sides, but once Kane gets in the middle, it’s pretty clean and great.” A center hang of Clair CO-8s was added to reinforce the Clair CF28s surrounding the pit to ensure every fan got the full experience, no matter where they stood.

What really excites Loy is that it works just as well for others. “Every opener, despite console choice and processing technique, has had success on our thrust. That means the math is applying to everyone, not just us. I don’t want people to come out on our tour and have a bad time.”

music stage

In-the-Box to Beyond

Loy’s mix begins in-the-box, a conscious decision to push RIVAGE PM to its limits. “That was important to me. I really wanted to see what it could do. And again, I was really impressed with the way that it sounded.” As the tour evolved, he incorporated select outboard gear but kept flexibility top of mind.

“I’m still summing outboard, still doing inserts outboard, but it’s very easily switched with a button press,” he says. That resilience was tested in Mexico, when damaged gear forced a last-minute shift back to in-the-box mixing. “I was able to bypass all of that and continue on with the show without any issues, and everyone remained happy.”

The Vocal Chain

For Kane Brown’s vocal, Loy has dialed in a finely tuned signal path: Shure Axient transmitter with a DPA 4018VL capsule, hitting the RPio with Transformer Emulation enabled and Blue Silk dialed in, then into a Rupert Neve Designs Shelford Channel. “I use a DynamicEQ as my PSE, tailored to Kane’s voice for clarity,” he says. Every component in that chain is carefully chosen to deliver a clean, punchy vocal that cuts through dense arrangements and diverse venues.

Sonic Signatures and recording

Some venues carry a sonic signature all their own. “Using the Silk processing allowed me to adapt the mix to the natural acoustics. A lot of problems can be solved with Silk before you even touch EQ or compression.” Over time, Silk has become one of his go-to tools, offering a subtle but powerful way to shape the mix. “I’ve really tried to dive into the Silk aspect, changing it per room and input,” he says. “It lets you shape things musically without over-processing them.”

Capturing each show is just as important to Loy as mixing it in the moment. “We’re recording 110 channels straight into Logic, archiving everything for future use,” he notes. The RIVAGE PM’s MADI integration makes this process seamless, allowing the team to easily access recordings for social content, post-show reviews, or even remixes. “It’s all right there,” Loy adds.

Advice from the Desk

For those looking to follow a similar path, Loy stresses the importance of listening – with intention and humility. “Always remain a listener and a student,” he says. “Listen to the source, the people above you, and what’s going on in the room. Do your homework, be observant, and stay one step ahead.”

And perhaps most importantly, Loy believes that a great mix begins with understanding the artist. “You’ve got to know what they’re trying to say. What are they trying to share with the audience? That’s your job – to translate that.”

Conclusion

For Loy, live mixing is a powerful form of storytelling. With meticulous preparation and a relentless drive to evolve, he uses the Yamaha RIVAGE PM system to create rich, resonant soundscapes. “Every time I find something new or discover a new way of doing things, it inspires me to dive deeper into the creative side,” he shares. “When I find a reverb effect, plug-in, or preset I like, it excites me… I love trying new things because it changes the entire sound, and that excitement carries over to the show. It’s incredibly enjoyable, and I think it inspires others to explore the surface more too.” For Loy, each performance is not just an opportunity to mix – it’s a chance to ignite creativity, break through limits, and forge a deeper connection with the audience through the power of sound.

crowd at a concert

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Tips for Choosing Balanced and Engaging Repertoire

Choosing repertoire is one of the most important things directors do. The process is exciting, but it’s also difficult to find the right program for your ensemble. Directors have their own tastes and they also know what their students enjoy. Here are some things you should consider when choosing that perfect program for your performance.

music educator reviewing sheet music

What to Look For

When choosing repertoire, it’s helpful to think about the components of music that made you fall in love with playing music. You might not be able to program some of the heavy-hitters that are standard for most bands, but there is music at every grade level that can provide the same excitement you felt when you played in high school or college.

Start with some composers you like. What do you enjoy about their music? Does their music have the components you want — the components you hope your students will respond to like you did? If you don’t believe in the music you’re programming, neither will your students. Your excitement about the music will excite them, and they will want to perform it at a high level.

Not every piece that you like and are excited about will have the same impact on your students. For example, I planned to program “Incantation and Dance” by John Barnes Chance, one of my favorite pieces to perform when I was in high school. However, every rehearsal dragged on when we worked on it. Regardless of how much energy I put in, it was clear that student buy-in was very low and the majority of the ensemble were simply unexcited about the piece. So, I pulled the piece from our program.*

Was it too difficult for them? No. Could I have done something differently? Maybe. Was it worth forcing my students to love what I did when I was in high school? Not at all. No one, especially my students, wants to be like high-school me. I know that there will be a new class of students who will enjoy “Incantation and Dance,” and we will all have a better experience with it.

* Disclaimer: This is the only time I pulled a piece. I wouldn’t make this a habit because you will always find students who don’t like a particular piece. I make it clear that regardless of what you think of the music, it is your job to convince the audience that it is good by the way you play it.

woman with open laptop and wearing headphones

How to Curate a Program

There are a number of things to consider when picking a program. There may be certain concepts you are trying to teach through the music. There may be certain time signatures or key signatures. You may typically want to balance the program to include a good opener, a nice lyrical middle and a flashy closer (or something to that effect).

Some programs are easier to put together than others. Students and audiences engage more with performances that have a clear connection between the pieces. My typical approach to programming begins with just one piece, which is the cornerstone work that inspires the theme. I think about what possible themes this one piece could inspire and begin putting other works into the program.

Last spring, we presented a program that was one of my proudest (saddest, embarrassing, silliest, most fun, cringey — pick any adjective). The cornerstone work was “Diamond Tide” by Viet Cuong. My original thought for a theme was something about caves. So, I included a premier of a work titled “Obsidian” by a close friend of mine, Michael Shun. The last piece was “Illumination” by David Maslanka. Knowing that I enjoy a good theme for a concert, my students enthusiastically asked, “Is this a Minecraft concert?”

Diamonds? Obsidian? Light? I may have just made the most and least incredible concert program of all time! Of course, this was not my intent, but I did lean into it. My students were so excited that we called our concert “CRAFTED”!

two band students holding up their hands

Student Input

Why should you ask your students for input on the music that you program? Because they might give you good insight on what they are interested in playing based on the music you’ve programmed in the past. For example, my students enjoy playing a lot of Percy Grainger — although I think they mainly liked hearing the bizarre stories about Grainger that I shared. Student opinions and ideas are worth listening to when appropriate. You won’t know what they like and don’t like unless you ask! Utilizing student input is invaluable in gaining buy-in for the music you are working on — but, of course, you should find merit in it as well.

scale

Program Balance

Balance in a program means different things to different directors. My philosophy is to balance our standard band literature with newer works over the course of the whole season. I could go on a lengthy tangent about the history of the wind band, but I won’t put you through that.

It’s important for students to play classic band repertoire because it is our job to educate our students on band and its history. However, wind bands are typically the champions of new music, so you would be doing a disservice by not exploring new works.

trumpet section of band
Photo by PietFoto/Shutterstock

Core Repertoire

There are long lists of core band repertoire that you can find anywhere. This is one of my favorite parts of my job. Feel free to contact me to chat about repertoire — although if you are looking for a short response, you might regret it. Here are some components of our core band repertoire you might consider performing.

  • MARCHES: A number of years ago, I used to think marches were “just marches.” That was very naive of me — I have matured since then. A significant part of band history, marches have so much character and provide great depth for music-making. If I had a time machine, I would scold my younger self for not appreciating them much sooner.
  • ORCHESTRAL TRANSCRIPTIONS: These are another significant part of the development of wind band music. Pieces like “Four Scottish Dances” by Malcom Arnold (trans. John Paynter), “Galop” by Dmitri Shostakovich (trans. Donald Hunsberger) and “Variations on America” by Charles Ives (arr. William Shuman, trans. William Rhodes). They are also a great way to provide students with knowledge of music history that they might not otherwise get. And who doesn’t love the lush beauty of a Romantic era orchestral work?
  • ORIGINAL, SIGNIFICANT WORKS FOR BAND: Some of the heavy-hitters I mentioned earlier are great if you have the horses to play them. Pieces like “Lincolnshire Posy” by Percy Grainger, “Canzona” by Peter Mennin and “Pageant” by Vincent Persichetti. These works have helped the advancement of the wind band and provide students with a lot of context for band music. Even if you can’t perform “Lincolnshire Posy,” your students can listen and learn about it while you work on another Grainger piece like “Irish Tune from County Derry.”
  • NEW WORKS FOR BAND: It seems like there is a new piece for band promoted every day. Music being written within the last 10 years or so have helped develop the genre as we know it today. As noted earlier, the wind band has long been a champion for new music and will continue to further advance the genre. If we only program music from the 1950s (don’t get me wrong, that was a great year for band music) we are failing to provide a broad picture of the history of the wind band. Additionally, how cool is it to have a living composer work with your students on their music? But, please, someone let me know if they have Holst’s email.
  • DIVERSE REPERTOIRE: This is a topic that I could go on and on about, but I’ll share only a few thoughts here. One of the biggest reasons diverse repertoire is extremely important is that the music your ensemble plays should reflect the population of your students. However, in Maine where I teach, a diverse program of marginalized composers doesn’t reflect my student population. However, it does provide me an opportunity to promote inclusivity and reflect a more broad community that goes beyond the borders of Maine.
speaker at conference

Where to Find New Music and Composers

You probably have a list of composers whose works you have played or programmed throughout your experience as a musician and director. Through online algorithms, you have probably expanded your lists of new literature and composers. How can you keep up with the large number of new composers composing for band right now?

  • SOCIAL MEDIA: Follow composers on social media and see what they are promoting. A lot of composers know each other and share their contemporaries’ music. Follow them, too!
  • NEWSLETTERS FROM PUBLISHERS AND COMPOSERS: Publishers often send out emails featuring one of their composers and their music, including new works. It’s fun to keep up with composers and learn about them as well as their music. Could you imagine learning what Gustav Holst was doing in his free time?
  • ATTEND CONFERENCES: Check out reading sessions and concert performances to see what music groups are playing. I find that a live performance — compared to listening to it online — provides a more meaningful impact on what I find to be compelling music. There’s nothing better than live music.
  • CHECK OUT CONCERT PROGRAMS ONLINE: University wind ensembles and bands will often share their programs online or on their live stream. Even if you don’t have time to catch their performance, take a look at the program!
  • TALK TO YOUR COLLEAGUES: I’d much rather talk to fellow music teachers about what music they’re playing or have heard recently than how to respond to that annoying email or deal with that broken instrument. I trust my friends and their recommendations of new music and composers.

Finding new music is part of our job as directors. The music does not necessarily need to be new literature — it can be music that is new to you. Currently, I’m exploring composers and music from various regions of Europe and look forward to finding that right piece for my groups! We do our students a disservice by programming the same music on a predictable rotation just because we are familiar with it.

man playing the piano

Commissioning Music

In a previous article, I wrote about commissioning music and included tips on how you can approach it yourself. Commissioning is a great way to curate a program that is unique to you and your program. If you’re looking for music to celebrate an anniversary of an event, celebrate a person, tell a unique story or whatever it may be, commissioning is a great way to do so. Additionally, your students and community will be excited to bring a new piece of music to life.

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This article includes content that I prepared for an online course on BandCourses.com. This course is free and includes resources, rep lists and interviews with my own students who give their candid thoughts and opinions on the music that we play. I do not get any kickbacks for this. I just enjoy sharing my thoughts and passion with all of you!

The Pianica: A Great Way To Start a Musical Journey

Do you know someone who has a secret desire to play songs and make their own music, but doesn’t know where to begin? Is there a child in your life who would thrive with the benefits a musical education brings to a growing brain? If so, a Yamaha Pianica might be the perfect gift!

The Pianica is a small, portable keyboard that’s breath-powered; all that’s required is to simply blow air into it while pressing down the keys. While the sound it makes is similar to an accordion or a harmonica, it uses the same notes and familiar black-and-white keys as a piano. This makes it easy for anyone to get started playing the instrument, since they can choose from thousands of easily available piano book and sheet music titles to learn the notes to their favorite songs.

Close-up of the Yamaha Pianica's thin metal reeds.
In a Pianica, air blows across thin metal reeds to make each note.

Yamaha first introduced the Pianica way back in 1973. It’s the company’s version of what is known more broadly as a melodica or a keyboard harmonica. Actually, “keyboard harmonica” is a great way to describe these instruments, since that’s essentially how they work. Like a harmonica, sound is produced when air blows across a thin strip of metal called a reed in order to make it vibrate. But while a harmonica requires you to carefully blow into small holes to play a specific note, the keys on a Pianica redirect the air to blow across the individual reed that’s tuned to that note.

So how difficult is it to play a Pianica? Not difficult at all! In fact, just about every elementary school student in Japan learns to play music on a Pianica. The standard piano-like keyboard makes it intuitive to learn scales, chords, and the relationships between natural notes and accidentals (sharps and flats). And because these instruments are made from lightweight and durable plastic, they’re easy to carry around. Several Yamaha Pianica models even include color-matched durable plastic carrying cases that are tough enough to last in a child’s hands.

Pianicas can be played in two different ways. For those who prefer a traditional two-handed piano approach, the instrument can be laid flat on a table, with both hands used to work the keys. In this configuration, air is blown into a long flexible tube to get the sound started. Alternatively, if the player prefers to be mobile, the Pianica can also be held and played vertically, with the air blown into a fixed mouthpiece. This is a great choice for playing on stage or while walking around — it even allows the player to act as traveling troubadour at a party!

Woman playing Yamaha Pianica flat on a table.
The Pianica played flat on a table.

For more experienced players, the Yamaha P-37E2 models come with a soft zippered carrying case that makes it easy to take the instrument anywhere. These instruments were built to appeal to a more mature player, with internal design changes that produce a softer and more mellow sound quality than the brighter models often used in schools. All of this combines with a sleek and stylish look to make an instrument that fits in with the décor of anyone’s home as well as onstage.

Whether you’re buying a gift for a friend or relative hoping to discover or rediscover the joy of making music, or you’re a parent who wants to introduce your child to music for the very first time, Pianicas are an easy and fun way to get started.

Check out the video:

 

Click here for more information about Yamaha Pianicas.

Image of a girl playing violin with her mother smiling in the background, with a text overlay that reads "Orchestra Parents Start Here1"
Image of a students playing woodwind instruments, with a text overlay that reads "Band Parents! Find Instruments Here."

Drum Set Configuration

When a player sits down at their drum set kit, the configuration they face is more than just a collection of drums and cymbals — it’s a carefully chosen instrument built around the musical style they wish to serve. The chosen gear and setup establish a clear path for growth, comfort and musical identity. Below we’ll explore the logic, benefits and considerations of three levels of drum set configurations while exploring their applicability in common musical genres.

Yamaha Rydeen drum set
A good beginner setup is the Yamaha Rydeen drum set.

Beginner Setup

At the beginner level, the goal is clarity, comfort and quick traction. A simple, well-balanced kit removes distractions and allows the novice player to build basic coordination, timing and feel. The layout is typically compact, the number of pieces modest, and the hardware stable and forgiving.

This setup is ideal for broad-based styles like pop, rock, country and general contemporary band playing. These genres demand groove, steady time-keeping, straightforward fills and solid foundational beats rather than extreme sonic textures or hyper-complex rack configurations.

Typical components
  • 22” kick drum (standard size)
  • 12” or 13” rack tom
  • 16” or 14” floor tom
  • 14” snare drum (standard size)
  • 14” hi-hat
  • crash cymbal
  • ride cymbal
  • kick drum pedal and straightforward hardware

 

instrument stands and pedals
Stands and foot pedals are essential accessories for a drum set.

With this modest layout, a beginner has access to core tom, snare, bass and cymbal voices without overwhelming choices. A beginner’s kit should foster confidence, so having fewer variables will make practice simpler. With less distractions, the drummer can focus on timing, groove, coordination between hands and feet, and developing a consistent sound.

Genre (rock and country) application

Rock or country music typically requires a strong backbeat on 2 and 4, dynamic contrast for verses and choruses, occasional fills and transitions. The straightforward layout of a beginner’s kit supports these tasks. For example, country drumming often uses simple tom to snare fills, subtle cymbal patterns and crisp hi-hat work. This limited kit keeps the drummer grounded in groove rather than chasing exotic sounds. Meanwhile, for rock, the same kit supports the classic “boom-crash” drive: bass on 1 and 3, snare on 2 and 4, and ride or hi-hat patterns providing momentum.

Setup tips
  • Place the rack tom at a comfortable height so the player doesn’t have to reach far.
  • Adjust the hi-hat so foot and hand movement are ergonomic.
  • Choose medium cymbals (neither extremely bright nor extremely dark) for versatility in multiple styles.
  • Teach beginners to tune the drums to a balanced sound (clear toms, snare with some crack, bass drum with some low-end punch) so they learn the value of tone early.
Yamaha Stage Custom Birch drum set
A good intermediate setup is the Yamaha Stage Custom Birch drum set.

Intermediate Setup

Once the player has gained confidence and can play solid grooves, fills, transition between song sections and adapt to different styles, the next step is an intermediate drum set kit. This configuration expands the sonic palette, provides more toms and cymbals, and allows greater flexibility so the player can explore stylistic nuance and begin to develop a more distinct voice. It bridges the gap toward more specialized setups and helps drummers raise their musicianship.

This level fits genres such as blues‐rock, funk, Americana, modern country and lighter forms of progressive rock. The setup gives the drummer enough variety to color the songs without reaching the complexity required for full-on metal or fusion.

Typical components
  • 22” kick drum
  • 10” or 12” rack tom plus 14” or 16” second rack tom
  • 14” snare drum (experiment with other timbres like a metal shell or hybrid)
  • 14” or 15” hi-hat
  • 16” and 18” crash cymbals
  • 20” or 22” ride cymbal
  • optional splash cymbals (10” or 12”) or China cymbals
  • double bass pedal for stylistic flexibility

This intermediate kit introduces additional drums and cymbals, enabling more tonal variety, options for fills and dynamic control.

Why this works

With two rack toms and additional floor toms, the intermediate setup gives drummers more melodic percussive possibilities like cascading tom fills, richer transitions and varied drum voices. The extra crash and accent cymbals allow drummers to decorate the groove and build more expressive playing.

Genre (blues-rock, modern country, funk) application

In blues-rock or modern rock settings, you want to drive a song but also add color. For example, a drummer might start on the ride cymbal for the verse, switch to crash then to tom fills for the chorus. The intermediate kit supports that. In modern country, the production often includes fuller drum sounds (more toms, a second crash, maybe splash accents), so the player with an intermediate setup can mimic that studio feel live. For funk and Americana, the extra cymbals and toms help craft more dynamic breaks and melodic tom passages.

Setup tips
  • Tune the toms in a descending pitch so the toms sound fluid.
  • Place the second crash at a reachable height for comfortable accent transitions.
  • If using a splash, mount it near the ride or crash for quick access.
  • Maintain ergonomic spacing. With more hardware, it’s easy to over reach so keep the cymbals and toms within comfortable reach to preserve technique.
Yamaha Absolute Hybrid Maple drum set
A good advanced setup is the Yamaha Absolute Hybrid Maple drum set.

Advanced Setup

At the advanced level, the drum set becomes a professional instrument tailored for specific genres demanding a wide dynamic range, high quantities of drums and cymbals, advanced coordination and often extreme sonic possibilities. This is the realm of metal, progressive rock, fusion, large-scale live productions and studio drumming, where the drummer is not only keeping time but creating textures, layering rhythmically complex fills, odd time signatures, double bass or multiple pedals, and using exotic cymbals and auxiliary percussion.

Here, the setup becomes strongly genre-linked: a metal drummer’s kit will look very different from a jazz/fusion drummer’s. We’ll focus on rock/metal advanced usage as an example.

Typical components (metal/progressive rock-oriented)
  • 24” kick drum (or twin 22” or 18” for extra punch) or dual kick drums
  • two rack toms (10” and 12”) plus two or three floor toms (16”, 18”, 20”)
  • additional auxiliary drums like a gong drum
  • snare with a high budget shell, plus a second snare with an alternate sound
  • hi-hat (14” or 15”) plus a secondary hi-hat pedal or remote hi-hat
  • large ride cymbal (22”-24”) or multiple ride options, plus multiple crash cymbals (18”, 19”, 20”, 22”) and special cymbals like chinas, splashes and cymbal stacks
  • double bass pedal or twin bass drums, multiple pedals
  • integration of electronic pads

This very large kit gives maximum flexibility — many voices, many accent points, subtle and extreme tonal options.

Yamaha Tour Custom drum set
Another good advanced setup is the Yamaha Tour Custom drum set.
Why this works

In advanced playing environments, the technical requirements are high. The drummer might need to manage rapid double-bass patterns, odd tempo fills, complex interplay with keyboards, guitars or other instruments. The layout must support quick transitions, multiple foot operations and a broad tonal palette because the drummer effectively becomes a multi‐instrument percussionist on a unified kit.

Genre (Metal / Progressive Rock / Modern Studio Drumming) application

For metal, the double bass (or twin bass drums) is essential. Access to multiple floor toms enables thunderous fills and cascading patterns. Many crash and stacked cymbals allow rapid accenting and heavy hit styles. A drummer in a metal band might move from rapid ride patterns to tom runs to crash accents within one passage — an advanced kit supports that. In progressive rock, odd meters and extended instrumental sections demand more voices and flexibility — so, the extra toms and cymbals are musts. For studio drumming across genres, the advanced kit also gives more options to craft sounds for different songs: The drummer can pull from a rich palette rather than being limited.

Setup tips
  • Plan for ergonomics and accessibility — with so many drums and cymbals, spacing becomes critical to avoid fatigue.
  • Use angled rack toms descending in height and increasing in size to create fluid fill motion.
  • For double bass, place pedals and secondary drums such that both feet can reach comfortably to ensure smooth solo fills.
  • Keep primary ride and crash cymbals within easy reach and place special cymbals slightly farther away, but still accessible without overextending.
  • Consider sound isolation, room acoustics and potential triggers or electronic integration if playing in large venues or recording.
  • Maintain a consistent tuning plan: With many toms, keeping tones coherent is key for a professional sound.
drum set performer on stage

Putting It All Together

The beauty of this tiered approach is that drummers move to larger, more complex kits as their skills grow. By building from a beginner kit through intermediate to advanced, drummers develop technical facility, musical feel, tuning sense, ergonomic habits and a personal sound. In educational terms: Start with fundamentals then expand the toolkit then specialize and refine.

In beginner mode, drummers internalize groove, tempo, coordination and basic fills. At the intermediate level, they begin to explore stylistic nuance, embellishment, dynamic contrast and interplay. At the advanced level, they use the kit as an expressive vehicle — capable of supporting high tempo, complex arrangements, dramatic transitions and genre-specific demands.

For each genre, the kit reflects the musical language. A country drummer wouldn’t typically need three floor toms and multiple Chinas; the simpler kit serves the musical story. A funk drummer might benefit from an intermediate kit to accent chops and ghost notes. A metal drummer practically demands the advanced layout to keep up with the intensity.

Moreover, the progression through kit sizes fosters good habits: tuning, setup ergonomics, cymbal choice, seat height, pedal technique and stick trajectory — all of which are easier to manage and refine when the setup is appropriately scaled for the player’s level.

A drum kit is not gear, it’s a musical instrument. The size, number of drums, cymbals, pedals and accessories define what the drummer can do, how they respond to the music, and how they present themselves in the band context.

student drummer

Final Thoughts

If you are guiding a student drummer (or are one yourself), think about the musical style you aim to play, the venues you’ll play in, the grooves you’ll support and the transitions you’ll navigate. Use that to inform your kit choice. Just as educators craft smart learning plans and ensemble frameworks to steer student growth, you can craft your drum‐kit roadmap: Start simple, learn your fundamentals, expand your kit as your skills and musical ambitions grow, and match your setup to the style you want to serve.

In short: Choose the right kit for your level and genre, tune it well, set it up ergonomically and let the instrument reflect your musical identity.

Songs About Being Thankful

There’s Johnny Cash’s heartfelt “A Thanksgiving Prayer” at one end of the spectrum and Adam Sandler’s wacky “The Thanksgiving Song” at the other, but the truth of the matter is that there really aren’t many songs specifically written about Turkey Day. That said, here are the stories behind five of the best-known songs of gratitude … and one bonus Beatles factoid about an essential Thanksgiving condiment.

1. I’ve Got Plenty To Be Thankful For

Popularized by Bing Crosby, this was composed by iconic songwriter Irving Berlin for the 1942 musical Holiday Inn — a film that also included “White Christmas,” the best-selling single of all time. Check it out here.

2. What A Wonderful World

Originally recorded in 1967 by legendary trumpeter Louis Armstrong, this song found new life when it was used in the 1988 film Good Morning, Vietnam and re-released as a single, making the then 87-year old Armstrong one of the oldest artists ever to top the charts. Check it out here.

3. Thank You (Falettinme Be Mice Elf Agin)

This quintessential Sly and the Family Stone 1970 hit features an instantaneously recognizable slap-bass riff from the inimitable Larry Graham. The title is an intentional mondegreen — a fancy word for a phonetic spelling. (Say the song’s title out loud if its meaning isn’t obvious.) Check it out here.

4. We Are Family

Written by Bernard Edwards and Nile Rodgers (their first for any act other than their own band Chic) and performed by Sister Sledge, this feel-good celebration of friends and family came to epitomize the disco-influenced sound of the ’70s. Check it out here.

5. Thank You For Being a Friend

A modest hit for singer/songwriter Andrew Gold in 1978 (he once called it “just this little throwaway thing that took about an hour to write”), this was made famous seven years later when it was re-recorded by jingle singer Cynthia Fee as the theme song for the TV sitcom The Golden Girls. Check it out here.

Bonus Beatles Factoid

The urban myth is that John Lennon mumbles the chilling words “I buried Paul” during the fadeout of the group’s single “Strawberry Fields Forever,” but what he is actually saying is “cranberry sauce.” It was late November 1966 when the vocal was being laid down, and between takes the Fab Four were chatting about American Thanksgiving traditions — something that was clearly on John’s mind as he improvised on an open mic. Check it out here. (Lennon’s ode to Turkey Day occurs at precisely 3:58.)

How to Deal with Student Needs Beyond Music

It’s third period rehearsal. The flute section’s intonation is questionable, someone in the clarinet section forgot a reed, and your email is already full of messages with the subject line “Quick Ask!.” You’re halfway through warm-ups when one of your freshmen puts their instrument down and starts to quietly cry. You pull them aside, assuming it’s a bad grade or a friend fight. But it’s not that. They haven’t eaten since yesterday.

So, you do what any decent person would do: You dig out a granola bar from your desk drawer, offer it to them, and let them sit in the back to regroup. Meanwhile, you’re back on the podium trying to tune a chord while keeping one eye on the kid who just needed someone to care.

These are the moments that they don’t prep you for in teacher training. No one says, “Hey, you’ll be sight-reading chorales while also figuring out which students need food, which ones need to head to a cool-down room, and make sure these two kids don’t interact since they have a no-contact order.” You just end up doing it because you have to.

Sometimes, it’s not just one student. It’s three. Or five. Or more.

I’ve had days when I felt like I was running a conflict management workshop while pretending to run a rehearsal. This kid’s upset today, this one hasn’t slept, that one’s off their meds because the pharmacy is out — all while trying to decide if we should “take it again from the top!” Is this a rehearsal or a medical clinic?

student and teacher sitting side by side and smiling

You’re Not the Fixer. You’re the Constant.

If you’re teaching in a high-needs school, you’ve already figured this out: Your job is not just music. You’re going to end up being part parent, part social worker, part referee. Not because you want to, but because there’s often no one else. Remember, you can’t be everything. Trying to meet every student need with your own personal energy is a fast track to crashing hard and burning out.

I hate saying this, but sometimes we need to stay in our lane. We can be a supportive adult. We can care. But we’re not the parent, and if we really look around, we aren’t the only helper. This is hard for music teachers to accept, but there may be someone else in the building who is better equipped to work with students in crisis. And that’s OK because working in a community and letting everyone do their job will keep you from burning out.

You’ll have days when five different students need five different kinds of support, and you’ll feel like a terrible person for not having enough time or food for all of them. You’re not heartless. You’re just one person.

Kids may come up to you with huge issues -— things beyond needing food or dealing with a panic attack. It is OK to think, “I am not equipped for this.” Report it and pass this situation to someone with expertise or at least a little more experience so the kid gets the help they need.

Passing things isn’t a failure. It can often be the exact right thing to do. I know it’s hard to let go — especially for the band students you care about. Letting go doesn’t mean you stop caring. It means you’re still here tomorrow.

And for some of the minor things? Sure, it’s important to sweat the small stuff at times, but other times? Just let some things go unresolved. Not forever — just for today. That’s not neglect. That’s boundaries.

overwhelmed teacher sitting with hands on her face

Build Systems That Don’t Drain You

You don’t need a new meditation program. You need a plan that doesn’t suck your soul. For my program, it’s a bin of personal care items in the uniform room that some of our band parents keep stocked. It’s nothing special — toothpaste, deodorant, some snacks. Students know it’s there, and they know they won’t get a lecture when they use it.

It took about two weeks of quiet use before someone asked, “Can I take more than one thing?” I told them, “Take what you need.”

That bin saves many kids from having many awkward conversations each year. The kind where students pretend they’re not dealing with basic needs because they don’t want to feel exposed.

I also lean on school resources. I regularly talk to our counselors, school psychologists, social workers, nurses — anyone whose job is better aligned with handling the bigger stuff. I’ve learned who to call, how to file reports and what situations I need to escalate.

That part took time. I made mistakes — I underreported or overreported. I sat on things too long because I wasn’t sure, but eventually, I learned.

And when a student just needs to sit and breathe? I let them sit. Not forever — just for a bit. No big production. No overexplaining. Sometimes a chair and a few quiet minutes are all that’s needed. Do some kids take advantage of this? Sure. But I adapt.

female student looking sad as she rests head on desk

Know the Line Between “Noticing” and “Fixing”

When something is serious, you always refer. Abuse, mental health concerns, instability at home, pass it up the chain. Don’t sit on it. Refer immediately.

But not everything is a crisis. Sometimes a student just needs to know they’ve been seen and that they don’t have to put on a happy face all day. They need to know that someone in the building doesn’t think they’re a problem.

I’ve had students come in and say things like, “I don’t think I can do rehearsal today.” Not in crisis, but clearly not OK. So, I make sure someone from our student services team knows, but I also don’t skip the part where I check in directly. “I’m glad you said something. Let’s make sure you have the help you need.”

It’s easy to get numb, especially when it’s constant, but I try to notice anyway. Even if I don’t have time to solve it.

There’s an odd balance here, too, because once students know you’re a safe adult, they come to you more. That’s a good thing, but it can also feel like you’re the sponge soaking up everyone’s stress. So now I ask myself: “Is this something I can listen to, or is this something I need help with?”

male student with head in his hands

In The Deep End

It’s easy to feel like you’re struggling when your classroom feels more like a clinic. When you’re switching from teaching to crisis response without even thinking about it. When students come to you with huge problems that don’t fit inside a school day.

It means you’re doing your job in a place where the needs are high and the support is thin.

Some days I go home thinking, “We didn’t really do as much rehearsal as I wanted.” Then, I remember that sometimes, what we did was hold it together for at least a few students.

It’s normal to feel tired and overwhelmed. It’s OK to protect your time, your energy, your prep period and your sanity. If you burn out, your students lose another consistent adult — and they don’t need one more person disappearing on them.

You’re not their parent, and you don’t need to be. You are, however, the one who notices when something’s off. You’re the one who keeps a snack or a spare deodorant stick handy. You’re the one who stays steady, even when the rest of their world is anything but.

Even if Your Class Is After School, It’s Still Real

You knew it wasn’t ideal when you read the music teacher job posting for an after-school program. The interview confirmed it. The pay was small and the hours were late. The expectations were vague — “just get something going again.”

You tell yourself, I can do this. You imagined a scrappy little group of kids staying after school to make music and maybe fall in love with band the way you did. But first, reality sets in. You’re standing in a room full of stands that won’t stay up and dented instruments. The bell rings, and the building empties. You’re waiting to see who is going to show up.

This is the moment where you think: Why am I even doing this? Is it worth it?

Yes, it is, but not for the reasons you were hoping. You’re not here to rebuild the program you wish existed. You’re here to create something real for the students who are here — with the time, tools and support you actually have.

Let’s talk about how to do that without burning out.

student playing clarinet

Start Small. Then Go Smaller. Then Start There.

Your instinct might be to go big and prove that this program deserves a school-day slot. Advertise. Recruit. Announce a concert date. Show everyone that band is “back.”

Please don’t do that. If your program is on life support, going big too fast almost always means it collapses. You burn out. Kids vanish. Admin will assume that this is why music was cut in the first place.

Try this instead: one group once a week. On time. Every time.

Maybe it’s just eight students on Tuesdays from 3:15–4:15 p.m. They come, they play, they leave smiling. That’s enough. That’s not a placeholder — that’s your foundation.

You might get push back. “Can’t we meet twice a week?” “Are we doing sectionals?” “When’s the concert?” The pressure might come from inside your own head. You want to prove this music program is worth more. You want to show progress. However, more often than not, the strongest thing you can do is hold the line. Same day. Same time. Every week.

You might even feel a little guilty about it. You’ll start to think, Am I doing enough? Especially when you see other schools holding full-day retreats or taking 45 kids to festival. You may even compare what you’re doing to the program you grew up in.

That’s simply not the phase you’re in right now. Focus on reliability over reach. Teach music the students like. Keep it light, fun and easy to prep. If they ask to play the “Star Wars” theme, let them. If they want to work on a TikTok loop — great. You can teach tone and technique on any song.

I had a group that was obsessed with “Seven Nation Army” one semester. Did it get old? Yes. Did it hold their attention? Also, yes. And that’s what counted. They worked on balance, articulation and dynamics — not because I forced it, but because they actually wanted to sound good.

One kid even arranged a trumpet duet version for fun. (It wasn’t good, but it was theirs. We also only had one trumpet …)

You’re not building a program yet. You’re building a habit. Build that first. Think about growth later.

school secretary sitting at desk

Make Friends With the People Who Run the Building

There will be a temptation to start advocating right away. You might think, If I can just get 15 minutes with the district office … But the people who will actually keep your program alive aren’t in that office. They’re down the hall.

Talk to your custodians. Let them know when you’re rehearsing. Thank them when they unlock your room or sweep around your stacks of music instead of through it. Ask about their day. Be the teacher who doesn’t just leave music stands scattered across the room every week.

Check in with food service. Ask if there are any leftover snacks. Some of your students will stay late and will be hungry. Other kids just want anything extra, and I’m not against bribing kids with food.

Make sure the office staff knows your rehearsal schedule. They’ll help with late buses, announcements, room keys — and they’ll do it faster if they like you.

If you’re running evening rehearsals, connect with admin or security. Make sure someone knows you’re still in the building. You don’t want to have to finish rehearsal by cell phone lights when all the lights shut off and the doors lock.

You don’t need the school staff to love music or even understand what you are doing. You just need them to trust you. Say thank you and mean it. Bring coffee for them now and then. If they stop by your room, invite them in and let them see what’s happening.

You’ll be amazed at what one office assistant can do when they see your kids perform at a staff meeting. Suddenly your email about bus transportation doesn’t sit at the bottom of their inbox. Your room requests get approved quickly.

Programs don’t grow in isolation. They grow when people want to help. And people want to help other people who do a good job AND make them feel good.

watch showing 3 p.m.

Forget Prestige. Focus on Predictability.

This may not be what you imagined when you signed on. There are no fancy concerts, no festivals, no honor ensembles, maybe not even matching uniforms. But this can still be a program worth the community’s time.

What matters most at this stage is predictability. Same day. Same time. Every week. No surprises.

If you say rehearsal is Tuesday at 3:15 p.m., be there. If you say it ends at 4:15 p.m., end on time — even if you’re dying to run one more section. Show your students (and your admin) that this thing has structure.

They’re already skeptical. You know it. Everyone knows it. The best way to flip the narrative is to be unshakably consistent.

Set expectations clearly. “Here’s when we meet. Here’s what showing up means. Here’s what we’re working toward.”

One year, I made a half-sheet syllabus with a QR code to our calendar and handed it out to every kid and parent who walked through the door. It looked low-budget (because it was) but it worked. No one asked, “Wait, when do we meet again?” after that.

student playing saxophone

Then, celebrate the small stuff. Play for the school board. Perform a piece at the spring art show. Post a video of your group playing “Hot Cross Buns.” Remind your community what your kids are actually doing.

That same support staff we talked about earlier? Perform for them. Bring your kids to the main office or the custodians’ break room. Give them their own performance. Heck, take requests for the next performance if you can. These moments will give you more traction than any email you can send.

People believe in what they see consistently. Not what they hear might happen “once the program is up and running.”

fist bump

The Long Game Is the Only Game

People often want to build a legacy. What exactly is a legacy? It’s this: Some of the biggest wins in this kind of job will not happen while you’re there.

You’re not just teaching students — you’re rebuilding access. That kind of change moves slowly. It might take years. And someone else might get the credit. That doesn’t make your work meaningless. It makes it necessary.

Keep records. Save the rosters and the flyers. Build templates you can reuse next semester. Start a Google Drive with materials and notes for the teacher who comes after you whether that’s in five years or five months.

Don’t wait until you’re burned out to do this. Document it while you still care.

There’s a good chance that when this class finally earns a school-day slot, you won’t be the one conducting it. You’ll be the name they mention in passing: “This all started when Mr./Ms. So-and-So brought back after-school band.”

Loop in families when you can. One vocal parent asking, “Why isn’t this during the school day?” is more effective than 10 emails from you.

One time, a parent casually mentioned to a board member at a football game that their daughter’s after-school music group was “the best part of her week.” I found out about it secondhand, but it led to a budget conversation that hadn’t happened in years. And by budget, I mean we received an actual budget for the first time.

You can’t force this, but you can create the kind of experience that makes families want to speak up. Play the long game. It’s the only one that actually works.

three students playing trumpet

This Isn’t the Program You Wanted. That Doesn’t Mean It Isn’t Worth It.

It’s easy to feel like you’re not really teaching, like you’re babysitting instruments after school and calling it music education. But your students don’t see it that way.

They see that you show up. They hear themselves getting better. They notice when you remember their names and ask about their day. And although it may be a small group, they will build and develop their own culture.

You might feel like you’re just holding things together, but your students feel like they’re part of something.

So, if you’re in a job where the infrastructure isn’t there, and you’re doing your best to build something meaningful anyway — please know that’s not a failure. It’s the work that’s necessary.

Seven Thanksgiving Movie Scenes to Stream This Season

Thanksgiving is a time of family, food and remembering what you’re grateful for. It’s also a time to stream your favorite flick and bask in how other people celebrate the holiday. What could be better than that? Nothing — except doing so with a high-quality audio system, of course.

So turn the volume up a little, sit back in your sofa or favorite easy chair and enjoy these classic Thanksgiving movie clips.

1. Planes, Trains, and Automobiles – In Wichita

Perhaps one of the most beloved Thanksgiving movies, this comedy stars two all-time greats: John Candy and Steve Martin. The two meet as strangers but, thanks to a hectic travel schedule, they become good friends. Martin’s character is trying to get out of Wichita (and away from Candy) and home to his family in time for the holiday. The planes are packed, but maybe … a train could be an option? Watching these two actors work together is a joy … as is listening to them. Every tone of voice, every inflection in a joke’s delivery — even the rockabilly tune in the background of this scene — is a hit. Check it out here.

2. Charlie Brown Thanksgiving – Peppermint Patty

It’s not the holiday season without Charlie Brown, whether you’re talking The Great Pumpkin on Halloween; the scene with the frail pine tree during the famed Christmas episode; or here, when Charlie gets a talking-to from Peppermint Patty on Thanksgiving. It’s an indelible (and inedible) moment during the kids’ outdoor feast, which Snoopy ensures is replete with jellybeans, popcorn and toast. But Patty isn’t having it; she wants turkey legs and cranberry sauce. And like an angry sax solo, she berates Charlie over signature Peanuts smooth jazz rhythms, which ends up being as timeless as the cartoon itself. Check it out here.

3. Scent of a Woman – The Dining Room Fight

It’s always worth turning the volume up when the great Al Pacino is on screen. The actor has been nominated for an Academy Award® nine times, but his sole victory came not for his work with The Godfather, but in 1993 with Scent of a Woman. In this scene, Pacino’s character, a blind retired army man, is a bit racy, but that’s just the sort of cringe-worthy atmosphere we’ve come to expect at the holiday dinner table at times, right? Once things get heated, you can hear each picture frame rattle. Check it out here.

4. The Big Chill – The Kitchen Cleanup

Kicking off any scene with the Temptations is always a winner. This clip utilizes the group’s unforgettable song, “Ain’t Too Proud to Beg,” combining a classic American hit record with a classic American hit movie scene, along with one of the most relatable moments of Thanksgiving: the post-dinner cleanup and leftover foil wrapping. We should all take a note from The Big Chill and listen to a little Motown while we take care of our holiday chores. Check it out here.

5. Rocky – Turkey Time Introduction

In this scene from the Oscar®-winning film, brother Pauly is trying to do right by his sister, Adrian, by introducing her to his friend, boxer Rocky (Sylvester Stallone), who has long had a crush on her. Adrian is reticent, though; she’s cooked a modest dinner for herself and Pauly and wasn’t expecting company. Soon, the rage of their collective lower-class lives rises, and shouting fills the small Philadelphia home. Yet amidst the uproar, there’s charm to every small attempt at dignity from Adrian and Rocky, and Stallone’s distinct voice will have you hanging on every syllable. Check it out here.

6. Spider-Man – Meet the Parent

It can be a bit awkward when friends and families mix during the Thanksgiving feast, but that normal human experience is made even more heart-racing in this scene because we know that Spider-Man and his enemy, The Green Goblin, are actually in the same room together, about to share some of Aunt May’s stuffing. While the protagonists themselves aren’t aware of this yet, suspicion is growing by the second. Enjoy the superb acting from a bevy of big names (from Tobey Maguire to Willem Dafoe to Kirsten Dunst) and the unique sounds of our hero’s web-slinging … not to mention the subtle splash of a drop of his blood on the hardwood floor. Check it out here.

7. Home for the Holidays – The Bird Can Fly

This movie is not about flashy special effects or outlandish plot twists — it’s just pure, good acting. In this memorable clip, a Thanksgiving meal is ruined after the turkey falls onto an unsuspecting family member’s lap. The rest of the guests find this hilarious, but the accidental recipient is none too pleased about what has happened, to the point where she begins spinning out of control. Our hearts pound, wondering how this will be resolved. If it will be. Check it out here.

 

The sounds of these memorable Thanksgiving movie moments can be best enjoyed when listening on a quality audio system such as Yamaha sound bars and surround sound systems.

 

Click here for more information about Yamaha AV products.

When Freshmen Come in Behind

It’s August. You hand out a Grade 3 concert band piece to sight-read, and by measure four, you realize something’s off. Some of your students are counting like it’s their first day in band — wait, scratch that. They’re not actually counting. They’re ignoring the key signature like it personally offended them. Hold on — some actually don’t know what a key signature is.

Some students are holding their instruments like they’ve never even seen them before. You start to panic and ask yourself, What happened at the middle school?!

By the end of the week, you know some of the answers — the feeder music teacher was laid off, the long-term sub showed YouTube videos, half the instruments were broken, schedules were shuffled until October. The damage is real, and now it’s yours to fix. So now it’s time to ask for help.

music teacher making music on podium

This Isn’t Your Failure Even If It Feels Like It

When your high school ensemble sounds rough at the start of the year, it’s tempting to take it personally. I still do this even after 20 years of teaching. I live by a motto of “an ensemble is a direct reflection of its director,” but this isn’t quite true especially in August or September.

Freshmen who couldn’t play a concert B♭ scale or name the lines on the staff — these were kids who tried. They just didn’t get the reps. It wasn’t because their middle school teacher didn’t care. It was because that teacher left in February and the school ran out of subs.

One year, I had a saxophone player who literally didn’t know how to use the octave key. Not like, they forgot to press it — they didn’t know it existed! Another had never played with a tuner. When I asked about tuning procedure, she looked confused and said, “Oh, we just kind of started playing.”

We all want to fix it, make it better, prove that what we’re doing works. Instead of playing the blame game or wishing for something better, just diagnose what actually happened. Adjust and don’t absorb every gap like it’s your fault. Your job is to teach the students who are in front of you.

Sometimes the issue isn’t musical. I’ve had students come in with big gaps, but they also were dealing with huge personal stuff — housing instability, chronic absences, burnout. A student who missed 40% of last year is not going to have solid rhythm reading. That doesn’t mean you failed them. That means something much bigger failed them. But they’re still showing up. So, now we teach.

woman with eyes closed and hands on either side of her face

The System Is Bigger Than You, So Stop Carrying It Alone

There’s a difference between being a team player and trying to carry the entirety of music education on your back. Often, music teachers try to solve everything: scheduling errors, feeder program issues, attendance issues in the school. We think we’re being dedicated, but we’re just exhausting ourselves and not being particularly effective at solving these problems.

The lesson: Just because you can doesn’t mean you should.

One year, I decided to visit all nine of my feeder schools by mid-September. That meant hauling instruments, rearranging my prep periods, skipping lunch and getting home late — all for 12-minute mini-rehearsals with groups of students I couldn’t officially teach. I wanted to show support.

You can’t fix a feeder teacher quitting. You can’t make a program adjust their standards to fit yours. However, you can create a tighter recruitment process and check in regularly with the ones who stay. You can’t fix the counseling office’s scheduling software, but you can start emailing about enrollment in January instead of May. Starting earlier and getting your message to the kids before they are inundated with all other communication can be very effective.

Start mapping out the system around you — the one your kids go through before they land in your room — and then look for the one or two points of influence you actually have. That’s where you put your energy. Everything else? Name it. Write it down. Then let it go. (And yes, “letting it go” sometimes means complaining about it in the office while typing up your recruitment plan. This doesn’t mean you don’t care — this simply means you are caring where you are most effective.)

man sitting in front of laptop and writing in notebook

Document Everything and Adjust Expectations

If a kid shows up without a working trumpet for three months, that matters. If 20 students from one feeder didn’t get music classes in middle school, that matters. These aren’t excuses — they’re data. And although we are artists that are often brilliant at describing our feelings and emotions, data points are what really make change happen.

Consider a short running log on your computer. Just bullet points like:

  • 6 students placed in choir by mistake, fixed in Week 2
  • Feeder A: No 7th grade band last year
  • 2 students switched to new instruments without teacher input
  • 3 clarinets with cracked joints, replaced Week 4

It takes five minutes a week, and it’s been incredibly helpful when I get observed or when I need to advocate for additional support — which usually means money, but it sometimes means scheduling.

One time, I pushed for new mouthpieces — and actually received them! — just by showing that nearly a third of my brass players were using accessories that didn’t fit them or function. Without my notes, it would’ve just been me “complaining.” The log gave it context and urgency. (It also helped when I told the administration that a rival school had these mouthpieces and we didn’t.)

More importantly, it helps me tune expectations. If I walk into a year knowing that 40% of my kids lost a full year of instruction, I don’t plan like they’ve had a perfect handoff from middle school. I plan for who the kids are and what music education they actually received. That might mean spending a week on a single line of an exercise. Or swapping a concert piece because it turns out only two kids can play in 6/8. I don’t love doing it, but I’d rather underprogram and overperform than the opposite.

This isn’t “lowering the bar.” It’s focusing on growth.

woman sitting in beach chair with arms outstretched

Letting Go Isn’t Giving Up — It’s How You Make It to May

Somewhere along the way, a lot of us learned that “good teachers” hold everything together no matter what. This isn’t true because you can’t be the sole fixer of an imperfect system — you’ll break yourself first.

Letting go of that responsibility doesn’t mean you’re giving up. It means you’re teaching within the system, not in spite of it.

There’s a kind of clarity that comes from stopping the blame spiral — and I don’t mean to simply stop blaming others. I mean blaming yourself for the off-pitch horns, the flatlined recruitment, the burnout. For everything you can’t control but still feel responsible for.

You’re allowed to be frustrated and feel like this shouldn’t be your problem — because honestly, it shouldn’t. But when you actually let go of the guilt, you can use your energy to help the kids in your room.

You’ll sometimes catch yourself — “If I just worked harder!” will loop in your head. You could always come in earlier, stay later, smile more, be more stern, hand out more snacks, do less playing tests, maybe do more playing tests and improve your soldering skills so you can save a few bucks on brass repair bills. But after a month or two of working “harder,” you’ll need to take more days off just to recoup from the job. That’s a cycle you want to avoid.

Show up and teach well but guard your energy like your job depends on it — because it does.

music educator conducting and holding baton

One Last Thing

Every year, there’s a moment when you sit down and realize just how much your students didn’t get before they walked into your room. It’s heartbreaking. It’s not your fault, but it is your responsibility — just not in the way you think.

Ask for help. Address what you have the power to address and set clear goals and expectations for the real students in your room. If you need a minute to feel mad about it? Take it. Then pick up the baton and start where they are.

Choosing Student Leaders

Student leaders are crucial to the success and culture of a music program. If you’re like me, you probably have the mindset of if you want it done right, you have to do it yourself. However, everyday it’s clear that I need help! Creating a leadership structure that works best for your program will help you maintain excellence and keep things running smoothly. Substitute teachers tell me that they like subbing for my colleague and me because the students know what they need to do and how to do it.

This can only be done with good leaders and a solid leadership structure. In a future article I will share more about how you can use this structure to keep things going when you’re absent, but first we need to explore a leadership structure and how to choose student leaders. These tips are transferable across any ensemble whether it is band, choir or orchestra!

two female students speaking during ensemble concert
Brunswick High School’s co-presidents speak during fall concert.

What are the roles?

Most programs have some sort of established leadership roles. Depending on the ensemble and perhaps the size and scale of the program, this can be a variety of positions including:

  • President: Acts an advisor and liaison between the director and students. They help plan events and keep students informed about what is going on in the department.
  • Vice President: Assists the president as needed and stepping in when the president is absent. Also serves as an advisor and liaison between the director and students.
  • Social Chair: Maintains a positive culture and climate in the ensemble through planning social activities.
  • Publicity Manager: Shares important information, advertising events and sharing successes of the ensembles. This person is responsible for ensemble social media pages.
  • Wardrobe Coordinator: Manages and distributes concert attire, ensuring that students have all the components of attire before a concert.
  • Ensemble Managers: Manages the day-to-day operations of rehearsal such as attendance, seating charts, and setup and breakdown.
  • Section Leaders: Manages their sections so musicians are prepared for rehearsal and performance, distributing music and running sectionals.
  • Student Directors: Leads the ensemble in the director’s absence or as needed. Student directors might be responsible for rehearsing and performing a piece on their own.
  • Drum Majors: Directs the pep/marching band at games and other performances. Drum majors may be responsible for leading rehearsals in the director’s absence or as needed.
  • Librarian: Maintains the music library, organizing pieces, pulling music for reading and rehearsing, and distributing parts to section leaders.
  • Stage Manager: Responsible for equipment and logistics of a concert or performance and helps with set ups and transitions between ensembles.

You may have other positions or have heard of others from friends and colleagues. Incorporate some or all these roles into your program. Or, add or take away certain responsibilities that fit the needs of your ensemble. For me, the number of positions and what they are responsible for depends on the year because the needs of the ensemble changes from year to year!

silhouette of someone placing ballot in a box

How do you choose leaders?

Choosing leaders can be challenging. In our roles as directors, we never want to see students hurt or upset when they don’t see their desired outcome whether it’s an audition or a leadership role selection.

Application: Some leadership positions must be appointed by the director simply because as the music teacher, you know your students best to determine their success in a particular role. I recommend creating an application for certain positions — it’s a good way to have concrete evidence to justify your decisions. I apply a points system to reflect the quality of responses or activities like honor festivals and prior leadership positions.

The director must choose leaders for roles that require a stronger musician and teaching-type student such as section leader, drum major or student director. We all have students who are stronger musicians than others, but that doesn’t mean that every leader needs to be your highest performing musician. These students might be a better fit elsewhere.

Election: Some leadership roles are more of a reflection of the group and the students in it. Who do the students want to represent them in these roles? For these positions, an election is more appropriate. Roles like president, vice president, social chair and publicity manager center around the student experience, so the students should choose their peers who are going to serve them.

Give students a chance to express their interest, give speeches and let them vote! Regardless of who you might think is best in that role, keep your opinions out of it. Students should feel comfortable with the leaders representing them. They want to trust that the leader is on their side when it comes to expressing their wants and needs to you, the director. (One small note on elections: Consider how you want students to be able to run. Can they nominate themselves or do you want others to nominate them and second the nomination?)

Natural Selection: One other way that you might consider is letting the chips fall into place on their own. For a role like section leaders, you will see a natural rising of a leader in each section. Hopefully this student is someone you see as a strong musician, who the students respect as a leader. Oftentimes students are pretty self-aware of their role within a section. They may serve a worthy purpose in the section that is not the section leader responsible for leading sectionals. This could be a social role or an organizational role. If you allow natural leaders to rise above the rest, the answer for who you should choose as a section leader may be staring you in the face. This can be useful at the beginning of a school year. Send the students out to sectionals and ask them to introduce themselves and do a short group warm-up. Walk around and see the dynamics in each section, which may give you some clarity on future decisions.

board of sticky notes -- brainstorming

Leadership Retreat

A leadership retreat can be helpful in many ways. It gives you a chance to express what you look for in a leader for your ensemble and a way to train them to be successful regardless of what leadership role they take on.

Story time: The first time we held a leadership retreat at our school, it was out of panic. We were going into a new school year and didn’t see any clear leaders who were ready to step up like the student leaders from prior years. We decided to hold a leadership retreat. The intent of the retreat was not to meet and prepare the leaders we had, but rather to find out which students wanted to learn to become leaders and start the process of priming them for success. We left that day feeling more confident that we had strong students who wanted to be leaders.

The structure of your retreat may vary and should be organized to reflect the needs of your ensemble, department and student leaders. What do you need for your group? What do your leaders need to be successful?

Some things to consider covering:

  • Ensemble goals (short term and long term)
  • Section goals (short term and long term)
  • How to run a sectional
  • Creating effective group warm-ups
  • Engagement
  • Social events
  • Climate and culture
letter tiles that spell out "lead," "team" and "succeed"

Qualities of a leader

What makes a good leader? There are many qualities that most people agree that good leaders should possess. However, every leader is unique. You can tell who is ready to be a leader in your program because you see them serve the needs of the ensemble. Sometimes a student demonstrates a unique quality that makes them a good leader for the band as a whole, while others are more suited to serve in a supporting role.

I encourage you to ask yourself these questions to help determine if a student is ready to be a leader:

  • What is their attitude in rehearsal?
  • How do they behave at public events like games, performances, auditions, festivals, field trips, etc.?
  • What do other students think of this student?
  • What qualities do they have that other students might not have?
  • What qualities are necessary for them to be successful in the role they are being considered for?
  • Do they want to be a leader?

This isn’t an exhaustive list of questions that will make a decision clear or easy. However, these will capture a good picture of the student as a leader. It helps you reflect on their behaviors in and out of rehearsal as well as how they would be respected by their peers.

The final question — “Do they want to be a leader?” — can be tricky, but it’s also very important. Just because a student doesn’t want to be a leader doesn’t mean they can’t be a leader. On the flip side, just because a student wants to be a leader doesn’t mean they should. If you find that a student wants to be a leader mainly for their college applications, they might not be the best choice. However, if they want to be a leader to better your program, then that’s a different story.

student playing trumpet
Photo by Pom669 / Adobe Stock

Kids always step up

If you’re ever concerned about having the right leaders for your group, let me tell you a little secret: You will always find great leaders for your group because students always step up. If you think you’re going to have a lull year because a dynamite class just graduated, think again. Student leaders not only want to have a good experience, they also want to provide good experiences for their fellow band mates. These are the students who always step into the roles left vacant by their peers who they looked up to in previous years.

Everyone is a leader

One final thought on leadership that you must highlight to your entire class: Everyone is a leader. While you may be choosing leadership positions and roles for students to serve in, every single student in your program can and should behave like a leader.

This is the culture that I strive to have: A program where every student demonstrates the qualities of a leader. Every student is a model for each other of how to behave, represent themselves, prepare and perform at the highest level. I’m still trying to achieve this utopia in my program, but I know it benefits everyone if this is your expectation.

___________________________________

Student leaders have had a big impact on the success of my ensembles at Brunswick High School. Over the years, I have looked to these students for advice, and I trust them with important roles and responsibilities that I was afraid to let go of early in my career. Their leadership has led to a more positive culture in our program.

As directors, we have our own goals, but these leaders know what their peers are looking for in their music experience. We must listen to them to provide a good experience for all our students. That’s what makes them want to come back and make new students join band. I am very grateful for their service and am excited to share the work they have done in my next article on student leadership.

Miles McPherson

Drummer Miles McPherson on navigating dichotomies by kayak

After decades on the road and years of reckoning, the Nashville session player finds peace and perspective where a river bends back on itself

Written by Lisa Battles

This headline may make established session drummer Miles McPherson cringe, cuss – and then take out his kayak on the river. He’s naturally inclined to the latter two anyway, so to address the first: He deeply rejects being taken so seriously.

Only in his early 40s and on the road for much of it, he resists being cast as a “serious student” of his instrument. Yet recent years of self-reflection have given him a richer perspective on himself and his 25 years in music.

That perspective has taken shape close to home, just west of Nashville, on the Narrows of the Harpeth River. It’s called the Narrows at that point because the river bends back and nearly meets itself, and it is the point where early industrialist Montgomery Bell commissioned a tunnel through the rock for hydropower for his ironworks in 1820.

It seems fitting that McPherson finds peace in a place with such a unique combination of natural and man-made features, given his own life of extremes.

Raised on the road

Music brought the McPhersons from Texas to Nashville in 1986, when Miles’ father, Jerry McPherson, was launching a guitar career that would eventually span decades, working with artists from Faith Hill and Dolly Parton to Chris Martin and Chris Cornell.

Miles grew up backstage and in studios and decided early that he wanted that life, too. His dad didn’t make it easy for him to pursue guitar, diverting him to other instructors.

At age 13, his desire to play the guitar evaporated when a friend let him play the drum set he’d gotten for Christmas, and he couldn’t be pulled away.

“I missed dinner, I missed presents. I just sat down there for hours and played. And I think at that moment, my parents realized, ‘Gosh, s**t, we gotta do something about this.’ And, you know, that’s a lot to have drums in the house,” McPherson says.

And yet the next Christmas, he got his own.

A snare drumming teen in a Texas canyon

That holiday season, the McPhersons were back in Texas visiting grandparents, when Miles opened a box containing a snare drum. Initially, he was disappointed to see a single drum and not a kit. Then he took it outside, where he played it all day and listened to the sounds reverberate off the surrounding canyon.

On the last day of the visit, he was still banging away when his family called him inside to reveal a full kit awaited him back home.

“That was it. That was game over,” McPherson says.

Within two years, he was gigging locally, dropped out of high school at age 16 to tour with Rich Creamy Paint, forged his paperwork to get into Belmont University and dropped out after a few months.

He took a 30-day gig on a Christian music tour and returned to his parents’ house on his 19th birthday. Their gift? A desk lamp, $100 and a note that read “Bye bye.”

He used his tour earnings to buy a car and find an apartment.

Metal, marriage & missteps

McPherson started a couple of metal bands, met and married his wife, and almost divorced as quickly over his addiction issues. After rehab, he convinced her to move to Los Angeles so he could rejoin his band.

He took sales jobs until the group got a record deal and started touring.

They made cross-country treks, racking up debt during high gas prices. Unfortunate memories of that time include an ill-fated effort to run a shuttle bus on vegetable oil and a man chasing him with a hammer for panhandling to get gas money to the next gig.

And then came a bigger twist.

“My wife and I got pregnant, and I realized that I had to grow up and quit the band. When she was six months pregnant, we routed a tour that brought us from LA back to Nashville,” McPherson says.

McPherson’s parents set the couple up with the first month’s rent and a deposit for a duplex, where they welcomed their first child, and another 15 months later. He worked three jobs a day, doing everything from parking cars to painting houses to waiting tables.

His friend and fellow session drummer, Jerry Roe, sold him a kit for $400, which he used to pick up whatever gigs he could, often playing with 14 different artists in any given month. When someone would ask what his one dream gig would be, he gave the same answer.

“I was like, ‘I don’t know … Like a Kelly Clarkson-type, pop-rock gig, f**k, I don’t know.’ It seemed like it would be fun,” McPherson says.

Broad horizons & bigger stages

Then one day, McPherson got a call from the wife of Clarkson’s music director, asking if he’d like to audition for her band.

“I was like ‘Who the f**k put you up to this?’ I really thought somebody was playing a joke,” he says.

It was real, and the competition was hot among about 16 contenders for the spot. McPherson and his family were on vacation at Montgomery Bell State Park in Burns, Tennessee, when he got the news he’d landed the gig and should report to rehearsals on Monday.

“Once we hit the road, that was it for four years, from 2009 to 2013, and it was incredible,” McPherson says.

The band dispersed when Clarkson paused touring to build her family. McPherson took a job moving furniture to support himself and his family.

Returning to the road

Within less than a year, he got a call from his longtime friend and former bandmate, Justin York, then a guitarist for Paramore, which was seeking a new drummer.

McPherson got the gig, which he stayed on for many months before a golf cart accident resulted in broken bones, skin grafts, acid burns and a DUI.

“It was a really f*****g stupid situation,” McPherson says.

He had a break before going back out with the band and was loading up the car for a short family trip while hanging out and drinking with his neighbor. They and their wives decided to take a spin on their golf cart. On the way down from a fast hill, the cart tipped and flipped, landing on McPherson and dragging him. The cart’s ruptured batteries caused severe burns along the left side of his body.

He spent several months in skin graft surgeries and healing broken bones.

With legal and personal issues looming, McPherson left the band, turned to session work full-time and thrived. Between 2013 and 2020, he became a two-time ACM Drummer of the Year, playing on numerous No. 1 hits.

Still, his personal issues persisted.

Discovering the Narrows

McPherson and his wife separated in 2016, a difficult time he channeled into work – and also drinking, he says. He bought more camping gear, despite not having grown up in the outdoors.

“I knew that I needed something else. Somehow, some way, I was going to start using it. It took a year or two before I started using that pile of gear that was sitting there, staring at me,” McPherson says.

He bought a kayak and discovered the Narrows of the Harpeth River, where he spent a lot of time alone, working through things every day for years. He says it saved his life, and his favorite times were when it snowed in the wintertime.

“Being on a river when everything else is covered in snow is an unfathomable quiet that is almost unsettling,” McPherson says. “Being out there on the water was such another side. It was so dichotomous and so perfect. It made so much sense for me and was the only thing that ever got me quiet and calmed me down.”

Seeking balance

McPherson’s balance with addiction and sobriety is a longtime thread. He says he’s had several stretches of sobriety, including the most recent, starting in January of this year.

Late last summer, his deteriorating relationship with his kids catalyzed his decision to enter a mental health treatment program to address the roots, which he learned were as fundamental as getting more sleep at night.

No longer in a relationship, separated from his kids and with only himself to figure out, the outdoors took an even greater place in his life. His kayak collection grew, plus he added a camper and a couple of bikes. He says they’ve been necessary tools for the physical exercise and mental space he needs as permanent parts of his lifestyle – and to have a life he loves without losing it to addiction, he says.

A different kind of touring & problem solving

Lately, besides splitting time between his home studio and continuing session work, McPherson has worked on a new CBS reality series, “The Road,” which debuted in October 2025. The show follows a group of emerging artists who go on tour, opening for one of the show’s co-producers, Keith Urban, at venues across the country, competing to win a spot in the next city.

For the show, McPherson put together a six-piece Nashville-based band, which joined a group of about 150 on the road for the show’s production, he says.

“Because it was a game show, it was fun . . . I loved the chaos in that setting and in that context. It was just – enjoyable,” McPherson says.

Reframing situations – and himself – within context has brought him more enjoyment in his work and life overall.

“I’ve gotten really good at playing for songs. That’s what I do. It’s not false modesty. I’m not a great drummer, but I am good at playing for songs that I can do all f*****g day. I love it. It makes me so happy,” McPherson says. “It’s about being handed a puzzle – a wildly different set of circumstances with a weird song, a strange arrangement, a band that’s different or a studio where things aren’t working – then taking all of the factors, which there are so many, with so many people involved in the creation of a song, then getting a finished product. That is the job.”

‘Finding curiosity in discovery’ in music

McPherson says he prefers paddling rivers over lakes for the same reason he loves studio work.

“When you’re paddling a river, it’s something new around every turn. It’s a new view. Every foot that you move forward, you’re seeing something different,” he says.

He’s begun reevaluating feedback he’d once dismissed to bring more to every session. He learned to check his confidence and treat differing opinions as puzzles instead of challenges.

“[I think] ‘Let me not try and turn it into my own thing. Let me figure out a way to make what you want to work in this song,’” McPherson says. “In doing that, I found curiosity. I found this discovery of putting myself out of the way.”

It’s made music and life more enjoyable in entirely new ways, he says.

“I do my best to just be better, constantly try and make amends where I can and just make fewer mistakes moving forward,” McPherson says.

The Three440 Artist Story Series takes you beyond the spotlight and into the real lives of Yamaha Performing Artists. Each story is a window into the creative process, pivotal moments, setbacks and victories that define an artist’s path.

Tech in the Choral Classroom

I sometimes think that technology gets in the way of running a traditional choral rehearsal. We’ve all seen students playing Block Blast instead of looking at their music on their iPads, or working on English papers on their Chromebooks while we’re doing concert prep. Just give me a piano and a set of octavos and put the devices away, please!

In reality, there’s no escaping technology — it’s in our schools all the time, and it compasses much more than laptops, tablets and smart phones. I have found ways to incorporate technology to improve choral rehearsals, make students sound better and give them more ownership of their own learning.

Bob Habersat holding keyboard in front of choir room

Referencing

One of the most important tools I implement daily in choral class is referencing. This is more of a “thought technology” than a hardware one, and I learned it from the music production world. Producers listen to other songs throughout their entire creative process. They might listen for the kinds of sounds used, the chord progression, the mix, the form or any other characteristic of the track. Producers go back and forth between their references and the song they are working on to make it sound better and more authentic to a specific style.

I use referencing in the choral classroom for pretty much anything, including vowel shapes, tone color, diction, dynamics, phrasing, emotion and style.

choir room mic system

Playback

The concept of referencing is powerful, but it only makes an impact if there is a playback system in the room. Most students are used to hearing music on headphones or phone speakers. A quality sound system can make students hear and feel music like they never have before.

There are many variables when selecting a sound system, but look at how it addresses the size and shape of the room, volume, frequency response and multiple uses. Speakers have directionality and a specific angle from which sound emits, especially from the high-frequency drivers. The speakers should be mounted higher up on stands or hung from mounting points, set apart from each other, angled to cover the choir, and positioned far enough away from the choir so singers can get a stereo image from both sides.

Some choir rooms are deep enough to use a traditional two-way powered speaker like a DZR10, but some rooms, like mine, are shallow and wide. I use two DXL1K column array speakers hooked up to a digital mixer like a DM3. These speakers have a super wide dispersion angle and really fill the room. If you only have one set of speakers for your program, you want to be able to use them for many things. I like mobile sound reinforcement speakers because they can pump out higher volumes while still providing clear frequency response, and they can be used for playback in the room, stage monitoring or as PA speakers in a performance setting. A good set of speakers can make listening to reference music exciting because it will fill the room and inspire your singers to perform like the pros.

Bob Habersat teaching choir

Personal Monitoring

Do you remember the first time you heard yourself on a voice memo or answering machine? It didn’t sound like you — or what you thought your voice sounded like. I call this the voicemail paradox. We create a “print” of what we think our voice sounds like based on the internal vibrations in our head and the reflections we hear off surrounding surfaces. You can retrain your brain to match what you think you sound like with what you actually sound like using recording and playback. The more you hear recordings of yourself talking, the closer that print gets to your actual voice. The same thing happens when we sing.

I built a solfège app with built-in monitoring for my students. It allows them to hear themselves in real time by looping the device’s microphone directly to their headphones (wired headphones work best). It’s fun to see their faces when they hear their voices through the headphones for the first time.

When singing pop music, I have them reference an artist who sings in the style that we are going for and whose voice is in a similar range. They can then practice singing into the device’s microphone and try to match their voice to the artist. At the end of a 30-minute period, some of my students could do pretty accurate vocal impressions of Billie Eilish, Stevie Wonder and Bruno Mars. Try the Solfege Trainer app for yourself. Connect headphones and click Start Monitor.

aerial view of Bob Habersat's choir room

Group Recording

Why do choir directors constantly reminds students about vowel shapes, beginning/middle/ending consonants, dynamics and phrasing? Because we are the only ones in the room who can hear the group’s sound. Choirs have a version of the voicemail paradox as well because what they think they sound like as a group does not match what they actually sound like. If a choir can hear recordings of itself, students gain agency to address these things on their own.

We have a couple inexpensive small diaphragm condenser microphones at the front of the room in an XY configuration. These are connected to a Mac Mini running a DAW like Cubase through our digital mixer. This setup is a little complex, but you can try it by recording on your phone and playing it back to the choir on a Bluetooth speaker.

Once you have a recording and playback setup ready, record something you are working on in class. Give students prompts about what they should be listening for before you play it back and be prepared to be amazed. Warning: The first time students hear themselves, they will be shocked and a little horrified.

Here are some things that work with playback. Choirs think their dynamic contrast is much bigger than it actually is. Have them record a phrase with a crescendo, decrescendo or sforzando and listen back. They will hear the lack of contrast, especially if you play a reference recording of a professional group that demonstrates similar contrast well.

Middle and ending consonants are usually difficult for students to focus on because we do not always think about them when we talk. It’s easy to build that awareness when you record a passage and play it back for students. Ask whether the words are understandable and whether consonants line up. I like to add reverb to the recording to mimic the size and reflectiveness of the performance space when we talk about consonants. Larger spaces need larger consonants.

The use of recording is not limited to dynamics and consonants. Think about anything you work on in class — it will likely improve faster through recording and playback than traditional methods. The bonus is that it will create more independence in your choir. The first few times we record with a new choir, students are a little scared, but after a few sessions they gain confidence. A month into recording regularly, students in my beginning choir were asking to record sections of their music to work on specific elements. How cool is that?

Bob Habersat with sound equipment in choir room

Combining Referencing, Recording and Playback

The real power comes when you combine referencing, recording and playback in your regular routine. When selecting reference recordings, find ones that demonstrate the things you want your students to work on. I rarely reference recordings of the exact songs we are rehearsing.

Instead, I tell my students, “Listen to how the BYU Men’s Chorus finishes phrases in this track.” “Check out the dynamics and phrasing of the Chicago Symphony Chorus in this section of Mozart’s ‘Requiem.’”

After they listen, rehearse as a group, record and play it back. Discuss what students hear, then repeat the process. The growth is staggering, and the speed is mind-bending!

With just a few pieces of gear, you can transform the sound of your group. The best part for me is involving students more in the interpretation of music and in musical decisions that are usually made by the director. With recording and playback, every student gets a chance to hear the choir from the director’s viewpoint. With referencing, every student can become an expert through comparison. Try it and see for yourself.

Photos by Vince Olejniczak

A Guitarist’s Guide to Major and Minor Pentatonic Scales

In a previous blog posting, I described how to use minor pentatonic scales when playing guitar. In this posting, we’ll expand on that theme by taking a deep dive into the world of both major and minor pentatonic scales as they apply to guitar.

The first scale shape that most guitarists learn, in fact, is the five-note minor pentatonic scale, pattern 1; it’s certainly the one I show my students first. Pentatonic scale shapes have a dual functionality that’s easy to understand and apply. That’s because any of the five minor pentatonic scale shapes also function as the relative major pentatonic scale.

Let’s take a closer look at how this all works.

Relative Major and Minor

As an example, here’s pattern 1 of the B minor pentatonic scale:

Guitar tablature showing a scale.

This gives us the following five distinct tones:

Scale intervals:   T  – Mi3  –  P4  –  P5  –  Mi7

Scale tones:        B   –  D    –   E   –   F#  –   A

As you can see, there’s a tonic (T, or root note), a minor third (Mi3), a perfect fourth (P4), a perfect fifth (P5) and a minor 7th (Mi7). These are the tones that make up a minor seventh chord, with the addition of the perfect fourth.

If you start that scale on the second note (D) and call that our new tonic, you get the same five notes, but this time they form the D major pentatonic scale:

Guitar tablature showing a scale.

Here, the scale intervals and scale tones are as follows:

Scale intervals:   T  – Ma2 – Ma3  – P5 –  Ma6

Scale tones:        D  –    E   –   F#   –   A   –   B

Those five notes create a major triad (the root, major third and major fifth), along with a major second (ninth) and a major sixth (thirteenth).

As you can see, the same shape can function in two different musical worlds — major and minor. This means that learning one shape of the pentatonic scale actually gives you two scales for the price of one.

But what about a dominant seventh chord? This chord is made up of a major triad (root, major third and perfect fifth) plus a minor seventh. In effect, it acts as a hybrid major and minor chord. These colorful bluesy chords have a very specific sound that create harmonic tension, and they sound great on their own, either within a progression or as passing chords.

So, given that there is one shape that covers improvisations in both major and minor keys, how do we capitalize on that shape when we play over dominant seventh chords? To answer this question, first we need to explore …

Dominant Chord Progressions

Quite often you’ll need to improvise over a dominant sounding chord progression. Which of the two pentatonic scales would we use over this kind of progression? The answer is, you can use both; as we’ve seen, B minor pentatonic and D major pentatonic contain the same tones. But you may be surprised to learn that you can also use the B minor pentatonic and B major pentatonic scales.

To understand this, simply move pattern 1 of the B minor pentatonic scale to G# (four frets lower), and you’ll get the B major pentatonic scale:

Guitar tablature showing a scale.

This means you can use the same scale shape in two fretboard locations to create completely different licks and lines for your solos … and what makes this approach even more powerful is that the same lick in one shape can be used again in the other location (shape) for a totally different effect. I like to think of this as getting extra mileage (and extra value) out of your scale shapes.

Next, take a look at these fretboard diagrams of the B minor pentatonic scale shape and the G# minor pentatonic (B major pentatonic) scale shape:

Guitar tablature showing a scale.
Guitar tablature showing a scale.

You’ll find that playing a B major pentatonic scale over a dominant chord sounds more settled and consonant, whereas the B minor pentatonic over a dominant chord will have a bluesier characteristic. You’ll probably want to bend the minor third of the minor scale a little to at least imply the major third found in a B7 dominant chord.

Mixing Minor and Major Pentatonic Scales

You may already be used to playing a minor pentatonic scale over dominant blues progressions, but you may not have ventured yet into mixing major and minor for extra flavors and options.

Ready to get started? Follow these four simple steps:

1. Play a two- or four-bar phrase in B minor pentatonic. Then play the same lick in B major pentatonic (simply move the idea to the same shape that starts at the fourth fret, G# minor).

2. Expand upon this idea by adding another shape of the minor pentatonic patterns, such as:

Guitar tablature showing a scale.

3. Try playing an ascending lick using the minor pentatonic scale, followed by a descending phrase using the major pentatonic, then reverse the order.

4. Learn more shapes of pentatonic scales and try swapping between the two new shapes.

The Video

For this video, I created the following dominant chord progression to demonstrate mixing the B minor and B major pentatonic scales when improvising:

II:   B5    A5//B  I   B/A    E/B A5/B  I   B5   A5/B  I  G#mi7  E5   :II

I then overlaid a sixteen-bar solo that mixes several patterns of the minor and major pentatonic scale. In the first eight measures, I play a similar phrase from both minor and major (four measures on each from patterns 1 and 2). I then continue to alternate between minor and major for the next eight measures. After that, I’m moving through additional pentatonic shapes to find new ideas.

I also added some tasty chromatic ideas, achieved by adding the flat 5 from the blues scale. (The blues scale is the minor pentatonic scale with an added flat five.)

Guitar tablature showing a scale.

As I solo, I’ve indicated on the video which scale I’m using, plus here’s a link where you can find the tab and notation as well as the effects preset I used; this file can be downloaded into a Line 6 POD ® Go effects processor if you have one. (See below for more information.)

Feel free to jam along with the audio file below.

The Guitar

A blue-green electric guitar photographed on the beach.
Yamaha RSS20 in Sonic Blue finish.

In this video, I’m playing a Yamaha Revstar Standard RSS20, which now comes in three new colors: Vintage White, Fired Red and Sonic Blue. The guitar I’m playing is a Sonic Blue model, which has stunning cream-colored cafe racer stripes on the body as well as on the scratch plate, binding and pickup mounts.

The acoustically tuned mahogany body of this extraordinary instrument enhances string sustain and resonance, and the neck-through body transfers that energy along the entire neck and headstock. The two silver Alnico V humbucking pickups sound detailed, fat and warm, making the RSS20 eminently suitable for any style of music. A five-way pickup selector switch allows you to choose either or both of the two pickups; additional positions reverse the pickup polarity to create those desirable “out-of-phase” tones found on guitars with three single-coil pickups.

The tone control also doubles as a pull pot. Engaging the pull function employs a passive focus feature, which essentially adds a mid-boost reminiscent of over-wound pickups (i.e., pickups with a higher output). Having ten onboard sounds available makes the RSS20 one of the most versatile guitars you’ll find anywhere.

The Processor/Modeler

A black guitar modeler with foot switches and a foot pedal.
Line 6 POD Go guitar modeler.

I also opted to pair the Revstar RSS20 with the powerhouse POD Go modeler from Line 6. This effects processor and amp modeler creates amazing guitar tones in an ultra-portable plug-and-play interface and pedalboard.

The POD Go allows you to create custom signal chains, patches and entire set lists for studio recording and stage performance. It packs a serious tonal punch without breaking the bank … and travels easily in a backpack to the gig or jam session.

The Wrap-Up

The five-note pentatonic scale is derived from the seven-note major scale. And just like its larger parent scale, it can be used over major, minor and dominant seventh chords.

When you learn one pentatonic scale shape, its application can be expanded greatly by simply moving it to other fretboard locations. Add additional shapes and you have an ever-expanding set of improvisational options. By shifting between shapes and fretboard locations you can create a wide variety of melodic phrases that outline the chord tones or add tension with bluesier superimpositions.

To learn more about pentatonic scale usage and phrasing, please check out my three “Pentatonic Protocols” courses at https://www.tradinglicks.pro.

PHOTOGRAPHS COURTESY OF THE AUTHOR.

Check out Robbie’s other postings.

Stage Fright Isn’t Just “Nerves”

I’m going to describe what nerves really feel like for a student. I will go into some detail, and it‘s not pretty, but it’s important for us to know what our kids actually go through.

So here is what happened to me.

teen with face in hands in panic

My Personal Panic

The first time I actually practiced — really focused, intentional practicing — was because I thought I was in danger. Not physical danger, but the kind that makes your stomach twist: My comfort zone was at risk. I felt like this was the worst thing that had ever happened to me (and maybe it was, because I was only 12!).

I hated solo and ensemble contests. Hated practicing. Hated standing up in front of people. I felt fine around my group of friends, but beyond that? I was painfully shy. I didn’t raise my hand. I didn’t speak unless I had to.

My assigned solo was “At the Ball” by Forrest Buchtel. I was told to prepare it, so I did what I thought was practicing: I would play it, stare at the wall, play it again, check the clock, play it again. I wasn’t proud of what I was doing — I knew it didn’t sound good — but my mom told me to do this, and you didn’t mess with my mom. So, I played it over and over and over again.

The morning of the contest, I panicked. I couldn’t do it. I decided to fake being sick with an Oscar-worthy performance. I went to the cabinet and grabbed the Chicago Bulls collector’s cup from McDonald’s, then I went into the bathroom, made gagging noises, scooped water out of the toilet with the cup, dumped it back in for “realism.”

My mom heard me. I walked out with droopy eyes and disheveled hair. “Oh my gosh, you sound terrible,” she said.

“Yeah,” I croaked. “I feel awful.”

“You just need to rest. Have some 7Up and saltines.”

I nodded, relieved. “That sounds good. Thanks, mom.”

“Alright,” she said. “Get dressed, and right after solo ensemble, we’ll come home, and you can go to bed.”

Wait. What?

I had that mom. The “rub-some-dirt-on-it” mom. The “take-a-Tylenol-and-go-to-school” mom. And nothing I could say would change her mind.

mother consoling her child

So, a few hours later, I stood in a generic classroom with bad lighting and a folding chair. The judge sat behind a table. A few parents were seated in the back looking comical in the small desks made for their middle school children. The pianist gave me two pitches. I nodded like I knew what I was doing, and then I played two completely different pitches. The pianist had to teach me concert pitch right there. Had I learned it before? Sure, but it was easier to blame my teacher rather than admit I was talking in class.

At that time, I didn’t know the phrase “self-fulfilling prophecy.” But I no longer had to fake sick. My nerves were in overdrive, and it felt like something was squeezing me around my chest.

I played the solo — barely. People clapped. I went home and spent the rest of the day in bed “recovering” from my fake illness. Couldn’t even watch TV.

That moment didn’t suddenly turn me into a super practicer. But it did sting. It made something very clear: All those hours or “working” and practicing didn’t actually helping. I had never learned how to perform or how to deal with what happens in your body when it’s time to.

stressed out student with hands by his eyes

This Isn’t Just About Confidence

Most of us have seen it: A kid plays their solo perfectly during rehearsal. You’re sure that they’re ready. Then the concert begins.

Their body is in full red alert. Breathing is shallow. Hands start to shake. By the time they start playing, they’re already drowning. They come out looking like they failed everyone.

We try our best to support our students. “Just breathe!” “You’ve got this!” But the problem isn’t confidence. It’s biology.

Here’s how you know it’s not just “mental”: You can see it. The kid couldn’t get their fingers to work. The brass player looked like they forgot to play in the small end of the instrument. The percussionist completely blanked, even though they had the piece down that morning.

female lying on the ground with panicked look

Nerves Live in the Body — So Teach the Body

When kids say they were “too nervous,” they’re talking about a real, physical response. Their brain told their body they were in danger. Their body did its job.

Heart rate goes up. Muscles tense. Breathing shortens. Tunnel vision sets in. That’s not weakness. That’s a survival response.

We can’t just coach that away with pep talks. We have to train for it.

Start with repetition in front of people. Make performing a routine part of your class. Every week, pick one or two students to play something in front of the group — even just a scale or two lines of a piece. Rotate through everyone. Make it normal. Keep it low-stakes.

I’ve had students play the same two lines of chorale four weeks in a row because I wanted them to feel what it’s like to be “on” in front of people without it being a big deal.

Then practice the “walk in.” Literally. Have students rehearse how they’ll walk into the room, stand, take the two pitches and breathe. Talk about that moment — what it feels like and what they can do with the feelings.

One year, a kid asked if he could perform with a group of kids positioned extremely close to him. So, before school, we set up some chairs and had him stand about a foot away. Way too close for comfort, but he wanted the practice space more stressful so he could have an easier time during a performance. Just the fact that he wanted to try this approach told me that we were on the right track.

relaxed student sitting outdoors

Finally, teach basic physical tools, such as

  • Grounding: flat feet, stable stance, deep breaths.
  • Muscle control: gently clenching and releasing fists or leg muscles to bleed off some of that tension.
  • Controlled breathing: try box breathing — inhale for four, hold for four, exhale for four, hold for four. Repeat. It takes 20 seconds and can reset the body’s panic response.
  • Try a “physiological sigh” before you play: inhale through your nose, hold for a brief moment, take a second quick sip of air through your nose, then exhale slowly through your mouth. Do it two or three times. It triggers the vagus nerve, slows your heart rate and helps your body remember that you’re safe, and you’re ready to play.

Don’t explain it like you’re teaching neuroscience. Just show them what to do.

I’ve had kids walk into their next performance and use these things. They may still mess up a few notes, but they could at least walk out with their head up.

frightened student sitting on the ground

Reframe the Fear

It’s difficult to convince a kid of this, but nerves are not a red flag. Yes, they feel awful — but they mean that the student cares. That’s it. We can remind them that wanting something to go well, and being afraid it might not, is a sign of investment, of engagement, of trying.

Keep in mind that if your students think nervousness means they’re not ready, they’ll start avoiding anything that matters to them. That’s why I tell my students, “Nerves aren’t failure. They’re proof that this matters to you.”

In my experience, the quietest kids — the ones who downplay everything — are usually the ones who care the most. The nerves hit them hard because they’re invested. And when they fall apart, it doesn’t mean they didn’t prepare. It means they didn’t know what to do with all that adrenaline once the door closed.

Finally, share your own experience. My kids have heard my stage fright stories. I tell them that the only reason I get through a concert now is because my back is to the audience. Humanizing yourself will help kids relate, and it helps them understand that this will not be an overnight process.

female student screaming in frustration

Some Kids Will Still Bomb

Even if you do everything right, some students will walk in and totally wipe out. They’ll come out embarrassed, blaming themselves, maybe even ready to quit.

That’s when it’s your job to be honest and grounded. Don’t say, “It was fine,” because it wasn’t. Say something like, “That didn’t go how you wanted, huh? Let’s talk about what felt different and what we can try next time.”

One of my students once said, “I don’t even remember walking out on the stage and playing.”

We talked about how that’s literally true. The body takes over — and if you haven’t practiced that moment, it’s a rough ride. So, we did what musicians do best — practice. Practiced everything from the walk on stage, the bow, the performance, to leaving the stage.

They tried it again, and it still wasn’t perfect, but they walked out saying, “I remembered where I was this time.”

Make it about the process, not the result. Because that kid who just bombed? They already feel small. What they need is someone who won’t shrink them further. And maybe, eventually, they’ll be the kid who teaches someone else how to walk into the room and play.

student playing the trumpet

Settling Down

I never told my mom about what I did that day. I had plenty more performances after it. Naturally, my nerves started to settle the more I played, but it took a while. There was no magic fix — just a whole lot of trial and error. Grinding. Practicing. Experience.

When we got home that afternoon, she said exactly what a parent should say, “You did a good job today. I’m glad you did this.”

Then she paused. “By the way, have you seen my Chicago Bulls cup?”

Songs of Thanks

Is there a better time to express our thanks in a song than during the month that hosts Thanksgiving? Whether it’s appreciation for family, a partner, a teacher, or food and shelter —  and even if life isn’t going the way we’ve planned at the moment — writing about being grateful for what we do have can help us count our blessings and maybe even land us a lovely song at the end of the day.

The concept of songs-of-gratitude goes back decades and knows no boundaries when it comes to genre. The Beatles did it (“Thank You Girl”), as did Alanis Morissette (“Thank U”), country’s Carrie Underwood (“Thank God for Hometowns”), even classic rock’s Led Zeppelin (“Thank You”). Oh, and there need not be a “thank you” in the title — check out Aretha Franklin’s (“You Make Me Feel Like) A Natural Woman” or Chance the Rapper’s “Blessings.” Everyone’s doing it! Because it works, it’s cathartic and worthy of our attention.

Professional songwriters often have to conjure up material when we’re writing to a brief (like, for example, if you’re writing music for a film or television show), and if we’re working with a recording artist, we need to lean in to their point of view. But expressing our own gratitude is right at our fingertips. It isn’t something we have to calculate, since most of us already have something that we’re thankful for. (Hopefully, anyway.)

Even just listening to these kinds of song can put us in touch with gratitude, for reasons that are chemical as well as emotional. Author Kate Wight has pointed out that “Listening to a song that reminds you of happy times may lead to a release of dopamine. That’s a neurotransmitter that makes you feel good.”

I suppose it’s like following your smile.

On Thanksgiving there’s traditionally a post-turkey jam session in my living room. We play fun-loving joyful classics and debut our originals. (For those of us who aren’t musically inclined there’s a box of percussive accoutrements — tambourines, maracas and an array of ganzá [those egg-shaped shakers actually have a name!]) It’s a highlight of our holiday.

Ms. Wight also states that “Music is inextricably linked with human emotion. If you’ve resolved to try and be more thankful this year, consider using music to get you there.” Not too long ago when I was missing my daughter terribly, I made a decision to be optimistic. I sat down with my Yamaha baby grand and then … a song came out. (Video below.)

Notice I didn’t say I “wrote” a song but that it “came out.” That’s because writing a thank-you song wasn’t necessarily the plan. It doesn’t have to be. Instead, my heart was in my hands and my hands landed on the keys, and the song simply happened.

Gratitude is a powerful feeling. It’s a natural and selfless place to begin and quite the fodder for song.

Simply the process of writing a song of gratitude will remind us of what is easy to forget during uncertain times or in the fog of life. There’s always a story to be told about a friend who lifts us up and pulls us out of the darkness … or a child who reminds us that the best day of our life was the day they were born. This the time of year we take stock.

Here’s my thank you:

 

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A University Trumpet Studio Fosters a Culture of Community

When Dr. Aaron J. Witek, Assistant Professor of Trumpet and head of the Trumpet Studio at Stetson University in Deland, Florida, was a college student himself, he originally dreamed of becoming a high school band director. “I joke [with my students] that I failed at my first job,” he says.

Witek completed the student teaching process, but while getting his Master’s degree, he uncovered a new passion. “I found a love for working one-on-one and mentoring students at the college level,” he says. “You never know what might take you where.”

Although he jokes about “failing” at his initial goal, Witek doesn’t regret the choices he made. He tells his students that changing career paths actually gave him a more complete perspective on what it means to be a musician and an educator. Witek learned that a musician needs to be versatile, which is a lesson he now passes down to his students. “The days of ‘my job is only this’ don’t exist anymore,” he says. “We have to be flexible … that’s what I try to do with my studio.”

Witek’s trumpet studio combines his passions for trumpet performance and collegiate music education by helping students grow into versatile, thoughtful musicians — whether their paths lead to performing, teaching or other areas of the profession. While students come to study music, he reminds them that their journeys may take them in unexpected directions. His studio emphasizes both the hard skills of musicianship and pedagogy, and the soft skills of communication, empathy and collaboration — all essential in what he believes is ultimately a people business.

This approach fits with the culture at Stetson, which made history in 1936 by opening Florida’s first collegiate music school. “I knew it had a really good reputation as a music education school,” Witek says. “I wanted to create a trumpet studio that fostered music education at its heart.”

Dr. Aaron Witek with a trumpet student

Growing the Studio

Now in his fourth year of running the Trumpet Studio at Stetson, Witek has grown the program to a full-size studio with 16 trumpet majors. The studio’s success stems from its culture of collaboration, high standards, accountability and camaraderie. “We’re all learning the principles of being great educators and great individuals,” Witek says. “I use trumpet as a tool to help people become better people.”

In the trumpet studio, growth has been a self-perpetuating cycle. As the studio’s positive culture develops, the more the program can recruit new students. “Our best recruiters are the students,” Witek says.

For outreach, Witek makes sure that students are visible at trumpet-centered events. His students perform or exhibit at events like the National Trumpet Competition and the International Trumpet Guild Conference. He also takes current students out to high schools to promote the program. In addition, Witek brings in guest artists who not only attract prospective students to attend events at Stetson but also help promote his students and the program as a whole — often returning to their own institutions and professional circles speaking positively about the quality and experiences at Stetson.

Witek offers prospective students the opportunity to come to the studio, take a lesson with him and shadow current students. He pairs potential students with current students so they can experience the studio’s culture firsthand. “Come experience the studio vibe,” he says. “Just feel what it’s like to be part of this culture.”

Dr. Aaron Witek with a group of trumpet students

Peer Feedback

Building a welcoming culture is all about fostering collaboration among peers, both in the classroom and outside of it. “We have a lot of studio parties. We’ll get coffee or ice cream together,” Witek says. “I make sure that my students understand that my goal is to help them be great people. Through that, everything else grows.”

Witek, who was recognized as a 2025 Yamaha “40 Under 40” music educator, believes in the power of peer feedback. When he took this role at Stetson three years ago, it was during the immediate aftermath of COVID lockdowns, which kept students from engaging with one another face-to-face. He noticed that many students lacked an understanding of how to give and receive feedback in a productive way.

So, Witek began incorporating peer feedback into the learning process, along with demonstrations on how good feedback looks. “A huge part of it is teaching how to talk to each other, how to give constructive feedback in a way that isn’t pointing the finger,” he says.

To educate students in the fundamentals of feedback, Witek uses a lot of peer teaching where older students mentor younger ones. “We’ll have a senior go up to the front of the class and play, and then I’ll call on a first-year student and say, ‘Go up there! I want you to work with them,’” he says.

Dr. Aaron Witek during a presentation

Vulnerability as a Strength

Witek also partnered with the university’s counseling center to better support his students’ well-being. Counselors often encouraged students to slow down, pace themselves and maintain a healthy work-life balance — advice that many music students tended to dismiss. Witek recognized that this guidance needed to be reframed in a way that resonated with the unique pressures of studying music.

He explains that in many music programs, students fear that if they take a break or don’t constantly push themselves, they’ll fall behind while others advance. As a result, they often feel conflicted by the common advice to “slow down, pace yourself and maintain a healthy work-life balance.” Working with the university’s counseling center, Witek developed ways to communicate and practice these concepts in a manner that resonated specifically with music students. Together, they organized an event that allowed students to openly explore and process their emotions as a group.

During the session, students sat in a circle and responded to prompts such as, “What are your greatest worries in music school?” and “How do you feel here?” They wrote their answers on cards and took turns sharing them aloud. “Everyone felt the same things: I don’t belong. It’s only hard for me,” Witek recalls.

Through this shared vulnerability, students began to see that their struggles were not unique — they all experienced the same doubts and fears. This realization helped them feel a deeper sense of belonging within the program.

According to Witek, exercises like these encourage students to be more open and comfortable expressing their emotions, which in turn leads to more genuine and constructive peer feedback. “A lot of these students are away from home for the first time,” he says, “and they may not yet feel comfortable sharing their feelings. These activities help them build that trust.””

Dr. Aaron Witek observing a student playing the trumet

Friendly Competition

Witek says that the trumpet studio’s biggest asset is its culture, which fosters collaboration and camaraderie. However, his students, like most music students, aren’t immune to feeling competitive. Instead of trying to eliminate that competitive energy, Witek has his students use it to inspire and motivate one another.

For example, students must regularly compete against each other for solos and ensemble placements. However, Witek and his students see this as yet another opportunity to give each other feedback. “They schedule mock auditions for each other,” Witek says. “Even auditions that they’re taking against each other.”

Witek also keeps the competitive spirit friendly and collaborative by reminding students of the subjective nature of music and the importance of each person specializing within their own strengths.

“You probably wouldn’t have a trumpet player in a ska band win the New York Philharmonic principal trumpet seat,” he says. “Everyone has their strengths. We try to find where their strengths are and developing those skills, but also developing other areas of their playing so when they graduate, they’re well rounded.”

Fostering this type of community starts at the program recruitment stage. When looking for new students to join the program, Witek says that trumpet skill is third on his list of priorities. “The first thing is, who are you as a human, and how well can we work together?” he says. “Second is work ethic. If you’re willing to work hard and you have a great attitude, I can teach you.”

Dr. Aaron Witek lecturing while holding trumpet

High Expectations

When naming qualities that he seeks in his students, Witek often uses the word “accountability.” For him, a student who is accountable treats the opportunity to learn seriously. “I tell my first-year students that the hardest thing about college is showing up,” he says. “It’s amazing how much trouble freshmen have just getting out of bed and going to class.”

Witek sets high standards for his students in terms of professionalism, and that starts with getting dressed in the morning. “I have a rule in my studio: you can’t wear pajamas, sweats or Crocs to your lesson,” he says. “You need to treat this like a job.”

Accountability also includes prioritizing classwork. “We have a lesson sheet just like in elementary school that lists the fundamentals I want you to focus on, exercises, the repertoire,” Witek says. “It can be overwhelming at first, but organized and helpful.”

In return for hard work and professionalism from his students, Witek offers them a safe, family-like community where their musical abilities can flourish. He makes sure students know that if they ever struggle to keep up with their course work, they can come to him for help. “I’m never going to make my students do something they don’t know how to do. If they have trouble, we’ll break down how to set [their] goals … and find what works for that student,” he says.

Though Witek has high expectations, he also considers the trumpet studio to be a family. Witek fosters this family environment in a variety of ways, from bringing his dog into the studio, to teaching his students the importance of vulnerability. “As a family, it’s important for me to be vulnerable,” he says. “As a younger teacher, I wasn’t very good with [that].”

Dr. Aaron Witek lecture

“Dr. Witek has made a powerful impact on the Stetson School of Music through his unconditional commitment to his students,” says Dr. Washington Garcia, Stetson’s Dean of the School of Music. “He has built a studio of remarkable young musicians who embody his high standards and passion for excellence. I have the utmost admiration and respect for Dr. Witek, not only for the exceptional talent he has brought to Stetson, but also for the kind and caring person he is.”

As Witek has progressed in his career, he has learned the importance of owning up to his mistakes; his accountability inspires students to do the same. “I make mistakes. I get stressed. I’ve been in their shoes … I try to be relatable because we’re all human,” he says.

Help Kids Who Want to Quit Before They Become Good

“I like band, but I always feel behind.” That’s what a student said before handing in her instrument.

She wasn’t upset or angry. She liked the class and the music, but every day, she felt like the only kid in the room who was faking her way through it.

After two years, she still couldn’t play in tune. Still couldn’t read rhythms without guessing. Still couldn’t find her place in the piece without someone whisper-counting it for her.

It wasn’t about effort. She showed up, tried hard and never caused a problem. But music never got easier, and this was exhausting.

She didn’t quit because she didn’t care. She quit because she never felt good at it.

sad students with head on table

Most Kids Don’t Hate Music. They Hate Feeling Lost.

We love to blame quitting on phones, sports or the mythical lack of grit, but most students leave band because they never got over the hump — that invisible tipping point where the instrument starts to make sense.

They’re not lazy. They’re stuck. And we can’t fix that by telling them to go home and practice.

The real work -— the structured climb toward fluency — must happen during rehearsal. If they never feel successful in front of you, they’re not going to chase it on their own.

I used to think, “If they just practiced more, this would click.” Then, I started looking at the kids who did practice — they were still struggling, just with slightly cleaner mistakes. It wasn’t a time thing. It was a clarity thing.

That’s the lesson for teachers: Some practice is necessary, but not endless hours. Just enough to get kids over that first hump, where the horn stops fighting them and they start to feel competent.

Scales and long tones still aren’t fun, but they stop being meaningless. They become a way to keep that feeling of competence going.

man rock climbing

What Does Getting Over the Hump Look Like?

For the student, it’s when:

  • They can play the scales in the key of the pieces you program (even slowly) without constant stops. For most band groups, this range is from three flats to one sharp.
  • Their fingers and tongue stop fighting each other.
  • They can read a rhythm pattern without falling apart two measures in.
  • They don’t ask, “Is this right?” after every attempt because sometimes, it is right.
  • They look a little less panicked in rehearsal and occasionally even curious.

Teachers will notice:

  • The kid who used to fake-play actually makes sound.
  • They’ll attempt a tricky passage instead of shutting down.
  • Section leaders aren’t handholding them on every entrance.
  • Instead of staring blankly, they’re engaged when you rehearse details.

When the above clicks, the student feels fluent enough to fully participate in rehearsal.

woman looking through magnifying glass

What a Fluency-Driven Rehearsal Looks Like

Fluent rehearsals don’t feel “harder.” They feel calmer and more focused. Less survival mode, more forward motion.

A flute player used to stop playing every time she made a mistake. One day, she missed a note, kept going and then raised her hand and said, “Can I do that again?” We all paused. That was her hump. She felt safe enough to try and strong enough to want a redo.

It’s not about playing it right. It’s about not getting left behind.

Here’s what that climb can actually look like.

Weeks 1–2: Finding Sound

Forget the concert. Focus on tone. Daily breathing, long tones, posture checks.

Literally, “How do I make a sound that doesn’t scare the dog?” That’s the first goal. If your beginning clarinets sound like a pterodactyl, build tone exercises into every warm-up until the bad tone is extinct (see what I did there?).

Teach how to practice during class — show them what repetition looks and sounds like. Dr. Elizabeth A.H. Green, author of “Practicing Successfully: A Masterclass in the Musical Art,” puts it simply: “Practicing is an adult activity.” Kids want to run full speed ahead … and the monotonous repetition of practice puts the brakes on this. Any variety you can add is key.

Kids don’t know what “go work on this” actually means. You have to model the methods for them.

trombone student during rehearsal
Weeks 3–4: Building Control

Add rhythm patterns over long tones. Call-and-response drills: You play, they echo. Begin short excerpts of concert music — just a few bars at a time.

I used to skip this part. I’d go from scales straight into the music and wonder why everything fell apart. Once I started treating rhythm like a language instead of a side skill, things changed.

And yes, sometimes they still clap the wrong beat, but now they know it’s wrong. That’s progress.

Weeks 5–6: Fluency and Connection

Ask questions: “Why are we playing this scale?” Sit in the silence — give them time to discover that this scale is the same key as their piece.

If you have access to SightReading Factory or even literature to sightread, this is the time to begin putting new music in front of students. Start at their grade level or a half grade level down. If they are brand new, keep it short — just two to four bars. A win is a win, and the great thing about music is that we can also keep building up.

By now, students should be starting to feel capable. When they do, discipline gets easier. Both the discipline to work consistently at something, and classroom behavior and engagements.

model of connected molecules

Connect the Dots (Loudly. Literally.)

Kids don’t automatically understand that your warm-ups are connected to the music. You have to say it out loud, even when it feels silly.

Seriously, be dramatic. “Wait … our warm-up had F-naturals, and so does this piece?! HOLY CATS.”

You’ll get some eye-rolls, a few laughs and a handful of lightbulb faces. Even if 99% of your kids get it, that 1% needed this.

Your job isn’t just to teach them notes. It’s to show them how this stuff connects.

Side note: Sometimes, I’ll stop rehearsal just to say, “This is the same rhythm we just clapped.” And they’ll say, “Ohhhhh.” (Like it wasn’t on the board the whole time.)

long chain

A Practical Routine That Builds to the Hump

If you have 45 minutes, here’s one way to structure the climb every day:

The key here is flow. These aren’t disconnected exercises — they’re steps in one long skill chain. Warm-ups serve the technique. Technique feeds the piece. It all loops back to fluency.

And if something goes off the rails? You adjust. I’ve had days where the “quick recap” turns into a 10-minute group sigh — that’s okay. Sometimes the climb pauses. Just make sure it doesn’t stop.

orchestra students during rehearsal

Use Compound Lifts (Then Back Off and Isolate)

In strength training, a compound lift is an exercise that hits multiple muscles at once. So, you could work out and do some dumbbell flyers and cable crossovers to hit your pectoralis major and minor, and then some front dumbbell raises and seated machine shoulder presses to work the shoulders, overhead dumbbell extensions and skull crushers with an EZ curl bar for your triceps. Then, you could move to the stabilizing and supporting muscles with scapular push-ups, wrist curls, farmer’s carries, planks and Pallof presses.

Or, you could just do a bench press and hit them all.

For the time-strapped teacher, thinking in terms of “compound lifts” can really help you cover multiple concepts at once with one exercise.

Example: The articulation study on page 3 of “Foundations for Superior Performance” is a Swiss army knife.

  • Use it to work articulation
  • Layer in tuning (unison or chords)
  • Add balance layers (pyramid, reverse pyramid, mid-voice lead)
  • Isolate rhythm (have students chant or clap it first)

Also, just because it says “concert F” doesn’t mean you can’t do it in E-flat or B or C#. You’re in charge.

But isolate when needed. If you’re working rhythm, just focus on rhythm. Don’t correct the note or comment on tone. Let kids focus. (This will be harder for you than them!) Then layer more later.

French horn students during rehearsal

Show Students What Progress Looks Like

If a student improves, tell them how. Be specific.

“That run was clean because you’ve played that scale every day for two weeks, and your fingers went down at exactly the right time.”

“You clapped that rhythm perfectly. That’s the same one from Tuesday’s warm-up. You used to rush it, but now you are putting the perfect amount of space between the two quarter notes.”

They won’t always see the connection. Your job is to draw the line and say it out loud.

Eventually, they’ll start drawing their own lines. When that happens, class doesn’t feel like a bunch of separate exercises. It feels cohesive.

letter blocks spelling out the word DON'T

A Few Don’ts

Just in case you needed permission …

  • Don’t just rehearse the ensemble as a whole. Listen to sections and individuals.
  • Don’t warm up in F, play a piece in Eb and wonder why it didn’t apply.
  • Don’t assume students know why they’re doing something. Tell them.
  • Don’t fill time just to say you taught bell-to-bell. Purposeful beats busy.

And finally: Don’t forget to always play. Always sing.

If kids are playing, they’re not talking. If they’re singing, they’re engaged. Keep them moving. (I know you’re now picturing the violinist or percussionist who is talking while playing … just suspend your disbelief for a moment, OK?)

exhausted woman holding face in hands

This Is the Tired That Feels Worth It

Teaching this way isn’t easy. It takes planning and energy. You’ll leave the room tired, but it’s a good tired that makes students and teachers proud.

You can’t control their practice time outside of school. You can’t control if they take their instruments home. But you can control your rehearsal time.

Most kids don’t need more motivation. They need to feel like they’re not bad at it. And when they do, they’ll stay.

When You’re the Only Music Teacher in the Building

Have you sat in a staff meeting and realized that nobody in the room understands what you do all day? You must be the only music teacher in the building.

Maybe you’re running both band and choir. Maybe you’re directing the musical on top of general music and some other class because “you’re good with kids.” Either way, you’re probably balancing a full load with no back up. Sometimes, you just need someone else to say, “Yeah, this is too much.” Because it is.

I remember walking into a “team” meeting during my first year, only to realize that I wasn’t on a team. Not really. Everyone else taught English, math or history. They had department meetings. Curriculum alignments. Common planning time. I had a never-ending to-do list full of all the stuff I had agreed to do.

man shrugging and holding hands up

You’re Not Supposed to Know How to Do All This

When you’re the lone music teacher, everyone assumes you can do everything. Soundboard broken? You must know how to fix it. Choir needs shirts? You can design them, right? Assembly tomorrow? Can you teach 40 kids the alma mater in four parts by lunch?

At first, it feels good to be needed. I remember thinking, Sure, I can help with that, because it felt like I was being a team player and getting on people’s good side. But there’s a difference between being capable and being a catch-all.

One time, I was asked to help with a pep rally — not the performance part but literally setting up chairs and running the projector. I said yes. Then, the projector didn’t work, and the whole thing became my problem because I was “good with tech.” I’m not. I just know how to wiggle the HDMI cable and switch back and forth between inputs. (Although one time I did insert a flash drive the correct way on the first try. OK — I’ll stop bragging.)

I spent years saying yes to every “quick favor” because I thought that’s what committed teachers did. It took me way too long to realize that I was basically the arts department version of setting myself on fire to keep everyone else warm.

And that fire spread! Eventually, I realized I wasn’t building a program — I was just putting out fires and none of them were mine.

You’re not failing because you can’t do it all. You’re human. You were never meant to teach every discipline of music, run the theater program, troubleshoot the PA and be on standby to sub second period. You were hired to teach music, not to focus solely on the “and-all-other-duties-as-needed” part of your contract.

music teacher helping student

You Can Be a Department of One Without Being Alone

It’s lonely and weird. Sometimes you just want to ask someone if your warm-ups are applicable to the literature without having to explain what warm-ups are.

I used to keep questions like that to myself. I didn’t want to sound unsure — especially around people who already didn’t understand what I did. One day, I finally cracked and emailed a former classmate who also teaches music. We hadn’t talked in over a year. I literally wrote: “Hey, do your high brass sound like they’re struggling with a lip slur above a third space C?” About 15 minutes later, he responded: “Yep. Sounds like progress.”

That one email turned into a weekly check-in. Nothing formal — just trading audio clips, questions and “should-it-sound-like-this?” texts. It helped a lot.

Sometimes, I would be grading and would send a message like: “I think I just heard a clarinet bite into their reed.” His reply: “That’s the only problem with band being before lunch. Tell them to eat a sandwich instead next time.” That was it. But it made me laugh, and that was enough to make the next class feel more doable.

If your district has other music teachers, reach out. Start a monthly check-in even if it’s just to vent. No agenda, no clipboard. Just a space where you can ask, “Is it normal that I’m building a marching show and directing the musical at the same time?”

Not sure who to reach out to? Email the high school band or choir director across town. You’re not bothering them. Odds are, they want the same thing you do — someone who gets it. Someone who knows the ins and outs of what you do. If you don’t have anyone in town, search online and find someone. There are plenty of authors on the Yamaha education blog or just about any of the Yamaha “40 Under 40” music educators who would be more than willing to answer your questions!

The best conversations I’ve had usually start with: “Hey, quick question…” that turned into a full-blown text thread of shared stress. You don’t need a whole department — you just need one or two people who know what a good rehearsal plan looks like.

man holding up index finger, saying wait

Stop Saying Yes Just Because You’re “the Music Person”

One of the hardest parts of being the only music teacher is how often you’re seen as “the flexible one.” You don’t have a department or standardized tests to administer. So, obviously you can just move your concert, right? Just cover this extra class. Just write a 5th-grade graduation song. Just combine your classes so we can use your room.

No.

Your program deserves the same protection as every other subject. If you have class time scheduled, use it.

I’ve lost count of how many times someone’s asked if I can “just scoot things around” so they can use the space for a guest speaker or testing overflow. It took me years, but now I say: “No, we’ll need to keep our scheduled class time.” Every time I say it, I expect push back. Sometimes I get it, but most of the time, people just say okay and move on.

And if they don’t? That doesn’t mean you were wrong to say no. It just means they were used to you saying yes.

If you already have three after-school events, it’s okay to say your plate is full. If the district decides to cancel music for a week to double up on literacy blocks, it’s okay to say something.

There’s a difference between being “supportive” and being invisible. This stuff only gets more complicated the longer you let it slide. The clearer your boundaries, the less people assume they can mess with your schedule.

Saying no doesn’t make you difficult. It keeps your program from falling apart. And nobody else is going to set those boundaries for you.

music teacher talking to trumpet player

You Don’t Have to Do It All — Just the Stuff That Matters

When you’re running everything yourself, you must make cuts. Not because you don’t care, but because you physically can’t do it all.

You don’t need a marching show, three concerts, a pep band, choir festivals, the spring musical, solo and ensemble, a pops concert and a talent show. Especially because you’re also fixing instruments and chasing down field trip forms.

I’ve had years where I tried to do it all. It didn’t end well.

Half of it felt rushed, the kids were burned out, and I didn’t enjoy any of it. The one year I dropped the pops concert and alternated the solo ensemble contest to every other year? Everything got better. The kids still played great. The audience still came. Turns out nobody missed it. Not even a little.

One year, I didn’t conduct the musical. The world didn’t end. Nobody spray-painted “TRAITOR” on my door.

Pick what matters to you and your students and do those things well. Put the rest on a two- or three-year rotation. Or don’t do it at all. That’s not laziness — that’s strategy.

I’ve seen some of the best programs in the nation skip marching band entirely or rotate musicals. I’ve also seen programs that do it all, but they have a full staff, paid assistants and a budget big enough to support all their hopes and dreams!

Your program doesn’t need to look like anyone else’s. It just needs to be something you can sustain and something your students want to come back to.

If anyone’s confused about why you’re not doing “everything,” ask them when they last built four different performance calendars and taught eight preps.

group high five among coworkers

You’re Not the Only One Even If You’re the Only One There

You’re not imagining it — it is harder when you’re the only teacher in the building. There’s no backup when you’re out. No team to bounce ideas off of. No one else who knows what it’s like to troubleshoot a reed emergency five minutes before performance time.

Remember, you don’t have to build your program in isolation. You can decide what to keep and what to cut. You can carve out time for what actually matters and stop apologizing for the rest. You can find your people, even if they’re not in your building. And, you can build something strong without doing it all yourself.

Some weeks, you may still feel like you’re barely holding things together. Remind yourself that the kids keep showing up. The music-making continues. Nobody’s grading you on how many hats you wear — and if they are, they can come wear one of yours for a day and see how it fits.

If no one has said this to you lately: You’re not behind. You’re not doing it wrong. You’re doing something incredibly hard and still showing up. And don’t forget: Even if you’re the only music teacher in your building, you’re not the only one doing this.

Having Fun = Huge Participation Rate

Zane Kaiser loves his job. “I literally enjoy what I do,” says the Band and Orchestra Director at Justice Page Middle School in the Tangletown neighborhood of South Minneapolis.

Justice Page bills itself as “an inclusive community committed to the success of each learner. We pursue growth, justice and positive change while celebrating our differences, expanding our curiosity, and having fun.”

The outgoing and energetic Kaiser takes the “fun” part very seriously, and, one could say, it is part of his teaching DNA. The numbers show that the fun has rubbed off on the middle schoolers. With a student population of roughly 1,000, around 700 to 750 students were involved in music during the 2024-2025 academic year — a whopping 70% to 75% student participation rate. “It’s a great percentage. We love it,” says Kaiser, whose main instrument is the bassoon.

The percentage is even more impressive because music is not a requirement for graduation. An art credit is required, which could be music, theater or visual arts. Of the 700 to 750 students who are in music by choice, Kaiser teaches about 450 of them in band and orchestra.

“Fifty to 75 students are multi-instrumentalists at our school, meaning they are in band and orchestra, playing different instruments and keeping up the practice/work to do so,” Kaiser explains.

Justice Page Middle School band rehearsing

A Multi-Prong Approach

Kaiser’s enthusiasm and commitment to fun in and out of the classroom are invaluable in the multi-prong approach to recruitment and retention of students in the school’s variety of music programs. He cites the Minneapolis Public Schools‘ 5th grade band and orchestra program, now in its fifth year, as a big reason students are being fed into the middle school program. Others say that Kaiser is the reason students stay in the program. “Everyone is welcome at any level,” Kaiser adds.

COVID-19 put the kibosh on campus visits to recruit students at feeder schools, but visits are starting up again. There isn’t an auditorium or other space large enough for the student body, faculty and staff to gather for a concert. Kaiser’s remedy for that are jazz band or chamber orchestra performances — that are just 15 minutes in length — before the school bell rings.

“It’s important to get students in front of each other. The staff sees them, too, so they don’t mind excusing students for band practice,” says the smiling Kaiser.

Justice Page Middle School band performance

“Word of mouth helps a lot. I live in the [school’s] neighborhood, and I see and talk to students as they walk or ride bikes to school. Neighbors see that we’re having fun, and they all spread the word about the music program,” says Kaiser.

Students should feel inspired to be a member of a musical group, Kaiser explains, and see themselves within the curriculum and repertoire because they could have the opportunity to create their own music, work on chamber music in small groups, meet music professionals and perform on campus and at local venues. All of it is fun.

A range of ensembles is offered at Justice Page Middle School. There are four levels of band and three levels of orchestra. The levels are based on ability but often follow grade levels. The large student numbers gave the music department bragging rights with the largest single class of the 2024-25 school year — 74 students in their top Wind Ensemble.

Justice Page Middle School band performance

From Band Nerd to Music Educator and Conductor

A self-described “band nerd,” Kaiser fell in love with band in high school. Actually, it was his bad experience with band in middle school that steered his career choice of making a better music learning experience for his middle school students. “It’s been fun and healing,” says Kaiser, who was recognized as a 2025 Yamaha “40 Under 40” educator.

With his art teacher mother and musician dad (who specializes in a contemporary modern sound), Kaiser and his music always had support while growing up in Duluth. He graduated from University of Minnesota, Twin Cities with a Bachelor of Music in Instrumental Music Education with an emphasis on bassoon. He earned a master’s degree from the Longy School of Music of Bard College, where his final project was titled “Creating Community Through Sensory-Friendly Concerts in the Public School Setting.”

Justice Page Middle School orchestra students group photo

Kaiser’s teaching career began eight years ago when he taught at two schools, Justice Page and the then-Field Middle School. Three years later, the Minneapolis Public School District implemented their Comprehensive District Design, resulting in closed schools, merged schools, changed positions and general chaos. Field and Justice Page combined into Justice Page Middle School, and Field became Field Elementary School. Kaiser says he has roots at Justice Page and is committed to seeing what he can do there. “It has taken five years to get to this point,” he notes.

Previously, outside of his work for the school district he participated in The Medalist Concert Band, Minnesota Philharmonic Orchestra and served as technical director of several musicals among other activities. Today he limits himself to conducting Camerate Vivace, a symphonic youth orchestra for students in middle and high school, with the Greater Twin Cities Youth Symphonies. “We perform around five concerts a year both in the community and at our annual Fall/Spring Festivals at Orchestra Hall, home of the Minnesota Orchestra. The Greater Twin Cities Youth Symphonies commitment to equity, inclusion and high musical standards has been inspirational for my own practice along with the strong musical growth of our student musicians,” Kaiser says proudly.

Justice Page Middle School group photo of music students

Community, Fun and High Standards

Even while gardening or tending to his chickens, Kaiser is constantly thinking about his job and his students. Along with the requisite dollop of fun, the foodie and wine enthusiast wants to give students a more diverse set of offerings in the future, such as mariachi and jazz band.

Kaiser is of the philosophy that students learn the most when they feel that they are part of something. They are better in an ensemble because they are all there, a sum of the parts.

“I believe in community, fun and high standards for my kids. Plus, a goal-oriented approach. Slowly and surely, it’s happening at Justice Page,” he says. “Old school band orchestra … I’m not against it … I stand in front of them with a baton every day, but it’s time for a new approach.”

Justice Page Middle School band rehearsing

Inclusivity is one of his music program’s greatest strengths. “We have a little bit of everyone — athletes, artists, multi-lingual students, differently abled and culturally diverse kids — with a long performance background. We’re together. It’s always positive,” he says.

As Kaiser looks ahead to what he would like to accomplish, he always seeks ways to include more students in music programs while also expanding their world view through band and orchestra. “Music education can be a beautifully flexible and diverse field; all we need to do as teachers is to bring as many opportunities to our students as possible,” he sums up.

And don’t forget the fun.

Seven Halloween Songs Designed to Send Shivers Down Your Spine

It’s time for the apparitions to make their annual appearance! If you’re looking to put a spooky soundtrack to the ghostly comings and goings, here are our recommendations … as well as the stories behind some iconic Halloween songs.

I Put A Spell On You

Screamin’ Jay Hawkins (can you think of a better name for an artist on this list?) may have written this as a simple love song back in 1956, but the ensuing recording session transformed it into something very different. “The producer got everybody drunk,” Hawkins later recalled, “and we came out with this weird version … I found out I could do more destroying a song and screaming it to death.” Even the classy 1965 Nina Simone cover version couldn’t completely remove the sinister overtones. Listen to the original here and the Nina Simone version here.

Monster Mash

This half-sung, half-spoken 1962 graveyard smash by Bobby “Boris” Pickett rocketed (or flew on a broomstick) to the top of the charts just before Halloween that year. Pickett was an aspiring actor with a knack for impersonations who sang with a band called the Cordials. During a performance one night, he did the monologue to the song “Little Darlin’” in the style of horror movie actor Boris Karloff. The audience loved it, and a career was born. Listen to it here.

Season of the Witch

This Donovan song is not so much eerie as it is ethereal, but it’s been used/overused so much in horror movies and suspense TV shows that it deserves a place of honor here. The original 1966 recording features haunting guitar work courtesy of Jimmy Page, then a London session guitarist who was still several years away from finding fame and fortune with Led Zeppelin. Listen to it here.

Black Magic Woman

Most Americans are familiar with the 1970 Santana version of this spooky song, but Brits of a certain age remember it as a ’60s hit single by Fleetwood Mac … years before Stevie Nicks and Lindsey Buckingham joined the group. Listen to the original here, and the Santana version here.

Scary Monsters (And Super Creeps)

No listing of super-creepy recordings would be complete without the title track from David Bowie’s 1980 album. Featuring nails-on-a-chalkboard atonal guitar from King Crimson’s Robert Fripp, the lyrics (sung by Bowie in an exaggerated Cockney accent and effected heavily) describe a woman’s descent into madness. Listen to it here.

Thriller

This short film by Michael Jackson not only revolutionized music video back in 1982 but also spawned a hit single, complete with howling werewolves and an unnerving voice-over (accentuated with a burst of ghoulish laughter) from horror movie mainstay Vincent Price. Watch and listen to it here.

Ghostbusters

The theme to the 1984 film of the same name, this was not without its controversy. Songwriter/performer Ray Parker Jr. was later sued by Huey Lewis (he of The News) for plagiarizing his song “I Want a New Drug.” While the subject matter is quite different, there is undoubtedly a distinct resemblance! Watch and listen to it here.

The Sounds of Halloween

The ghosts and goblins will soon be coming out to play, delighting and frightening young and old alike. Whether you’re planning a big Halloween bash or just want to set the mood for the trick-or-treaters at your door, the right kind of music can always add some extra scream potential.

At the Yamaha Downloadables website, you’ll find all the ingredients for creating a scary soundtrack, including Halloween-themed MIDI songs, PianoSoft software and sheet music — everything you need to turn your keyboard into a haunted piano. And if you’re a Yamaha Disklavier user, there’s definitely no better time of year to enjoy the chilling “ghost player” effect of your instrument’s moving keys!

Here are some of the hobgoblin-y highlights:

  • Two PianoSoft albums that can turn even the most unassuming domicile into a foreboding haunted house: Boo – Halloween Favorites and A Haunted Halloween.
  • A great selection of Halloween sheet music. If you’re going to learn how to play the Tocatta and Fugue in D Minor by the 31st, you probably need to get started now!
  • With Disklavier Radio, you can stream Halloween music directly to your Disklavier — no need to change CDs or fiddle with your music player. And, as a bonus, the instrument will appear to be playing itself!
  • CVP and CSP Clavinova owners can enjoy an extra dose of ghoulish fun by downloading Kooky Karoake MIDI files such as Monster Mash, which, as demonstrated in the video below, automatically adds Boris Karloff-like effects to your accompanying vocals.

So stock up on the treats (a must if you want to avoid tricks), set out that jack-o-lantern and have yourself a super-spooky time!

 

For more information, visit the Yamaha Downloadables website.

Scary in Surround Sound

It took less than 20 years for cell phones to become an integral part of our lives. Home theater enthusiasts could say the same thing about surround sound.

The first movie to incorporate surround sound was Disney’s Fantasia in 1941. Audiences in theaters all around the world were mesmerized as the “Flight of the Bumblebee” buzzed all around them. In the 1990s, Dolby brought that experience to the home with Dolby Digital 5.1-channel surround sound. Since then, many of us have become so used to surround sound that watching movies and shows with the sound just coming from TV speakers leaves us flat.

Horror movies and TV shows in particular rely on audio to create the haunting, immersive scenes that fans both dread and crave. If you don’t think surround sound multiplies the fear factor, try listening to these eight gems of the genre in standard two-channel sound and then compare it to experiencing them in surround sound.

1. We Can Get Crazy – Us (2019)

This scene from director / screenwriter Jordan Peele’s second outing is no ordinary “get off my lawn” moment. When dad Gabe Wilson grabs a baseball bat and goes out to his driveway to defend his family from mysterious doppelgängers, you just want to scream, “Get out!” Check it out here.

2. Diner Scene – Brightburn (2019)

In this take on the Superman legend, Brandon Breyer is an alien boy who crash-landed on Earth and was raised by adoptive parents … but is decidedly not using his superpowers for the good of humanity. In this scene, he’s taking sadistic revenge on a local waitress. Just because a scene features the usual ploys — from flickering lights to a gruesome injury to a poorly chosen hiding place — doesn’t mean it’s not effective. Check it out here.

3. Samara Comes to You – The Ring (2002)

Remember the days of video rental stores and “Be kind, rewind?” The video tape in this movie is not very forgiving. Everyone who watches it receives a phone call telling them that they only have one week to live. In this scene, time runs out for one of the characters trying to figure out how to beat the curse. Check it out here.

4. Jangly Man Trailer – Scary Stories to Tell in the Dark (2019)

This trailer features a never-before-seen monster that is a combination of several stories from the controversial children’s book series. Although this movie also features standard horror movie elements, they’re standard for a reason: they work. The end result is that you root for the group of resourceful misfit teens who open the wrong book. Check it out here.

5. Final Trailer – Doctor Sleep (2019)

In this much-anticipated sequel to the 1980 classic The Shining, Ewan Macgregor plays Dan Torrance, the boy from the original movie, now all grown up and seemingly recovered from that harrowing year at the Overlook Hotel. His fragile peace is shattered when he meets Abra and is irresistibly drawn back into a life-and-death struggle over the Shining. Check it out here.

6. Peter Breaks His Nose – Hereditary (2018)

Toni Collette’s remarkable performance sets the tone for this movie about a woman grieving over the loss of her mentally disturbed mother and the ensuing events that befall her family. Her teenaged son Peter experiences the chilling effect of the family’s emotional inheritance in this extraordinary classroom scene. Check it out here.

7. The Rains of Castamere (The Red Wedding) – Game of Thrones: Season 3, Episode 9 (2013)

There were many plot twists and turns, and numerous favorite characters met their untimely ends during Game of Thrones’ eight groundbreaking seasons. This scene is one of the most jaw‑dropping. When a wedding guest is wearing chain mail under his clothes, it’s never a good thing. Check it out here.

8. Dustin and Suzie Sing the NeverEnding Story Song – Stranger Things: Season 3, Episode 8 (2019)

What’s more terrifying than being forced to sing a sappy love song to your Suzie-Poo in front of all your friends while you’re trying to save the world? Enjoy a lighthearted moment from this usually serious show. Check it out here.

If you’re there for the scare, surround sound is a must. So fire up your 5.1-channel home theater system and treat yourself to a frightening movie night!

For more scary clips, click here.

 

Want to set up a wireless 5.1-channel home theater? Learn how here.

10 Spooky Guitar Sounds

It’s that time of the year again, when ghosts, vampires and witches abound. If you want to get into the spirit of Halloween, here are 10 ways you can make your electric guitar sound scary.

My tools for creating these spooky sounds were a Yamaha THR30II WL Wireless desktop amplifier, a Line 6 Helix LT effects pedal, the Line 6 Helix Native plug-in, the Steinberg roomworksSE plug-in, and/or some combination thereof. All the audio clips were recorded into Steinberg Cubase, with all the guitar parts tracked direct. (The line outputs of the THR30II and the Helix LT were connected to the inputs on my audio interface.)

Note that you can freely transfer any sounds you create in the Helix Native plug-in to and from Helix LT or other Helix pedals. They all offer the same effects and architecture, so you can consider them interchangeable.

1. Monstrous Chords

This sound utilizes a high-gain setting from the THR30II for distortion, along with the amp’s built-in Chorus and Echo/Rev effects. Reverb is almost always helpful in creating a spooky sound, but because I wanted one with an even longer decay than what was available on the amp, I inserted Cubase’s roomworksSE plug-in. If you’re just using the amp alone, you can still get a close approximation with the settings shown below.

With this sound, it helps to play a part with some dissonant notes if you want it to sound really spooky. The audio clip below has me playing some power chords (root and fifth only, with no third) under which I’m adding pulsing bass notes on the (mostly open) low E string. There are also a couple of half-step chord changes, which add to the scary vibe. Near the end, I hit a harmonic and let it ring out. As it did, I moved the whammy bar on my guitar slightly to make the pitch warble.

View of front panel.
Monstrous Chords THR30II amp setting.
View of front panel.
Monstrous Chords roomworksSE setting.

2. Shakey Ghosts

Like the previous example, this sound features the THR30II with a similar high-gain setting, only this time using the amp’s built-in tremolo to provide pulsing modulation. Ambience comes from the amp’s Hall reverb and roomworksSE. The decay on roomworksSE is over 11 seconds, which is much longer than you’d use for conventional music production but works here to create the cavernous space needed.

View of front panel.
Shaky Ghosts THR30II amp setting.
View of controls.
Shaky Ghosts roomworksSE setting.

3. Mutant Spaceship Landing

All the effects and the amp sound for this one came from the Helix LT pedal. The setting combines a slightly crunchy amp sound with a bit of added distortion. The pulsating sound comes from a unique Line 6 delay called Bubble Echo, which creates a sample-and-hold effect similar to what you’d get on a synth. I also included some Harmonic Tremolo. The playing technique consists of slowly scraping a pick down the low E string from the top of the neck all the way to the nut. It’s fun and easy … plus you don’t need to have any guitar chops to play this one.

Screenshot.
The Helix LT signal chain and the Bubble Echo settings for Mutant Spaceship Landing.

4. Alien Flux

I used the Helix Native plug-in to create this outer-worldly effect. Settings include US Double Nrm amp and 2×12 cab, along with Adriatic Swell, a swelling delay. The most critical effect in the signal chain is the Helix Mutant Filter, which provides the moving filter sound that’s key to the ethereal vibe.

The audio clip demonstrating this sound has me playing simple two-note chords in fourths that slide up the neck. At the end, notice how each beat’s volume goes up and down. That was done by putting the Cubase track into automation write mode and manually moving the channel fader up and down.

Screenshots.
The Helix Native setting and the volume automation used for Alien Flux.

5. Haunted Rings

A ring modulator is always a good choice for creating strange sounds. This particular example was created inside Cubase with four Steinberg effects plug-ins.

The effects chain starts with the Amp Simulator plug-in on a clean setting. Next is the Ring Modulator, which adds a buzzy resonance. Then roomworksSE provides a large reverb ambience with a decay time of close to 11 seconds. Finally, the Mono Delay plug-in adds motion to the sound: I set it to a short 50 ms delay time with the Feedback and Mix knobs at or near 50 percent. In the audio clip, I’m playing a three-note arpeggiated pattern with an augmented fifth interval to create dissonance.

View of control panels with corresponding soundwaves on screenshots.
The four Cubase plug-ins used to create Haunted Rings.

6. In the Depths

This sound was also created exclusively with Cubase plug-ins. The sustain is created with copious gain in VST Amp Rack’s Plexi model, exaggerated with a Fuzz box from the plug-in’s Post Effects. In the Pre-Effects, an Octaver adds a lower octave to the sound. Finally, there’s some reverb from the REVerence convolution reverb plug-in with the English Chapel preset.

The audio clip below consists of a power chord that sustains throughout the entire duration. The pitch variations resulted from my lightly moving the guitar’s whammy bar.

View of settings.
The sustain for In the Depths was created in the VST Amp Rack using gain and fuzz.

7. Demented Bells

This sound uses the THR30II exclusively. The amp is set to Hi-Gain/Classic, and has both the Flanger effect and Echo/Rev at their highest settings.

This example incorporates harmonics played on the guitar to create a bell-like sound. Because the intervals between the harmonics available in standard tuning at the fifth, seventh and twelfth frets are major, I tuned several strings down a half step, including the high E, D and low E. The idea was to create more dissonant-sounding intervals.

View of control panel.
Demented Bells THR30II amp setting.

8. Vampire Waking

For this example, the note choice — mainly from the diminished scale — was even more important than the sound for creating an ominous vibe. Sonically, I used the Helix Native plug-in with the Brit Plexi Jump amp and cabinet with Fuzz Pi, adding to the distortion.

The most critical effect in achieving the sound is the Glitch Delay in Helix Native, which divides each delay repeat into slices (in this case, four) and changes their order. The result is a short delay with many repeating taps that are rhythmically random.

Screenshot.
The complete set of Glitch Delay parameters for Vampire Walking.

9. Ghostly Slide

The Theremin is an electronic instrument often used to create ghostly sounds in horror movies. Here, I’m using a guitar slide to help create a pseudo-Theremin effect.

The amp sound comes from the VST Amp Rack plug-in with the Plexi model selected. I used Overdrive in the Pre-Effects section, and Fuzz and Compressor in the Post-Effects section, with the idea being to get as much gain as possible. To add more stereo width, I inserted Steinberg’s Ping Pong Delay plug-in at the end of the effects chain, set to a very short delay time.

The part you’ll hear in the audio clip below was played on the G, B and high E strings up high, with very heavy finger vibrato.

View of amp controls.
Fuzz and compression was used to add lots of gain to Ghostly Slide.

10. Diminished Returns

Here’s another example that only uses THR30II effects. It features a high-gain setting with the Tremolo and Hall reverb effects maxed out. In the audio clip, I’m playing fast arpeggiated notes from a diminished chord, slid up four frets after each three-note phrase. Then at the end, it just sustains and lets the THR tremolo effect provide the motion.

Amp controls.
Diminished Returns THR30II amp settings.

Scary Video Games

People often enjoy feeling frightened around Halloween. Each year, many of us dive into movies and media that make the hair on the backs of our necks stand up. Whether it’s revisiting a favorite horror flick or immersing yourself in a scary video game, being shocked and surprised by ghouls and ghosts has become a favorite pastime, especially around the end of October.

In this article, we’ll investigate eight of the most blood-curdling video games, all of which are made even more impactful when played through a dedicated gaming mixer like the latest Yamaha ZG Series mixers.

1. BLOODBORNE (2015)

Nothing is quite as scary as the dark, and this game is intentionally dimly lit. Here, the main character, known as the Hunter, traverses a Gothic, Victorian-era-inspired town where those still living are afflicted with a blood-borne disease. The Hunter must discover the source of the illness by deciphering the region’s quandaries and beating back the sickened beasts. To do so, he utilizes weapons like a massive axe, swords, guns and more. And all the sounds you hear as you play are the heavy breathing of your enemy, random rattling chains and the steps you take in darkened staircases. Preview it here.

2. SLENDER: THE EIGHT PAGES (2012)

Do you know the Slender Man? He’s a fictional tall, lanky villain with a white visage, black clothes and no facial features, and he’s on your trail in this title. So watch out! Set in a dense forest at midnight, players must search to find eight pages of notes from various spots in the woods. The problem is, you’re being chased, and visibility is low. In fact, you can hardly see a thing — just a limited circle of light from a flashlight keeps you from total darkness … and your batteries may run out! If you manage to collect all the pages, daylight will come. But if not, you’ll just be another victim of the Slender Man. Preview it here.

3. RESIDENT EVIL 7: BIOHAZARD (2017)

Supremely life-like, this title may have you thinking you’re actually in the game. Your mission, as protagonist Ethan Winters, is to find your long-missing wife as you wander a plantation otherwise left for dead. Literally. What’s more, you’re being hunted by a diseased family trying to take you down. A telephone rings and you get your cryptic directions for your next move. Everything is a mystery as you try and figure out where you are, what you’re doing and ultimately how to escape. Survival is the name of the game — in other words, it’s classic Resident Evil. Preview it here.

4. SILENT HILL 2 (2001)

This title is both creepy and eerie. Protagonist James Sunderland ventures into the town of Silent Hill, Maine, after receiving a letter from his deceased wife who tells him she’s waiting for him there (despite having died from illness three years prior). There’s only the sounds of your footsteps to keep you company and monsters around every corner … and on the rare occasions you’re alone, the fear of an attacker looms large. Along the way, you’ll encounter other humans: A teenage runaway, a precocious eight-year-old and a woman who strangely looks just like James’ wife. Prepare yourself for cold shivers and lots of adrenaline rush. Preview it here.

5. AMNESIA: THE DARK DESCENT (2010)

Your name is Daniel. You’re in a darkened castle with no memory of how you got there. And all you care about now is maintaining your wits and sanity. But this is no easy task, as you must traverse the castle and figure out puzzles to aid in your escape. Stay in the shadows too long and your mind goes mad, with hallucinations that decrease your chances at fending off attacking monsters. Find the light, restore your mind. The catch? Daniel cannot fight against foes. He can only flee. Scary side note: This title features an actual “afraid of darkness” meter, which says a lot. Preview it here.

6. OUTLAST (2013)

The sky is fire; the air, ash. And you, Miles Upshur, are investigating an old, decrepit psychiatric hospital located in rural Colorado. Miles is a freelance journalist and he’s on the job, digging into a tip he got about experiments being done on people in the asylum. But perhaps he wouldn’t have taken the gig had he known the hospital was populated by homicidal patients! Corpses line the hallways; danger lurks around every corner. He even has to outwit a crazy priest along the way — is nothing sacred? But Miles has weapons he can fight back with, right? Nope! He can only hide or try to sneak past them, staying in the shadows. Preview it here.

7. INSIDE (2016)

Guard dogs bark. A boy slides down a bumpy hill. Masked guards wave their flashlights. The surroundings are dark, grey, hopeless. The only way through is to solve scary puzzles. For example, parasitic worms cause farm pigs to run wild. The protagonist, called the “intelligent boy,” can use them to help in his escape. But where the boy finds himself next is a zombie-filled city. Gulp. His trump card? The boy can use a convenient mind control helmet to get the greying bodies to assist in the escape. But watch out for “the Huddle,” which is a blob made of human limbs that may be controlling your brain! Preview it here.

8. ALIEN: ISOLATION (2014)

Based on the Alien film series (so you know it’s going to be unnerving!), this title casts you as Amanda Ripley, daughter of the movie’s heroine Ellen Ripley, as she searches for the reasons behind her mother’s mysterious disappearance aboard a shiver-inducing space station. An alien creature is running rampant, causing carnage, and Amanda must find a way out. She also must find a flamethrower to thwart various enemies, from hostile humans to robots, along the way. And the whole time Amanda is chased by the alien, she cannot defeat it, only circumvent or evade the creature. You can use tools to track the alien, but that might mean — ugh! — giving away your location. Preview it here.

What is Three440?

Yamaha Three440™ honors what it means to live as a musician, capturing artists through thoughtful storytelling about specific moments in their journeys.

Yamaha Artist Relations Group (YARG) launched this digital storytelling platform in January 2025, focusing on the space just beyond the spotlight to capture both the work and wonder that brought them there. The stories amplify the core belief that being a musician is remarkable in itself, while sharing deeply personal insights to inspire others beyond songs.

Three440’s roots go back to All Access, YARG’s celebrated print magazine that was published between 2000 to 2017. Known for its striking photography and in-depth features, All Access redefined what artist coverage could be. Readers gained rich perspectives into the artistry behind the world of music, and the publication set industry standards for authenticity and respect. When digital media consumption habits shifted, the YARG team reimagined how to evolve its legacy of storytelling excellence to resonate more powerfully through modern approaches and delivery. After years of development, Three440 emerged.

The name itself draws from Yamaha’s heritage. The “three” recalls the three tuning forks in the company’s iconic logo, which symbolize the company’s balance between melody, harmony and rhythm. The “440” references A440, the universal concert pitch that keeps instruments and musicians in tune, all together.

Three440 represents that balance, connection and resonance as a digital storytelling platform featuring incisive video production and expanded feature storytelling. Discover it through the kinetic joy of marimba player and avid cyclist Rebekah Ko, the pure gratitude of keys man Brother Paul Brown finding his home in music as a youth in a homeless school, acclaimed pianist Lara Downes’ innovations to grow the classical music audience, and more.

Explore all the artists featured on Three440.

The 20 Scariest TV Shows Since the Year 2000

Just in time for Halloween, here’s a collection of 21st century TV shows that will light up your home theater in spooky shades of orange and red. You might want to keep the doors locked while watching these!

1. AMERICAN HORROR STORY (2011-PRESENT)

This continuing American horror anthology on the FX Channel consists of a dozen seasons (and counting), each of which follow different sets of characters in various fictional universes and locations. Actress Jessica Lange, in her first regular role on television, won two Emmy Awards® and a Golden Globe® for her performances. The first series, “Murder House,” was the most-viewed new cable show of 2011.

2. SUPERNATURAL (2005-2020)

An American dark fantasy drama on The WB, Supernatural starred Jared Padalecki and Jensen Ackles as two brothers who hunt monsters, ghosts, demons and supernatural beings. To add to the spooky atmosphere, many episodes during the 15-year run were filmed in an old abandoned military base in Vancouver, British Columbia.

3. THE WALKING DEAD (2010-2022)

A post-apocalyptic horror drama based on a comic book series of the same title, this long-running series (177 episodes!) featured a large ensemble cast as survivors of a zombie apocalypse.

4. STRANGER THINGS (2016-2023)

This Netflix hit is set in the 1980s in the fictional small town of Hawkins, Indiana, where the residents face the horrors coming from an alternate dimension known as The Upside Down. A group of nerdy friends eventually discover that the phenomenon is caused by a government facility that secretly experiments with supernatural and paranormal energy. (Check out the top 10 scenes here.)

5. THE VAMPIRE DIARIES (2009-2017)

Based on the book series of the same name, this supernatural drama focuses on teenager Elena Gilbert, who, after losing her parents in a car crash, falls in love with a 161-year old vampire. We soon learn that Elena’s neighbors appear to spend all their time guarding the town from witches, werewolves, hybrid creatures and ghosts.

6. SLASHER (2016-PRESENT)

Created by Aaron Martin, this horror anthology premiered on Chiller but was later acquired by Netflix. Featuring an ensemble cast along with recurring guests, each series presents a masked killer with no known motive for murdering his (or her) victims.

7. THE HAUNTING OF BLY MANOR (2020)

Ready for an eerie gothic romance drama? This Netflix series is based on an adaptation of the 1898 horror novella The Turn Of The Screw by Henry James. Its nonlinear narrative takes place in a haunted country manor in the United Kingdom, where a young American nanny cares for two children while dealing with the apparitions that reside in the home.

8. ATTACK ON THE TITAN (2009 -2021)

This highly successful anime TV series was set in a world where the residents live in cities surrounded by three giant walls that protect them from man-eating humanoids. These fearsome creatures, called Titans, are hunted by the central character, Eren Yeager, who has the astonishing power to turn himself into one of them.

9. YELLOWJACKETS (2021-PRESENT)

Part survival epic, part psychological horror and part coming-of-age drama, this Showtime production follows a talented girls high school soccer team whose plane crashes in the wilderness of Canada on the way to a tournament. As they fight to stay alive, they even have to turn to cannibalism at one point! The series has received seven Primetime Emmy Award nominations.

10. INTERVIEW WITH THE VAMPIRE (2022)

Based on the Anne Rice novel of the same name, along with other elements of her Vampire Chronicles, this AMC series is set in early 1900 New Orleans and depicts the horrifying nocturnal excursions of affluent vampire Louis de Pointe du Lac (Jacob Anderson) as he seeks new victims.

11. THE LAST OF US (2023)

This post-apocalyptic drama is based on the 2013 video game of the same name. It stars Pedro Pascal as a smuggler escorting teen Bella Ramsey across the country. The show is set 20 years into a pandemic where a mass fungal infection has transformed its hosts into zombie-like creatures. HBO recently announced a second series, though no release date has yet been set.

12. THE TERROR (2018-2019)

The first of this two-part series opens with two Royal Navy ships in the Canadian Arctic Archipelago seeking the existence of a fabled Northwest Passage. The ships become trapped in the ice floes, and the uncertain weather conditions compound the unknown menace that stalks the crewmembers. The second season takes place during World War II, where another creature terrorizes a Japanese-American community in the internment camps of Southern California.

13. SCREAM QUEENS (2015-2017)

This satirical black comedy/slasher series (!) featured an all-star cast that included Jamie Lee Curtis, Emma Roberts, Lea Michele, Glen Powell and Skyler Samuels. The first series centers around a fictional sorority, where a 20-year-old murder mystery has a serial killer reemerge, dressed as a Red Devil mascot. In the second season, new serial killers ply their grisly trade in a nearby hospital.

14. THE OUTSIDER (2018)

This critically acclaimed psychological thriller was based on the novel of the same name by bestselling author Stephen King. It stars Ben Mendelsohn as Ralph Anderson, a detective and a struggling alcoholic who is investigating the murder of a young boy while coping with the loss of his own son. Classic Stephen King!

15. EVIL (2019-2022)

Starting on CBS before moving to Paramount, this series centers around Dr. Kristen Bouchard, a somewhat skeptical forensic psychologist in New York who allies with a Catholic seminarian and a technology contractor to investigate supernatural incidents.

16. THE WATCHER (2022-PRESENT)

This Netflix mystery thriller stars Naomi Watts and Bobby Cannavale as a married couple who buy their dream home in a suburban neighborhood … but soon after moving in, they find themselves stalked by someone who signs letters to them as “The Watcher.” Spooky events follow, such as empty rooms that play music and doorbells that ring with nobody there.

17. CASTLEVANIA (2017-2021)

This adult animated action series was based on the Japanese video game of the same name. It centers around a vampire named Vlad Dracula Tepes, whose wife is buried at the stake after a false accusation of witchcraft. Vlad summons demons to kill the people of the town where it happened, but a monster-hunting savior, aided by a team of helpers, takes the vampire on.

18. BATES MOTEL (2013-2017)

This psychological horror drama series was meant to serve as a prequel to Alfred Hitchcock’s 1960 film Psycho. It explores the twisted relationship between creepy Norman Bates and his even creepier mother, but takes place in a modern-day setting. The show won three People’s Choice Awards, for Favorite Cable TV Drama and Favorite Cable TV Actress (Vera Farmiga) and Actor (Freddie Highmore).

19. THE STRAIN (2014-2017)

In this eerie series, the head of CDC’s fictional Canary Project, Dr. Ephraim Goodweather, has been tasked with investigating an airplane that lands in New York City with all passengers dead. He and his fellow scientists discover an ancient strain of vampirism in a viral outbreak, which begins to spread. War is soon waged to save humanity!

20. THE CHANGELING (2023)

This recently premiered Apple TV® horror fantasy is based on the novel of the same name. It presents the story of a man in search of his missing wife and abducted son in an alternate New York City. The answers he seeks force him to enter a magical world where mysteries await.

 

Check out the 20 scariest movies since the year 2000.

The 20 Scariest Movies Since the Year 2000

What’s better than a chilly October evening with a blanket, candy corn, apple cider and a bag of tasty Halloween treats? A scary movie, that’s what. This collection of bloodcurdling 21st century movies are guaranteed to keep you on the edge of your seat. What can be more fun than that?

1. Halloween (2018)

Let’s start with this epic slasher film — a sequel to the 1978 original (and the 11th in the series), with Jamie Lee Curtis and Nick Castle reprised in their original roles. Once you see that creepy mask that takes you back in time, the fear starts to grow as you realize Curtis is the sole survivor from the original killing spree. You won’t sleep well after this one!

2. Get Out (2017)

This underground horror classic takes a little time for the plot to develop as the shocking secrets unfold one by one. Both the American Film Institute and the National Board of Review rated it one of the top 10 films of 2017, plus it was nominated for Academy Awards® for Best Picture, Best Director and Best Actor, with director Jordan Peele taking home a Best Original Screenplay Award.

3. Fantasy Island (2020)

From the producer of Halloween and Get Out comes this adaptation of the classic 1977 television series. It follows a group of people on the infamous island who quickly realize that their fantasies have turned into nightmares of sheer survival, complete with zombified surgeons, drug cartels, grenade explosions and plane shoot-downs. Mostly filmed in Fiji, this creeper will make you think twice about going to an island for your next vacation.

4. A Quiet Place (2018)

Most of the Earth’s population has been wiped out by extraterrestrial creatures who are blind, have hypersensitive hearing and communicate through clicking noises. That’s the premise of this post-apocalyptic flick starring Emily Blunt and John Krasinki, who also directed … and it will have the hairs on the back of your neck standing up from start to finish. During filming, the crew avoided making noise so the real sounds recorded on the set could be highly amplified in post production. Be careful what you listen for!

5. The Conjuring (2013)

The first in the Conjuring Universe franchise, this film follows the life of authors / paranormal investigators Ed and Lorraine Warren (Patrick Wilson and Vera Farmiga), whose work inspired the Amityville Horror series of flicks. Check out the cool score and soundtrack album from composer Joseph Bishara, who also wrote the music to Insidious.

6. Saw (2004)

Okay, there has to be one splatter film in this collection. Directed by James Wan, the first installment in the Saw series centers around a gruesome “Jigsaw Killer” who forces his victims to play evil games in order to survive. For a movie made in 18 days with only one set build (a bathroom), it did spectacularly well, grossing over $1.2 million dollars and becoming a cult classic. (A word of caution: The opening scene sets the tone in the worst of ways.)

7. Shutter Island (2010)

When you combine Martin Scorsese’s brilliance with a cast that includes Leonardo DiCaprio, Ben Kingsley and Mark Ruffalo, you know you’re off to a great start, whatever the genre. This neo-noir psychological thriller centers around the investigation of a missing patient at a psychiatric facility on Shutter Island in Boston Harbor. The spooky soundtrack features modern classical music from Mahler, John Cage, Ingram Marshall and Max Richter.

8. Candy Corn (2019)

This horror film takes place on Halloween weekend (what else?) and involves small-town bullies picking on a local kid. When they rough him up outside his traveling carnival trailer, things go way too far. However, with the help of some carnival friends, he rises up in the afterlife to seek revenge. Check out the freaks on the loose in this one.

9. It (2017)

Also called It: Chapter One, this supernatural fantasy is based on Stephen King’s 1986 novel of the same name. Hey, any time there are seven kids involved, all living in a small town in Maine, it makes for a good horror plot. There’s plenty of fear and survival to go around as well as stunning visual effects, plus a fabulous score from composer Benjamin Walfisch.

10. Coraline (2009)

This stop-motion animated fantasy features the voice talents of Dakota Fanning, Jennifer Saunders and Teri Hatcher, complemented with a great score by composer Bruno Coulais. The main character, Coraline, discovers an alternate world in a secret door in her house but soon finds out there are dark secrets within. The “Other Mother” scene is particularly disturbing, with screeching doors in the dark, chocolate bugs and a mind-numbingly scary Mom.

11. The Invisible Man (2020)

Architect Cecilia Kass (Elisabeth Moss) believes she is being stalked by her wealthy ex-boyfriend. However, since he apparently committed suicide, she’s convinced that he has somehow become invisible. Things take a turn for the worse in the psychiatric hospital where she is remanded and, well, let’s say the creep factor increases with each scene. Inspired by the classic novel written by H.G. Wells.

12. Haunt (2019)

This may be a slasher flick, but it’s one with a few twists and turns. Set on Halloween night, it follows a group of friends who go into a haunted house and get separated, only to encounter a series of ghoulish events that will make your stomach turn. The undulating child-like bells that accompany many of the gruesome goings-on won’t do anything to make you feel better!

13. The Witch (2015)

Subtitled A New England Folktale, this supernatural horror film is set in the 1630s, when the rules of society were not the same as they are now. It follows a Puritan family who have been banished from their colony, with evil things taking place in the woods outside their farm. A witch steals the family’s baby and uses it to create a dark ointment, setting the tone for a scary adventure … and the soundtrack is filled with creepy vocal choirs that make the whole thing even more chilling.

14. Terrifier (2016)

This slasher clown horror film is no laughing matter. Here, an insane clown terrifies a group of three women on Halloween night. There are lots of sharpened tools and deeply uncomfortable moments, augmented by a dark soundtrack from composer Paul Wiley. Art the Clown, who also appeared in the 2013 film All Hallows Eve, stars.

15. Hereditary (2018)

Written and directed by Ari Aster and featuring music by Colin Stetson, this deeply unsettling film follows a family of four through trauma, grief and an uncomfortable family dynamic that turns into a full-blown nightmare. Guaranteed to keep you up all night!

16. Us (2019)

This horror film from director Jordan Peele stars Lupita Nyong’o. When her character wanders into a funhouse off the Santa Cruz Beach boardwalk, she’s exposed to a doppelganger of herself. Later in life, her family is exposed to a gang of doppelgangers and the nightmare unfolds. The Luniz song “I Got 5 On It” makes its first appearance here, in a unique and memorable way.

17. The Cabin in the Woods (2011)

Follow a group of college students to a cabin in the forest and you’re bound to discover creepy engineers in an underground laboratory that are directing zombies and monsters to terrorize them. Of particular note: a gory “down the elevator” scene that’s filled with shock, horror and hard-hitting sound effects.

18. Paranormal Activity (2007)

This, the first in the six-film Paranormal Activity franchise, features a couple being haunted in their own home. It was originally developed as an independent picture for only $15,000, but was later expanded with some additional budgeting. Considering that it has brought in almost $200 million dollars to date, the investment was well worth it!

19. Midsommar (2019)

The premise doesn’t seem very scary at first, but things soon turns macabre as we follow a couple who travel to Sweden to visit a fabled festival that comes around once every 90 years. The only problem is that there’s a violent Scandinavian pagan cult that traumatizes them, and when the psychedelic mushrooms come out, bad trips turn even worse. Check out the cool Nordic-inspired soundtrack composed by electronic musician The Haxan Cloak.

20. The Ring (2002)

This goosebump-raising supernatural horror film has some top-flight visuals and is based on Koji Suzuki’s 1991 book of the same name. It follows journalist Rachel Keller (Naomi Watts), who investigates the legend of a cursed videotape where whoever watches it dies seven days later. The moral of the story: Be careful what you watch!

 

Check out these related blog postings:

20 Scariest TV Shows Since the Year 2000

Scary In Surround Sound

Five Ways Surround: AI™ Enhances Horror Films

A Bassist’s Guide to Modes, Part 1

Modes are essentially scales, but when we talk about modes, we’re talking about notes in relation to a key. If you’re playing in the key of G, for example, the G major scale is the first mode; if you play the same notes beginning and ending on A, you’re now in the second mode. There are seven modes in the major scale — one for each note in the scale — and even though you’re playing the same notes (G – A – B – C – D – E – F# – G) in each mode, they have a slightly different sound because it starts on a different root.

THE MAJOR MODES

One of the easiest ways to understand the modes is to group them in terms of major, minor and diminished. The Ionian mode, the Lydian mode and the Mixolydian mode are all based on the major triad (root, major third and fifth), so they are the three major modes. In the key of G, that’s G Ionian (the G major scale, starting on G), C Lydian (the G major scale, starting and ending on C), and D Mixolydian (the G major scale, starting and ending on D). When played as scales, they all share the root, major third, and fifth.

THE MINOR MODES

The Dorian, Phrygian, and Aeolian modes are based on the minor triad (1 – ♭3 – 5), so they are the minor modes. In the key of G, that’s A Dorian (the G major scale starting and ending on A), B Phrygian (the G major scale starting and ending on B) and E Aeolian (the G major scale starting and ending on E). Aeolian mode, which we call the minor scale, is the most common; if you hear the phrase “relative minor,” it refers to the key’s Aeolian mode — E Aeolian (also known as E minor) is the relative minor of G major, and G major is the relative major of E minor.

THE DIMINISHED MODE

The seventh mode of the scale, called the Locrian mode, is neither major nor minor. It starts like a minor triad with a root and a minor third, but the fifth is a half-step flat, so it’s called a diminished triad. In the key of G, that’s F# Locrian.

Now that we’ve established the general concept, let’s take a closer look at these seven modes individually.

IONIAN MODE

The first mode, Ionian, is simply the major scale. The illustration below shows a two-octave G major scale that puts all four strings under your fingers.

Bass guitar tablature.

It’s easy to think of each mode as an isolated piece of information, but one of the best ways to hear how they’re related is to play them against a drone. Here’s the Ionian mode played against the G drone we’ll include in each of the following examples:

As you can hear in this next audio clip, it can be fun to groove with the Ionian mode too.

DORIAN MODE

The second mode, Dorian, starts on A. In G, the Dorian mode consists of the notes A, B, C, D, E, F#, G and A.

Bass guitar tablature.

Notice how the sixth (in this case, F#) is a half-step sharper than it would be in a minor scale; that’s what gives Dorian mode its distinctive sound. Jazz musicians frequently substitute Dorian mode for the minor scale.

Here’s an example of a Dorian groove in A:

PHRYGIAN MODE

In the key of G, the third mode, Phrygian, uses the notes B, C, D, E, F#, G, A and B.

Bass guitar tablature.

Phrygian mode sounds different than Aeolian or Dorian because the second scale degree is flat — the root and the second note in the scale are only a half-step apart.

As you can hear in the audio clip below, that “flat 2” gives the Phrygian mode a flavor associated with metal and non-Western traditions such as Arabic music and flamenco.

LYDIAN MODE

If we start on the fourth note of the G major scale, C, we get Lydian mode. The notes are C, D, E, F#, G, A, B and C.

Bass guitar tablature.

Notice that Lydian mode sounds like the major scale (Ionian mode) except for the fourth degree (in this case, F#), which is augmented (a half-step sharp). Jazz musicians often substitute Lydian mode for the major scale to create a brighter, more modern sound.

A Lydian groove can emphasize the sharped fourth that gives this mode its flavor.

MIXOLYDIAN MODE

The fifth mode of G, Mixolydian, starts on D. The notes in D Mixolydian are D, E, F#, G, A, B, C, and D.

Bass guitar tablature.

Mixolydian mode is a major scale with a flatted seventh. (In the key of G, Mixolydian starts on C.) If you’ve listened to the blues or heard of the dominant scale, you’ll probably recognize its sound.

As you can hear, that flatted seventh is an important part of the Mixolydian sound:

AEOLIAN MODE

The sixth mode, Aeolian, is the same as the minor scale. In the key of G, it starts on E. The notes are E, F#, G, A, B, C, D and E. Let’s use the open E and A strings for this two-octave exercise, as shown below.

Bass guitar tablature.

We know this sound and the shape as the minor scale.

Minor-key grooves are common in R&B, rock, soul and many other genres.

LOCRIAN MODE

In the key of G, the seventh mode, Locrian, starts on F#. The notes are F#, G, A, B, C, D, E and F#.

Locrian mode is usually considered dark, dissonant and mysterious. It’s like Aeolian mode with a flatted fifth (in this case, C instead of C#).

Here’s how Locrian mode sounds against a sustained G drone:

PRACTICE MAKES PERFECT

The best way to feel what modes do is to play along. Here’s a G drone with a beat you can use to explore each mode; notice what sounds good and what clashes against that sustained G:

There are hundreds of scales, and each one has modes, but the modes built on the major scales are the best known and most-often used. Learning to play the major scale modes in every key will help you train your ears and learn your fretboard, and it’ll come in handy for songwriting, improvising and soloing.

In Part 2, we’ll explore four additional scales — pentatonic, melodic minor, harmonic minor and symmetrical diminished — and the modes they engender.

Note: All audio clips played on a Yamaha BBP35 bass.

 

Check out E.E.’s other postings.

Great Programs Can Have Small Numbers

You’re talking with a few fellow music teachers when someone casually asks: “So how many kids are in your program this year?”

It’s meant as small talk. You answer, and in an instant, it feels like your value is on trial. You start comparing. Your number sounds small. You brace for the awkward pause, a quiet head nod or the polite: “Oh, that’s nice.”

In your head, you want to shout: The number doesn’t tell the whole story. Your kids are showing up, helping each other tune, leading warmups. They actually want to be there — and some still swing by after they graduate just to say hi.

Instead, you nod back, and the small talk moves on, but that sinking feeling doesn’t.

small clay figure looking up at a giant figure

Bigger Isn’t Always Better

For a long time, I thought “more” meant “better.” I had this goal in my mind that I would be successful when my band needed two buses and couldn’t fit on one riser.

So, I went after that goal. I pushed hard on recruitment. Took every dropout personally. Said yes to every performance and then some.

I constantly tracked numbers. Compared enrollment year over year. Started looking at national averages and school report cards to see if our trends lined up. Here’s the funny thing: When our numbers went up, I felt validated. Like the hard work had paid off. Like I’d made it and proven something.

Then one year, our numbers dropped. Not a huge dip, but enough that I noticed. I waited for the principal to ask what was going on. But he didn’t; no one did.

Instead, I had a quieter year with fewer chairs to set up, less paperwork and — oddly — better teaching. I could hear every student play, every day. I could give more feedback. We had time to revisit sections and try new things instead of steamrolling to meet a deadline.

I still remember a rehearsal where we stopped and experimented with phrasing not because something was wrong, but just to try it a different way. That would have been difficult with a 70-piece group and a tight concert turnaround.

Midyear, I realized: This was a good band, and it mattered to every student in it.

man wearing mask and working in a laboratory

A Small Group is a Teaching Lab

The upside of small numbers? You can actually teach like you always wanted to.

In a 60-piece group, it’s easy to miss the clarinet kid who’s been having a problem going over the break for two weeks. In a 20-piece group, you hear it immediately, and you have time to fix it without derailing the whole rehearsal.

One of my kids last year had a strange embouchure issue that only popped up when he played above the staff. It was only because we had a slower pace that I even caught it. We fixed it by March. That wouldn’t have happened in a group where I was just hoping everyone got through the piece in one piece.

Here are a few things that work well in small bands:

  • Split-section work, even within one room: Let half the group run a chorale in pairs while the others work on finger drills. Then switch.
  • Rotate leadership: Assign a new student to lead tuning or a breathing warmup each day. It builds ownership and keeps them engaged. A bonus is that “student-led” sometimes buys me two extra minutes to deal with small items that come up at the beginning of rehearsal.
  • Solo-pass-off lines: End warmups with “line 32, who’s got it?” and let students volunteer to play. The more confident they get, the more they want to go next.

You don’t need 100 kids to teach music well. Sometimes, fewer is better.

trumpet section

Sound First. Always.

I’ve heard phenomenal performances from 14-piece concert bands — and I’m not talking “good for their size.” I mean genuinely tight, musical playing.

What those groups had in common wasn’t perfect instrumentation. It was clarity of purpose. The directors chose literature that matched their kids — not just technically, but emotionally and logistically.

Some of my go-to strategies for small-but-mighty bands:

  • Lean on flexible instrumentation: Start every rehearsal with something that lets everyone play in unison or in harmony, such as chorales, drone-based tuning, call-and-response. We’ve had full rehearsals that were just chorales and phrasing work, and those rehearsals stuck with the kids more than any sectional.
  • Choose literature that lets you win: That Grade 2 piece with three percussionists and a unison low brass line might sound way better than the flashier Grade 3. Trust your ears, not the catalog.
  • Build in chamber moments: One day a week, split into trios or quartets. Let kids sight-read duets. Or give each group four measures from the concert piece to rehearse and perform for the class. (Bonus: I get to walk around and listen in without talking the whole time.)

You’re teaching tone, intonation, balance. No matter the size of your group, these concepts are paramount.

female French horn player

Rehearsal Routines that Do the Heavy Lifting

If your students aren’t practicing at home — and many don’t — your rehearsal structure matters more than ever. Here’s what I’ve used to build consistent progress with small bands.

Daily Routine (10 to 12 minutes max):

  • Long tones with balance drones
  • Articulation grid (add rhythm cells over time)
  • Lip slurs / chromatics / rudiments — layered as one ensemble
  • Chorale or Bach-style phrasing work

Skill Rotation (2x/week):

  • Sight-reading Monday
  • Rhythm drill Wednesday
  • Scale check-in Friday (even just one scale a week)

Personalized Goals:

  • With fewer kids, you can actually keep track of which student needs what. This is the beauty of a small group.
  • I wrote one goal on a sticky note for each student every month. They stuck it inside their folder. We checked in mid-month.
  • Students knew I was holding them to a standard, and that’s what they wanted. (You’ll know it’s working if you forget to do the sticky notes one month, and the kids remind you.)

 

sign that reads "Small Band, Big Dreams"

If It’s Just You and 12 Kids

Some of you may be thinking, “This all sounds nice, but I’ve got 12 kids and 10 instruments. What now?”

You still have options. Try these:

  • Recruit from within: Find one student who plays clarinet and say, “Want to learn trumpet, too? I’ll teach you myself on Fridays.” (That same student is now my go-to for brass transpositions. He also fixed my projector once.)
  • Rewrite parts: Don’t be afraid to hand a flute player the second trumpet part. Use notation software or a pencil — whatever you have. (It won’t be perfect, but it’ll be playable. That’s the bar sometimes.)
  • Adapt drills: Turn a scale exercise into a duet. Or have one student clap rhythms while another plays. Make it interactive. (I once had kids alternate scales by note — one played even notes, one played odds. It was chaos. Then it was good.)
  • Ask your kids: One year, I asked the band, “If we only played three pieces this semester, what would you want them to sound like?” Their answers shaped the whole concert.

By the way, if your group sounds good, people don’t even care about the numbers.

man over-explaining to a woman, who looks disinterested

Stop Explaining. Start Reframing.

You don’t owe anyone an explanation when they ask how many kids are in your program. You can answer honestly — and stop there.

Or you can reframe it entirely: “We have 18 this year, and I gotta say, it’s one of the most dialed-in groups I’ve had.”

Or even: “Small group. Big sound.”

Say it like you believe it. Eventually, you will.

trophy, stars and confetti

A Win is a Win

You’re not less of a teacher because your numbers are small. You’re still teaching music. You’re still building community. You’re still showing up for your students.

That’s what matters.

And if today’s rehearsal felt like an actual class where kids learned something and laughed a little? That’s a win. Full stop.

MEAs

Learn, Grow and Connect at Your MEA

Welcome, educators! We’re thrilled to join you at your state music educators’ convention. Among the 50 million students in U.S. public and private schools, countless young musicians are lucky to have access to music programs led by passionate and dedicated band, choral and orchestra directors like you. Designed as a resource for music educators, this page features curated materials from the Yamaha educator community to help you enhance your professional development, strengthen and expand your program, and achieve success in the classroom.

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Program Expansion

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    6 Real Ways to Reach the 80%

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    Pop Guitar as an Entry Point

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    Reach Nontraditional Students

    Through music technology, guitar and modern music theory courses, a Chicago music educator has bridged the gap to “the other 80%.” 

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    Use Fusion to Engage Students

    Combine two or more genres of music to bridge the gap between music your students know and the realms of classical, jazz and world music.

Program Health

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    AI in the Music Classroom

    Music educators must consider the pros and cons of artificial intelligence, which can lead to a more engaging and empowering music learning experience for all students.

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    A key to success is to have a consistent system of routines that you and your students follow.

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Teaching Tips

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Introduction to Dorico for iPad

Dorico for iPad

Dorico Music Notation Software

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Eight Spooky String Techniques

As night grows longer and souls start to wander, the need for spooky and unique orchestral string techniques grows stronger. String instruments have long been the secret weapon behind the shivers in your favorite suspense scenes. The classic horror film starter pack includes glissando, tremolo, trill and harmonics, but this list will guide you through other unique extended techniques that are either fun, spooky or both, with video examples. Listen to the techniques of the night … and what music they make!

1. SUL PONTICELLO AND SUL TASTO

By bowing close to the bridge or fingerboard (respectively), a mildly scratchy, metallic sound is created. Don’t worry, it’s coming from your cello and not the attic! View and listen to this technique here.

2. THE BARTOK SNAP

A fun and loud type of pizzicato (also known as pizz) is done by plucking the string hard and releasing it, making the string snap against the fingerboard. Performing this move for the first time strikes fear into the hearts of musicians because strings are expensive… and can hurt! View and listen to this technique here.

3. SCORDATURA

More commonly used by guitarists, this unique technique can be a nightmare to experiment with. It can be risky to tune a string differently (tuning a violin’s E string higher could cause it to snap, which will give you the perfect opportunity to be a pirate this Halloween) but it is usually fine for short durations. However, over-tuning a string too high can eventually damage the strings and bridge of the instrument, though tuning lower should carry less of those risks.

While this Vivaldi score may not sound unusual, the difference in tuning can be heard when comparing the first chord. Shown on the top line of the score is the violin part. On the left next to it, you can see that the composer is leaving a cryptic clue. Vivaldi is trying to indicate the use of Scordatura by showing the notes that each string should be tuned to.

Here, the violin’s G string (the lowest string) is tuned almost two notes higher, to a B flat, while the E string (the highest string) is tuned one note lower, to a D. In this specific score, the notes the stay the same as if there were no changes, but they will sound different. For example, the bottom note of the first chord is written as a G, but it sounds like a B flat, and the top note is written as a G, but sounds like an F. Confused? The performer probably is too.

4. CHOPS

Although rarely if ever used for horror effect, this is a cool, crunchy technique primarily performed within the genres of jazz and everything not classical. It requires a lot of finger and wrist motion from the bow arm and is played near the frog of the bow… but don’t drop this frog into your cauldron! View and listen to this technique here.

5. PAGANINI’S RICOCHET

Niccolò Paganini was nicknamed “The Devil’s Violinist” because of his immense talent. People rumored that he may have sold his soul in exchange for skill. There comes a time in every classical violinist’s career when they must face his work. Ricochet involves naturally bouncing the bow on the string and is one of the most difficult techniques to master. View and listen to this technique here.

6. LEFT HAND PIZZICATO

Why pizz with one hand when you can pizz with both? Now not only are you doing two tasks with your arms, you are doing three: fingering, plucking and still bowing. Some pieces call for four, where you pizz and finger with the left hand, and switch between pizz and bowing with the right hand. Now that’s scary! View and listen to this technique here.

7. COL LEGNO

This defies everything your music teacher tells you: Flip the bow upside down so that the wood (rather than the hair) of the bow is scraping the strings. View and listen to this technique here.

8. SUB PONTICELLO

Looking for something really crazy? Play below the bridge to create a sound one would hear while being crept up on in the shower. View and listen to this technique here.

THE FINAL WEIRD TECHNIQUE BOSS: ROSIN EATING ZOMBIES FROM OUTER SPACE

Check out this horrifically amusing piece that is meant to be a parody of horror film scores. We all played this in middle school, and many other school orchestras enjoy performing it too. At 1:17 you can hear beautiful sub ponticello … as well as blood-curdling screams. Headphone users: Beware!

 

As you can see (and hear), almost anything can be a musical technique. Next time you’re watching a scary or suspenseful scene, try to think about how the underlying music was created. Modern film soundtracks use sound from a variety of sources, but pretty much any old-fashioned black and white movie can provide a gold mine of interesting string music.

With this new knowledge in mind, you can now use your instrument to let the serenading stop… and the screaming begin!

5 Small Things That Make a Big Difference

A kid hangs around at the end of class. They’re not there to ask for help. They’re not angling for attention. They just wait — until you finally say, “See you tomorrow.” Then they leave.

Later, you overhear that same kid telling a friend that band feels different. Not because of the music or the new uniforms, but because, as they put it, “The teacher actually talks to us.”

That’s the kind of thing students remember. Not the concert program you spent hours formatting. Not even the pieces they played. What sticks with them is that you looked up and said their name.

These things don’t require more budget or more hours. They just require you to show up and stay in it, even when it’s messy.

Here are five small things that matter more than you might think.

happy teacher waving

1. Say Hello Like You Mean It

The morning chaos is real. You’re behind on photocopies, a kid needs reeds and your baton has mysteriously vanished. Again. But even on those days — especially on those days — don’t skip the greeting.

You don’t have to be chipper. You just have to be there. Eye contact. A name. “Good to see you.” That’s enough.

There’s a freshman whose name I butchered for the first three weeks of school. I kept correcting myself and kept apologizing. Finally, I got it right. He eventually told me that I was the only teacher who got his name right.

You don’t need to greet every student with the energy of a camp counselor. Just acknowledge them. I used to think that if I wasn’t feeling 100%, I should hang back and not fake it. I learned that there’s a middle ground. Neutral-but-present beats over-the-top and checked-out all the time.

It’s also the cheapest classroom management tool you have. Kids are less likely to act out when they know you see them — not just their mistakes, but them.

hand with index finger pointing upward

2. Ask One Question that Isn’t About Music

You already know who’s out of tune, but do you know who bombed their chem quiz? Music is what we teach, but it’s not the only thing that’s happening. For a lot of students, it’s not even the biggest thing happening.

There’s a student in one of my classes who almost dropped out this year. Not just from my class — from the school. I had no idea until I casually asked how her part-time job was going. She shrugged and said, “It’s fine, but I missed the first three periods yesterday because I worked late and overslept.”

One thing led to another, and she ended up telling me more in 30 seconds than I’d learned all semester. I couldn’t fix her situation, but I could at least adjust my expectations and remind her she’s not just a name on a spreadsheet.

Even five-second check-ins shift the dynamic. “Hey, how was your cross-country meet?” or “Did you ever finish that video game?” These questions make students feel seen. And honestly, it gives you a break from only talking about eighth-note lengths and tuning tendencies.

I used to feel awkward asking about non-music stuff. I didn’t want to come off weird or like I was trying too hard. But kids can tell when you’re genuinely curious — even if you’re bad at it. They’ll meet you halfway.

band rehearsal

3. Say Goodbye

The bell rings, and the scramble begins. Instruments are everywhere. Half a dozen “did-I-tell-them-about-uniforms?” moments flood my mind. It’s easy to let the exit become a blur.

The end of class is its own moment, and like all transitions, it has weight.

“See you tomorrow.” “Nice work today.” “Hope your game goes well.”

These final words of class don’t have to be fancy or deep. But they matter. That closing loop reminds them that class wasn’t just another 50-minute block. It was something, and you noticed them on the way out.

Some days, I mess it up. I’ll get caught in a sidebar with a section leader or run out of time trying to untangle the schedule for tomorrow. I always regret when the goodbye moment gets swallowed by logistics.

The students may not say much in response, but they remember whether or not you said something.

confused student scratching her head

4. Stop Changing the Plan Every Day

Teachers love variety. Students? Not so much.

You might be tired of the same warm-up, same rhythm drill, same order of operations. For students, however — especially the ones whose lives are unpredictable — that sameness is a safety net.

There was a stretch when I kept trying to shake things up in my class with new exercises, new bell-ringer routines. I thought I was keeping things fresh, but the kids were floundering — not because they didn’t understand the material, but because they didn’t know what to expect. One clarinet player finally said, “Can we go back to the old way? That made more sense.”

I’ve gone off-script before. Skipped the warm-up to “save time.” Tried a new routine because I got bored. Every time, the room felt a little wobbly.

I learned that it’s not about control — it’s about consistency. Predictable doesn’t mean boring. It just means students aren’t on edge. And kids who are not on edge play better.

One thing that helped me was naming our routines. Instead of “Let’s do lip slurs,” I’ll say, “Let’s do the Morning Five.” Kids latch onto those anchors, especially when the rest of their day feels like dodgeball.

And when you do need to switch things up, preview it. “Hey, we’re skipping the Blue Book today because we’re doing small groups.” That little heads-up keeps the room grounded.

happy student holding folder and with earphones around her neck

5. Say One True Thing to One Student

It doesn’t take much.

“You’ve become way more confident on that solo.” “I saw you helping the younger trumpets and that helped rehearsal.” “You’ve come a long way since August.”

That’s it. One sentence, spoken directly, with no strings attached. No group praise. No “great job, everyone.” Move away from the generic, move toward the specific.

These small, personal acknowledgments last longer than we think. I’ve had kids bring up a compliment I gave them two years ago — something I barely remember saying (which makes me think, “I better be careful about everything I say!”). Meanwhile, they’ll forget my perfect rehearsal plan by Friday.

When I made this a habit, I started noticing more good things. Not because the kids changed, but because I was looking. You tend to find what you’re focused on.

Just try to make one student feel noticed each day. It adds up.

________________________________________________

I used to think my job was music first. Now, I think it’s more like music is the channel I use to show kids they matter.

What I’m really trying to do is show students they matter in ways that don’t require budget approvals or new initiatives.

The kid who hangs in the music room all the time isn’t waiting for a cleaner cutoff or a cooler piece. They’re waiting to see if you’ll notice them. And you acknowledging them is what keeps them coming back.

Creating a Pro-Level Guitar Rig on a Budget

Does the price you pay for a guitar, amp or pedal determine its musical value, or the quality of tone that it produces?

The short answer is no. Great tone starts with the player, while the tools we use to express our artistry are simply conduits that either pair well with our creative vision, or not. While expensive guitars and hand-wired amplifiers can produce some amazing tones, these days you can also achieve excellent results playing through a modest rig … especially if you pay special attention to some essential elements in the signal chain, along with careful pairing of the instruments, effects and amplifiers for your chosen application. Price does not determine musical value, as long as the rig you put together allows you to achieve high-quality results.

In this posting, we’ll describe how to create a pro-level guitar rig on a budget and explore some of the many options available to you. First though, let’s address the most basic question:

What is a Guitar Rig?

A guitar rig consists of three main elements: the guitar itself, an amplifier (and speakers) and effects, which usually come in the form of pedals. You can also substitute a digital modeler for the amp/speaker part of the equation; doing so allows you to connect your rig directly to a DAW (digital audio workstation) for recording or to a P.A. system for live performance.

I’ve chosen the Yamaha Revstar RSE20 as the guitar in the pro-level budget rig we’ll be describing here. It’s an extremely well-built electric guitar that punches well above its weight compared to more expensive options.

A yellow electric guitar.
Yamaha RSE20.

Given that we are going for affordability as well as great sound, I also decided to use the Line 6 HX Stomp digital modeler to provide effects as well as serving as the amplifier and speaker cabinet in the rig.

A guitar footpedal.
Line 6 HX Stomp.

Effects

I like to think of effects as falling into two categories. There are those I like to have before the preamplifier section (I term these “Pre” effects), and “Post” effects that sound best after the preamp, but before the amplifier and speaker cabinet sections.

“Pre” effects include:

    • Noise Gate
    • Compression
    • Overdrive
    • Distortion
    • Tremolo
    • Wah Wah

“Post” effects include:

    • Delay
    • Reverb
    • EQ
    • Chorus
    • Phaser
    • Flangers
    • Other modulation effects such as vibrato, ring modulation and rotary speaker

Amplifiers

I really like old British tube amplifiers and generally choose ones that aren’t super high-gain for my digital guitar rigs.

The HX Stomp’s Essex 30 preset is a model of a 1960’s Vox AC30 amplifier — perfect for both “chimey” rhythm tones and soaring leads. I generally leave this preset pretty flat in terms of EQ and use an overdrive pedal to drive the amp harder when I need more rock’n’roll edge.

Speaker Cabinets

The HX Stomp allows you to choose from a large number of speaker cabinets to pair with the amp you select — everything from a 1 x 10″ to a 4 x 10″, 1 x 12″ or 2 x 12″ to a 4 x 12″ configuration.

I like to use two different cabinet types in my digital rig: a 2 x 12″ and a 4 x 12″. A 2 x 12″ will generally have more high-end clarity than a 4 x 12″ (which provides great low-end punch), so I try to find a nice blend between the two.

The Stomp also allows you to specify the type of microphones are used on each of the cabinets. There are a wide variety of condenser, ribbon and tube microphone models to choose from. You can also dial in the proximity (distance of the microphone to the speaker) and the axis (the distance from the center to the cone rim) to the speaker cone for each cabinet.

If that’s not enough editing potential for you, you can even fine-tune the early reflections of the digital room the cabinets and microphones are placed in. This allows you to add a touch of room ambience to the tone for extra reality to the digital signal.

It really is well worth spending the time to audition the various cabinets, microphones and their placement, as it makes a huge difference to the overall tone … as you’d expect.

Creating Your Signal Chain

Given that all of your amplifier, cabinet and effects options are inside the HX Stomp, creating highly customizable signal chains couldn’t be easier. What’s more, you don’t need patch cables, a pedalboard or a microphone to do so — this simple, affordable 7-inch by 5-inch package (which weighs in at only 1.7 pounds) may well be the most flexible, portable guitar rig ever.

When you consider that the HX Stomp offers hundreds of effects, popular amplifier models and speaker cabinet configurations, it’s almost impossible to settle on just one rig. But then again, you don’t need to, because you can create your own user patches and recall them at the tap of a foot switch, or via MIDI, whenever you need them. What’s more, the Stomp’s free editor app makes it easy and fun to tweak presets or user patches via a simple USB connection to your computer.

Your signal path enters the HX Stomp in mono from your guitar and exits in stereo via two 1/4″ jacks connected to a physical onstage amplifier or directly to the P.A. or personal monitoring system (i.e., in-ear monitors). These outputs are balanced, so they deliver the highest audio quality. In addition, you can record everything to your DAW via the USB port, allowing you to monitor the signal through your studio speakers.

Preferred signal chains are of course subjective and can vary wildly depending on personal taste and the sound you are going for. Here’s a screenshot of the HX Stomp editor and the patch I created for the rhythm guitar parts in the video below:

Screenshot.

The compressor and overdrive pedal at the front of this signal chain serve as my “pre” effects. The compressor is helping to tame the dynamic range of the incoming guitar signal, while at the same time adding a touch of sustain. I like to run the compressor before the overdrive, as I find this helps to smooth out the overdrive tones as well.

The screenshot below shows the patch I created for the lead guitar parts in the video:

Screenshot.

I like to use a dual delay and hall reverb for my post effects. I create a parallel pathway for the delays so they won’t be affected by the reverb (the split in the signal path for the delay). I then return the delay signal back into the chain after the reverb effect.

I’m also a big fan of using quarter note delay on the left channel, and an eighth note or dotted eighth note delay on the right channel. I find that the quarter notes define the tempo and pulse, while the eighth notes add the subdivisions and interesting movements.

You can also choose to add a touch of chorus or tremolo modulation to the delay repeats, which makes for a really sweet sound. I often use a subtle tremolo on my delay signals.

The Guitar

A man playing a yellow electric guitar in a home studio.

As mentioned previously, the Yamaha RSE20 is a great choice when you’re creating a pro-level guitar rig on a budget. In addition to its affordability and playability, the RSE20’s mahogany body has been acoustically tuned to allow for excellent resonance and sustain. Its mahogany neck profile is a rounded C-shape, which I think most players will find welcoming, and the satin finish is smooth, fast and easy to navigate. The pearl-colored tuners not only look cool against the black headstock facing, they keep everything nicely in tune, even after a solid playing workout.

The black headstock of an electric guitar with ivory tuners.

There’s nothing complex on this guitar to distract the player from making music, which is a huge plus when all you want to do is dig in and play. The RSE20 sounds great too! Its Alnico V humbucking pickups are smooth, articulate and extremely versatile, making the instrument suitable for all kinds of musical genres, including jazz, blues, rock and pop. The bridge pickup has enough growl and bite for heavier styles of music, while the neck pickup is fat, warm and sweet — the perfect complement for jazz voicings, pop-tinged extensions and slash chord spreads.

A closeup of a yellow electric guitar bridge showing two pickups, two knobs and a pickup selector switch.

The RSE20’s three-way toggle switch allows you to blend the two pickups together for the best of both worlds. To expand the tones even further, the “dry switch” pull-pot on the tone control acts as a subtle bass filter, allowing you to reduce the low frequency response of the pickups … great for dialing in clarity when recording guitars in a dense mix or performing live with a full band.

The Video

This video demonstrates just how good our budget rig can sound when dialed in correctly and paired with the right guitar.

All the guitar parts were recorded using a Revstar RSE20 plugged into a Line 6 HX Stomp, then recorded directly to my DAW via the Stomp’s USB output.

If you’d like to jam along with the video, here’s the chord progression I used:

II:  Ami9  Ami9/G    I     F5/2    I    Ami9 Ami9/G    I    F5/2 Gsus  :II

And here’s the backing track on its own:

As a bonus, you can find the patches I used for the recording here. You’ll be able to import them into your own HX Stomp if you have one.

The Wrap-Up

Great tone doesn’t need to be expensive; it’s more about the pairing of quality elements within your signal chain, and learning how those conduits work together for maximum musical effect.

Listening intently and connecting with your personal musical sensibilities will help you develop the tone you produce from your fingers, guitar, amp and effects.

PHOTOGRAPHS COURTESY OF THE AUTHOR.

Check out Robbie’s other postings.

When Kids Compare You to Their Old Director

The first time I heard it, I felt like the air had been sucked out of the room. A senior rolled her eyes and said, “Our old director never made us do it this way.”

I’d barely finished the sentence about concert posture. Suddenly, I wasn’t me anymore — I was the failed replacement of a ghost. Few things rattle a new teacher faster. But the truth is: You’re not the old director. So, stop trying to be.

teenage girl with hand on forehead and rolling her eyes

Acknowledge It, Then Move On

Kids test boundaries, patience, and they definitely test loyalty to the past. When someone drops the “our old director” line, don’t fight it or give a lecture about it. Acknowledge the change, then keep moving.

I say, “I know that’s how it was before. Here’s how we’re going to do it now.”

It’s short, simple and calm. I’ve tried the other approaches. I’ve over-explained, justified, even apologized for doing something differently — and every time, it felt like handing away a little authority. Students didn’t walk away impressed by my reasoning; they walked away knowing I could be rattled. Every time you defend your position like it’s on trial, you just make the ghost louder.

What surprised me is how quickly the moment passes if you don’t feed it. Kids are experts at baiting us. They’ll toss out a line just to see if you’ll bite. And if you don’t? Most of the time, they drop it and move on.

cool teacher in front of whiteboard

Be Consistent

Change feels huge to students at first. They’ll complain, compare and remind you that everything was “better” before. The good news is that kids adapt faster than you think.

If you’re consistent — same expectations, same routines, same consequences — the new way becomes the normal way.

I remember switching our rehearsal warm-up order during my first year. You would’ve thought I’d outlawed oxygen. The complaints were constant. “This isn’t how we do it.” “Why are we wasting time?” “Mr. _____ never made us start this way.”

For weeks, every rehearsal started with groans. I questioned myself more than once — was this small change really worth all the drama?

By October, the eye rolls slowed down. By December, no one remembered it was ever different. Kids who had fought it the hardest were suddenly explaining the routine to freshmen as if it had always been tradition.

That was my first real reminder: Consistency beats charm every time. You don’t need to be persuasive every single day. You just need to show up the same way long enough for it to stick.

cello section during rehearsal

You Don’t Need to Win Everyone

Early on, I wasted a lot of energy trying to get every single student on my side. In reality, you actually don’t need 100% buy-in. A handful of kids will be loyal to the last director no matter what. That’s not your problem to solve.

I had one trumpet player who would correct me under his breath every time I explained articulation. “That’s not how Mr. ___ said it.” At first, I bent over backward to prove myself — citing pedagogy, pulling up method books, even playing examples. It never mattered. He didn’t want my explanation; he wanted his old director back. (To be honest, I kind of wanted him back, too, at that point!)

Eventually I stopped chasing him. I kept teaching, kept setting expectations, kept showing up prepared. Over time, he stopped with the commentary. Not because I convinced him, but because he ran out of energy to care.

What matters is steadiness. Show up prepared. Keep your expectations clear. Treat kids fairly. Over time, even the skeptics usually soften — or at least stop caring enough to resist.

You don’t have to win them. You just have to show up over and over again.

colorful sign that reads "Time for Change"

When to Change (and When Not To)

So how much should you change from the last director’s way of doing things?

  • If the old director was beloved and the program is strong? Don’t change a thing your first year. Learn the culture. Earn trust. You’ll have time to add your voice later.
  • If the old director wasn’t respected and the program is weak? Change everything. Students actually expect it, and momentum can be your friend.
  • If it’s somewhere in between? Start small. Pick a few things you care about most — maybe rehearsal flow, grading expectations or communication systems. Let the rest sit until year two.

In one of my first jobs, I walked into a strong program with deep traditions. Everything was organized, the kids had a routine, and the old director had retired on a high note. I had a list of “innovations” ready to go — new grading policies, new repertoire ideas, even a different way of arranging the chairs.

I’m glad I had a mentor tell me, “Don’t touch anything this year.” It was the best advice I received. Instead of trying to prove myself, I watched, listened and learned. By the end of the year, kids trusted me enough that the following fall, when I introduced a few small changes, it wasn’t a battle.

It’s not about proving you’re smarter. It’s about making changes slow enough that kids don’t revolt.

hand holding pen over notebook page, ready to write

Ground Rules for Making Shifts

When you do start making changes, here are a few ideas that have worked for me.

  1. Explain the “why.” Students don’t need a speech, but a quick and simple explanation like “we’re tuning this way because it saves us rehearsal time” goes a long way. One time, I skipped this step and just announced a new policy. Within minutes, rumors were flying about me “not trusting” students or “trying to make things harder.” A 20-second explanation would have saved weeks of pushback.
  2. Hold the line. If you introduce a new policy, stick with it. Waffling just feeds nostalgia for the past. I once caved on a seating chart because seniors argued it wasn’t tradition. The next day, freshmen asked if they could opt out of sectionals “since it wasn’t tradition either.” Lesson learned.
  3. Pick your battles. Not every tradition needs to be overturned. If seniors want to keep their corny chant before concerts, let them. Save your authority for the things that matter musically or structurally.
  4. Involve students where you can. Give them ownership in decisions that don’t compromise your core values. They’re more likely to buy in if they have a say. I’ve let students vote on concert shirt designs, choose one piece per concert, even give input on rehearsal break routines. None of those decisions undermined the program, but they gave kids a sense that change wasn’t just happening to them.

None of this is magic. I’ve had changes bomb. I’ve explained the “why” and still had blank stares. I’ve held the line only to find out later that the line didn’t actually matter. That’s part of the job. Having some guardrails just makes the inevitable bumps less jarring.

___________________________

Hearing “This isn’t how so-and-so did it” stings because it feels personal. It’s not. It’s just students adjusting to change the only way they know how — by comparing.

The longer you teach, the more you realize you’ll eventually be someone’s “old director,” too. When that day comes, some kid will roll their eyes at your replacement and say, “Mr. Stinson never made us do it this way.”

That’s not failure. That’s just the cycle.

What matters is showing up as yourself, staying steady and letting students adapt — because they will.

Top photo by Abzal/AdobeStock

Using Choir as a Tool for Belonging, Voice and Agency

Coty Raven Morris, the Hinckley Assistant Professor of Choir, Music Education and Social Justice at Portland State University in Oregon, believes that her life’s purpose is to touch as many lives as she can through music. She works primarily with students who want to make music or music education their career, but she also mentors students who want to try out chorus at the university level.

“I meet some students who say, ‘I can’t sing,’” Morris explains. “I say, ‘Yes, you can — you just can’t yet.’ Someone must have entered their lives at a vulnerable developmental state and told them they couldn’t. I tell them, ‘You just didn’t have the right teacher. But I’m here.’”

Coty Raven Morris playing the piano

A Musical Beginning

Growing up in New Orleans, Morris was consistently surrounded by music. Her grandmother, Olga, was a jazz singer, and her aunt, Lillian, sang in the church choir. Morris was encouraged to sing in the church choir as a way to keep out of trouble. When she moved to Texas when she was 12, her eyes were opened to the magic of what art, in the form of a choir class, can do.

“I remember a specific moment when my high school choir teacher, Patrick Dill, played a song on the piano called ‘Water Night’ by Eric Whitacre,’” Morris recalls. “I was hearing all these amazing cluster chords of crunchy notes. Then, the music just opened up. I heard these angelic voices sing with no accompaniment, no instruments. My first thought was, ‘Oh my God, someone could lead people to make these sounds.’ I wanted to know what it was like to do that. It was the first time that I processed what choir could do for people — for the mind and for the body.”

Morris majored in vocal music education at Texas State University. Throughout undergrad, she sang in collegiate choirs, went to competitions and conferences, and attended All-State Choir Camp, which was a formative experience.

“I had a tumultuous upbringing, and camp was a place where I was able to be whoever I wanted to be,” Morris says. “I could be my complete dorky, chaotic, beautiful, vulnerable, emotional self around a whole bunch of other kids who were investing a part of their summer to learn music, performing dances and doing all of those fun adolescent things.”

During her freshman year, the idea to pursue music education piqued her interest, so she joined a group called METS (Music Educators at Texas State). But it was the influence of two of her choir teachers, Dr. Joey Martin and recently retired Director of Choral Music Education, Lynn Brinkmeyer, at Texas State, who sparked the idea of going into music education.

“The experiences in their classrooms and seeing what they were able to provide for us as students, really laid out a path for me to be an educator,” Morris says.

Coty Raven Morris and her choir students during a performance

A Pedagogy of Patience and Empathy

In her own classroom, Morris endeavors to foster clear communication and empathy among her students.

“It can be the physical act of singing in the choir or communicating with the neighbor next to you,” Morris explains. “It could be in moments when my students know that I said something incorrect, and they say, ‘Professor Coty, I think what you actually meant was this.’ Or, ‘When you said that thing, it hurt my feelings, and I want to talk about it.’ That kind of communication is something that takes practice.”

Morris feels fortunate to be a positive influence on so many young people, especially to those who are still trying to figure out who they are and where they belong in the world. “I meet a number of students who are discovering themselves, and it is not my job to tell them who they are or who they are not,” she says. “It’s my job to create a pathway that they can walk down and discover that for themselves.”

As a Black woman, Morris knows what it’s like to be told that everything that she does is good “considering,” good “despite.” In her classroom, everyone is special, but no one is given special treatment.

“I’m going to teach my students of color with the same love and care as I do with students who are not of color,” Morris says. “I never want a bar to be lowered just because of the circumstances that I’ve been in, so it’s the same with my students. I want my students to find fortitude in themselves. I want to help them become reliant on themselves and trust their gut.”

Coty Raven Morris and her choir students

Being Human Together

Communication is such an integral part of Morris’ teaching philosophy that she started Being Human Together, a community of music educators striving to normalize difficult topics they encounter. Through workshops, these educators come together to discuss topics like micro-aggressions and how bias presents itself in different spaces. Through conversation, traditionally taboo subjects like mental health, systemic oppression, diversity and inclusivity are examined.

“The main goal of Being Human Together is to facilitate these difficult conversations,” she says.

With the number of complex issues that are happening with young people today, Morris felt that there needed to be a safe space to address these topics head-on. “We ingrain conversations about social awareness, self-awareness, self-management and responsible decision-making, and we reveal it from the material,” she explains.

Coty Raven Morris and her choir students during a performance

Working with the Houseless Community

Morris also makes it a priority to work in collaboration with the houseless community of Portland. This is important to her because she was houseless from around the age of 15 through her undergraduate studies.

She doesn’t have to go far beyond the classroom to find people who are in need. “We have a lot of houseless students here at Portland State,” Morris says. “So, you must start from the inside out. You must take care of your house first. My goal is to make at least some parts of their academic experience not questionable, and to show them what they could have access to.”

In June 2025, Morris took 78 of her students to Carnegie Hall in New York to perform as a headlining ensemble at the In Harmony Concert. Many of these students had housing insecurity or had been displaced because of their gender or sexual identity. “It was magical,” says Morris of the performance, during which she premiered an original piece with over 450 singers, including the Gay Men’s Chorus of Washington, D.C.

Next year, Morris, who was recognized as a 2025 Yamaha “40 Under 40” educator and a three-time Grammy Music Educator Award nominee, is looking forward to partnering with Path Home, a community for houseless families. Under her supervision, Portland State students will serve as teachers and leaders for youth and parent ensembles. “We have the partnership and the funding coming in to support these initiatives, so we’re actually able to employ people into this work,” Morris says. “It’s very exciting.”

Coty Raven Morris embracing some choir students

Love is a Verb

Above all, Morris wants her actions as an educator to speak just as loudly as her words.

“Love is a verb,” Morris says. “It all happens in our actions, in our words. It happens first as a thought and a seed that we plant in our minds, and our actions must align with those thoughts. If, on the way to executing love, you have missteps, just know that you have the ability to begin again. Do not give up! Take a timeout, learn the lesson, find your way of processing the chaos that’s happening around you, because you are needed.”

Through music, Morris is able to use this art form to empower her students to feel like they are a part of something bigger than themselves, one lesson, one song, one note at a time.

“Let art be the vehicle that allows you to soften your heart and strengthen your mind,” Morris says.

How (and Where) To Mount a TV and Sound Bar

The television is the centerpiece of any home theater system. As a custom installer, it always amazes me how often a television or sound bar is mounted in the wrong place … sometimes even with the wrong bracket! But proper TV and sound bar placement will greatly enhance your home theater experience, so it behooves you to do it safely and correctly.

Here are some best practices that will allow you to get it right the first time.

TV Positioning

Obviously you want the TV to be placed directly across from your primary seating position, and not off to the left or the right … so get it right in the middle! If you mount the TV off to one side, it will be uncomfortable to view and can even result in neck strain if you do a lot of binge-watching.

Even when properly centered, TVs are often mounted too high. For aesthetic reasons, you may want that TV over your fireplace, but trust me, it is the absolute wrong place to mount it. For a comfortable viewing experience, you want your eyes (at a seated position) to be at the center of the TV.

This can be easily calculated, as follows:

  • When seated, an average person’s eyes are 42.5″ off the floor
  • The formula is: 42.5 – (TV height / 2) = Ideal height of the bottom of the TV

A typical 65″ flat panel TV is 33″ tall, so the bottom of this TV should ideally be 26″ (42.5 – 16.5) off the ground. However, in many installations this may be impractical due to the fact that there may be a piece of furniture underneath the TV. So what is your fudge factor? The sweet spot is the center, but you can go as low as the bottom 1/3rd line of the TV. In the case of a 65″ flat panel, this would mean that the bottom of the TV could start at 31.5″ off the floor. Since most furniture is 30″ high, you will have just enough room to squeeze that credenza under the TV.

Sound Upgrade

As TV bezels keep shrinking and shrinking, this leaves virtually no room for speakers. This means that any built-in speakers need to be small and/or project off the side or back of the TV, making for a tinny, poor-quality listening experience. So, to round out your viewing experience, an upgraded sound system is a must. But if the idea of setting up and using a full multi-channel receiver with discrete speakers feels daunting, a sound bar — especially one with Dolby Atmos technology and a wireless subwoofer (such as the Yamaha True X Bar 50A) — provides a simpler surround sound solution.

A sound bar and subwoofer.
Yamaha True X Bar 50A.

Wall-Mount or Tabletop?

These are the two most common options when it comes to placing a TV and sound bar. Which is better?

This is largely an aesthetic decision, but I have a couple of arguments for wall mounting. For one thing, it tends to be a safer installation. Large flat-screen TVs can be top-heavy and therefore fairly easy to knock off a stand. Wall mounting also gives you more flexibility in terms of mounting the TV exactly where it needs to be versus being stuck with the height of the furniture you sit it on.

This same debate can be extended to the sound bar. Here, though, it’s typically best to follow whatever you are doing with the TV, but consider the TV mounting method as well. (See “Wall Mount Options” below.) If you are using a flat or tilt bracket, you’ll be fine with mounting the sound bar on the wall directly below the TV. However, if you are using an articulating arm, you’ll instead want to attach the sound bar to the arm itself, so that the sound follows the angle in which you position the TV.

This also brings up the question of whether a sound bar works better above or below the TV. I suggest mounting it at the location that is closest to 42.5″ off the ground (again, where your ear falls at a seated position). This is typically below the TV in 95% of real-world installations.

Wall Mount Options

  • Flat mount. This is the right choice if you are able to mount the TV at the correct height and you don’t need to angle the TV to watch it from different positions, or a different room. There are ultra-thin models available, but bear in mind that if you need to mount anything behind the TV (such as a Firestick, Apple TV® or HDMI® balun), you’ll have zero room for these devices.
  • Tilt Mount. If you are forced to position the TV too high (i.e., above the center of your eyes when seated), this is probably your only mount option, since it allows you to tilt the TV downward.
  • Articulating Mount. This is a mount that allows you to pull the TV out from the wall and swivel it towards a secondary viewing area. Keep in mind that these mounts add significant depth and make the TV project off the wall quite a bit (sometimes up to 6″). The upside to an articulating mount is that it makes it very easy to service the TV and plug/unplug devices.
  • Recessed Mount. Some companies make a recessed articulating arm that allows you to completely recess the bracket into a flush mount enclosure in the wall. Installation of this kind of mount is not for novices since you need to perfectly place the recessed box within the wall and center to the room. This may require framing and drywall repair to get it just right, but the look is fabulous and it allows you to push the TV right into the wall with no gap.

Step-by-Step

Once you’ve worked out positioning and mount options, it’s time to roll up your sleeves and get to work. Here are step-by-step directions for mounting a TV and sound bar to a wall.

1. Mount the Plate. A TV bracket typically has two components: a plate that mounts to the wall and the brackets that attach to the back of the TV. Begin by mounting the brackets to your TV, then temporarily connect the wall mount to the brackets.

2. Measure. Next, measure the height of the lower bracket-to-plate points to the bottom of the TV. This will tell you exactly where the wall bracket needs to be mounted in order to get the bottom of the TV in the correct place. (See “TV Positioning” above.)

3. Find the Studs. Get out your handy-dandy stud finder and find the studs that line up with your wall plate mounting holes. Make marks on the wall where you are going to connect the plate with the supplied lag bolts. Never mount a TV to drywall only; for a safe installation, always find the studs (and use them!).

4. Check the Cables. Before drilling any holes, make sure that your electrical and audio/video cabling is in the right place in relation to the plate. If you are mounting a sound bar on the wall under the TV, make sure that you have appropriate connecting cables in the wall from behind the TV to behind the sound bar so that you don’t see a cable between the two. Bear in mind that you will also need a power outlet behind that sound bar, or a power extender that allows you to plug the sound bar into the outlet behind the TV

5. Drill. Once you are certain that your cabling and power wires are aligned with your mounting plate, go ahead and drill some pilot holes into the wall to make the supplied lag bolts easier to install. Before actually installing the wall bracket, however, make sure it is level, as most wall brackets do not have those kinds of adjustments.

6. Lift. Get a couple of helpers to assist in lifting the TV so as to mount it on the wall bracket. Three is the ideal number, since two people can hold the TV up while the third can get behind it and make all of the video, audio and power connections before the TV is placed on the bracket.

7. Level. Make sure your sound bar wall mount is level to the TV, then mount it below the TV on the wall where your optical or HDMI cable is poking out. Most sound bars do not weigh very much, so using drywall anchors is usually safe. If you are using an articulating mount (see “Wall Mount Options” above), you’ll need to connect the sound bar to the articulating arm, below the TV. There are many products out there designed specifically for this purpose.

 

Learn more about Yamaha sound bars.

8 Ways Students Can Make Their Practice Time Productive

If you teach private weekly music lessons, it’s important to remember that better than 80% of your students’ potential improvement happens when you aren’t in the room. The time spent in the six days of practice between lessons has the capacity to accelerate your students’ growth far more than the limited time you teach them one day a week.

Students who don’t take weekly lessons or who rely on intermittent assistance from a band director, local professional or fellow student are even more dependent on themselves for their musical and technical improvement.

Either way, students can greatly increase the value of their practice time to make lessons more productive. First, and most importantly, students need to …

hourglass

COMMIT TO THE TIME

It’s impossible to improve without practice time! Therefore, the first step in your students’ musical growth is committing to practice time. Recommend that they start with 20 or 30 minutes a day. Increasing that time to an hour or more is quite reasonable when they include technical exercises, etudes, solo literature, ensemble music and sight reading. However, the total amount of time is less crucial than the commitment to practice daily.

For example, if my student only has 15 minutes available on most Mondays, I encourage them to practice diligently for those 15 minutes. Skipping a session and promising to make it up later can make it even harder to find motivation to practice the next day because they’ve interrupted their progress, disrupted their practice habits and potentially feel like they have to find extra time rather than just maintain daily growth. Once they have made the time, they must make sure to …

woman taking notes in a notebook

MAKE A PLAN

Time is valuable, so students need a well-organized and well-intentioned practice session to ensure the minutes or hours spent with their instrument are not wasted. Before starting a practice session, they should take a minute or two to make a plan. What warm-up exercises will they use to get started, get their brain engaged and start enhancing their technique to prepare for the literature they are learning? Help your students learn to identify which pieces and, more specifically, what sections of those pieces most need their attention in each practice session. Remind your students to gather the supplies and music they need to practice before getting started, and they should have a pencil and a metronome handy. Phones should be silenced or turned off to avoid distraction so they can focus on the practice plan they’ve created.

A few minutes before the end of the practice session, students should take a moment to evaluate how well they did in executing their plan. Did they work on everything they had intended to practice? Can they identify specific improvements in their technique or musicianship? Which measures, phrases or pages did they get under their fingers that they couldn’t yet play when they started practicing that day? Encourage your students to make a few notes about what next needs their attention to help accelerate the plan for their next session. This can be information that they bring to a lesson to help inform the focus of that time as well.

By committing to the time and planning how they use that time, your students are creating valuable practice habits. They are also training their mind and body to expect that regular interaction with music and giving themselves the opportunity to create a correct …

closeup of student playing the piano

MUSCLE MEMORY

The intention of practice, in sports, music or any other active discipline, is to create enough repetition of a physical motion that people can count on accuracy of that motion when it matters in a game or performance. It is much more difficult, if not impossible, to repeat musical successes if the physical elements are inconsistent.

Encouraging students to take time to analyze a piece for the best sticking, fingering, bowing, breathing, tonguing, etc. early in the process is the best way to save time later as they establish a physical motion that is repeated the same way every time. As they learn notes and rhythms, they should pay an equal amount of attention to the markings above and below the notes; this is where the music truly lies, and each dynamic or articulation requires a distinct physical approach. Learning a piece or passage of music without incorporating how they play those notes and rhythms dynamically creates an inaccurate muscle memory of how the piece will eventually be performed, requiring some degree of unlearning when they add them in later. This is a lot to keep track of all at once, so it is critically important that your students …

Slow Down road sign hung on a tree

SLOW DOWN

Practice doesn’t make perfect; practice makes permanent. By extension, only perfect practice makes perfect, and it is a whole lot easier to be perfect if your students take things slowly! Before they start playing — whether working a technical exercise, learning a new etude or solidifying a phrase from a solo — they should first consider what tempo will allow them to practice perfectly. It doesn’t matter whether the metronome is set to 144 or 40, humility and patience are valuable traits in the practice room and taking tempos down a notch (or 10) is the best path toward ensuring your students are able to perform with confidence later.

Students can keep track of their progress in a notebook, on their phone or with a penciled tempo marking at the top of the music so they can see their growth. Make sure they know that accuracy and musicality take priority over speed. It’s a lot easier to play faster if the music is repeatedly played correctly. Rarely will students play correct notes and rhythms if tempos are too fast to allow for consistent accuracy. They must make the commitment to play with a metronome at a tempo that allows for excellence and then make a plan to increase their speed strategically to arrive at a performance tempo that will showcase the music they solidified through patience. I assure my students that it will take less time than they think, especially if they approach the music in …

letter tiles that spell "Pace Yourself"

BITE-SIZED CHUNKS

It’s possible for your students to play every measure of a five-minute solo in 20 minutes of practice. However, this is not a good use of their time. Success comes from repetition, and repetition is a byproduct of focused attention on a manageable amount of music.

Let’s say a student has 30 days to learn a piece that is 60 measures in length. If they perfect three new measures a day, they will be done in 20 days and will have 10 days to put it all together. Trying to practice a whole piece in one day is like working at a tempo that is too fast — there’s a high probability that tomorrow’s practice session will be no better than today’s. So, help students break their music into manageable pieces that allow for sufficient repetition. As they focus their attention on these smaller sections of music, be sure they devote time before playing to …

hand with three fingers held up

COUNT OUT LOUD

My grandfather was a music educator, and he always said, “If you can count it, you can play it.” Having now taught percussion for over 30 years, I know with certainty that he was right.

When you count, you are intentionally engaging your brain in the process of figuring out the music you are playing, thereby firmly rooting the figures in your memory. By counting out loud in time, you are giving yourself something to mimic, and humans are naturally gifted at copying what we hear. After all, none of us learned to speak from reading a book!

Have students count through passages of music regularly during lessons. Encourage them to first count a phrase, then play that same phrase, mimicking the rhythm they just heard. Listening to and mimicking their own counting, or listening to and copying what they hear on professional recordings of the music they are learning is an exceptional reinforcement of their reading efforts. An over-emphasis on rote learning is not a recipe for future musical success, but developing your students’ ability to imitate is a tool worth having. And speaking of recordings, students should also …

young male student sitting at piano with mobile phone pointing at him

RECORD THEMSELVES

It’s difficult for students to be both performer and judge at the same time, but they can be both at different times. Given that the technology to create a decent audio or video recording is often in their pocket or backpack, your students should incorporate recording and critiquing as part of their practice time.

Tell them not to worry about the video quality or getting the perfect angle or orientation, and they should definitely not panic when they make a mistake when the camera is rolling. These recordings are for their use and learning only, not for public display. When your student believes that they have a pretty good run ready of a given section, tell them to pull out their phone, hit record and give themselves something to review later as either confirmation of success or as a guide to those areas that need more attention next time. If they have limited time with an instrument or are in a rehearsal space, recording themselves can be the last thing they do in the practice session. Then, they can use time away from the instrument to watch and take notes about areas for improvement.

While incorporating all these strategies and practice disciplines, tell students to remember that …

cello student with teacher

THERE IS VALUE IN THE EXPERT

Private music teachers, band directors, student teachers or other music professionals are dedicated to their students’ musical growth, and their input should be utilized whenever possible. Even if a majority of our students’ progress as musicians happens during their personal practice time — requiring them to teach themselves — being mindful of their habits, strategies and areas of focus can makes the limited time they have with those experts even more impactful.

I repeatedly tell my students to make it harder on me as their teacher to find areas for improvement. Don’t let me tell you what you should already have observed and addressed; instead, come with those items mastered and let me use my expertise to help you fully dig into more advanced musical considerations!

ASU’s Popular Music Program Focuses on Access and Community

At the start of 2020, Arizona State University (ASU) scheduled Erin Barra, then an Associate Professor at Boston’s Berklee College of Music, to give a presentation as part of her job application. Barra was in consideration for the director role at ASU’s upcoming Popular Music Program, which was set to launch the following school year.

Barra was happy in her role at Berklee but couldn’t pass up the chance to lead a brand-new department. “It was the ultimate opportunity to build something from nothing,” she says.

With a flight scheduled, Barra felt prepared to give the presentation of a lifetime. Then, shortly before she was set to leave for Phoenix, the world shut down because of the COVID-19 pandemic.

Erin Barra at a presentation

Thankfully, Barra had plenty of online teaching experience from working with Berklee Online, so she quickly adapted her presentation for Zoom. Several weeks later, she was offered the ASU role and faced another difficult choice: “I had to decide [whether] to move my family to Arizona, without ever having been there,” she says.

Realizing how much influence she could have on a new program ultimately motivated Barra to accept the job. “So much of academia is inertia; things have been happening a certain way for decades and changing it is insurmountable for most people,” she explains. “The fact that I was going to have a huge impact right away was incredibly alluring.”

After a cross-country move and adjusting to a new profession, Barra quickly realized that she made the right choice. “It was the best decision I’ve ever made in my career,” she says.

ASU’s Popular Music Program, which includes academic tracks for disciplines like songwriting, music technology, music business and more, has now completed five years of operation and graduated two groups of students, many of whom work in the music industry.

Barra attributes the program’s success to its inclusive environment, individualized approach for each student and collaborative community.

Erin Barra at her digital music station

Building from the Ground Up

When Barra first prepared her presentation to interview for the director role in 2020, she decided to go all-out. “I had nothing to lose,” she says.

Because she already had a great job at Berklee, Barra didn’t feel the need to pander to her interviewers, instead she was brutally honest. “I put together what I thought was one of the most progressive visions for a popular music program,” she says. “I put my real thoughts down on paper and shared them in full transparency.”

To her surprise, ASU faculty were instantly open to her ideas. “I was shocked at how willing they were to do something different,” she says.

Barra’s goals for the new program focused on inclusivity. “I’m always talking about how we can make more inclusive spaces for people to learn,” she says. “As a woman in music technology, I’ve experienced what it’s like to be othered.”

While building a new program from the ground up, Barra and other faculty members worked on fostering inclusion through redefining musicianship. “A lot of schools have a very narrow idea of what constitutes preparedness for a college music degree,” she says. “At ASU, we have so many options. You don’t have to be an instrumentalist. You don’t have to have 10 years of private lessons.”

Instead, she explains, the admissions team measures each applicant’s qualifications on an individualized level. “We measure someone’s ability to succeed based on their musicianship: their ear, their rhythm and so many other ways,” she says. “We’re inclusive of digital musicians, traditional musicians, DJs, composers, writers, everyone. As long as you have the will to succeed and decent ears, you can come be with us.”

Erin Barra performing on her digital music station

Choose Your Own Adventure

This individualized approach to music education begins with one-on-one interviews during admissions. “If they want to come in and study guitar, we’d watch them play guitar obviously, but we also assess melodic recall and rhythmic recall. We ask basic music theory stuff,” says Barra, who was recognized as a 2025 Yamaha “40 Under 40” educator. “We assess how far you can take somebody. We have conversations with them.”

The aim of these conversations is to determine each student’s individual goals, passions and areas of expertise. “If their musicianship is oriented in a different way, we have them walk us through their workflows,” Barra says. “We’re taking the time to sit down and figure out who these people are and what they want to do.”

Once students are accepted into the program, and they complete all prerequisite classes, they gain access to all equipment and technology, regardless of their area of study. “In many programs, there’s this demarcation between a technical field and a creative field, and only certain students get access to the full array of technology they’ll experience in their careers,” Barra says. “We democratized all technology. As long as you take the prerequisite courses, you can use it. It doesn’t matter if you’re an engineer or a songwriter.”

Another feature of the program is the variety of topics each student can study. “Musicians need to be a million things right now,” Barra says. “I created a program where they get to pick two or three areas where they want to specialize, so it’s just enough to be dangerous when you leave.”

All students take the same introductory classes, like music production fundamentals and music theory, to give everyone the same baseline experience. “”When they hit the third semester and beyond, they get to explore,” Barra says. “They really choose their own adventure, and it culminates in a year-long capstone where they pull it together in a big project.”

Erin Barra at a panel presentation

The Music Industry Career Conference

In its five years of operation, one of the Popular Music Program’s biggest accomplishments has been launching its yearly Music Industry Career Conference in Phoenix, which is open to both ASU students and the public.

As Barra explains, this conference takes advantage of Phoenix’s strategic location in relation to music industry hubs. “We have such prime access to the music industry because of where we are — we’re close to Los Angeles — and because of the economic and cultural development happening here in Phoenix,” Barra says. “We’re the fifth largest city in America right now. There’s so much opportunity to build in Phoenix.”

Music industry professionals from around the country fly in for the conference, which allows students to learn from them during panels and workshops, plus students can network with people in their desired career field. The 2025 conference featured producer Timbaland as a special guest.

Barra says that the conference has helped students get their foot in the door for internships and potential jobs after college. “We’re trying to connect to what happens once they leave ASU,” Barra says. “Once they graduate, they become part of the music industry in Phoenix, or wherever they decide to go.”

The conference isn’t beneficial only to students; it’s also a positive force for the entire community. “ASU often talks about how we’re accountable for the communities we’re embedded in,” Barra says. “We’re in the cultural hub of what’s happening in Phoenix right now.”

Erin Barra at her digital music station

Community, Not Competition

A program focused so much on preparing passionate students for creative careers can easily veer into a competitive environment. However, Arizona State avoids this problem by intentionally fostering a collaborative community among the students. “One of our biggest assets is the culture of the program. Students talk about how the program is collaborative within the backdrop of community,” Barra says.

The secret ingredient to a successful collaborative environment is the faculty you hire, Barra says. “Everything trickles down from who’s sitting in front of a classroom,” she says. “That’s where the tone really gets set. We’ve done a lot of thoughtful hiring.”

Thoughtful hiring means seeking educators with a variety of different specializations and who reflect the vast diversity of the student body. “I hire people representative of the type of person I want the students to be: People who are involved in multiple things,” Barra says. “Our assistant director, Samuel Peña, is a DJ, a percussionist, a beat maker, and he does a lot of nonprofit stuff.”

For this musical creativity, community, diversity, inclusion and collaboration go hand in hand. “That’s the reality of the music industry,” Barra says. “Nothing gets done alone.”

A YouTube Channel for Winds Practice

Lee B. Gibson, the Assistant Director of Bands at Barberton City Schools in Ohio, teaches four periods at the middle school, two at the high school and marching band. Located seven miles from Akron, Barberton High School and Barberton Middle School are across the street from each other with teachers going from campus to campus. It was during one passing period in the pre-COVID era that Gibson had an aha moment in the middle of the street — he would create a YouTube channel to help his winds students practice.

He started the channel nine months before the lockdown. “It was a serendipitous thing,” says Gibson.

The Result of His Aha Moment

Described as a one-stop shop for practice aids for winds, TheBandRoom videos cover rhythm, breathing exercises, lip slurs, tone development, play-along scale tracks, practice drones and other complementary exercise materials. Though regular uploads have tapered off, TheBandRoom is dynamic, keeping practice sessions fresh and serves the novice-to-professional demographic.

Gibson, who was recognized as a 2025 Yamaha “40 Under 40” music educator, created the channel for students, not as a side hustle, not for money. All the videos have to do with playing and fundamentals. Containing minimal text, they are not intended to be instructional but used for practicing — ideally, on a daily basis.

For example, the Bass Ensemble Drones playlist has 12 videos, each about two and a half minutes in length, with this simple guidance: “A practice drone comprised of a Full Brass section in octaves. Use this drone to practice long tones, intonation, blending and tone color. Listen carefully and match the sound of the drone as closely as possible.”

Warm-up videos include Breathing, Tone Development, Articulation and Lip Slurs offering “play-a-long practice videos.” The Lip Slurs exercise directs students to “use your favorite two-measure lip slur exercise with this. It also works with woodwind technique exercises that are designed to work alongside lip slur exercises.”

Channel Response

Gibson does all the video production. Thanks to his artistic father and stepfather, he has the skillset to make videos. His degree in composition gave him the tools to craft backing tracks and arrange the music. Gibson modestly notes there is a community of other YouTube music educator channels with better production values than his, citing Swick’s Classroom (launched by 2021 Yamaha “40 Under 40” educator Tyler Swick) as superb.

Still, TheBandRoom has been very well received and supported. There’s been no pushback from admin, parents or anyone regarding the YouTube channel. Maybe most important to the channel’s success is Gibson’s very understanding wife. The father of a 6- and 1-year-old jokingly says, “It’s bad enough to be married to a band director!”

The channel has 572 subscribers and 466 videos with 72,000 views and growing. Analytics indicate that most of TheBandRoom’s subscribers are not Gibson’s students — they come from all over the world. There’s TheBandRoom Facebook page, too.

Barberton City Schools' band room -- trumpets

Every Kid Deserves to Play an Instrument

Gibson comes from a musical family, although he’s the first to be musically literate and read music. He joined band in the 5th grade and learned saxophone followed by clarinet in 8th grade. A woodwind doubler, Gibson claims the tuba as his instrument. While playing community band in high school, he decided to be a band director. He went to school for composition and graduated from Bowling Green State University College of Musical Arts, which boasts one of the nation’s top music teacher education programs with more alumni teaching in Ohio than any other university.

Teaching jobs were scarce when he graduated in 2010. He pieced together a livelihood with substitute teaching, freelancing, giving private lessons and working at afterschool programs. His first regular teaching job was choir and general music for pre-kindergarten through 12.

Barberton City Schools' band room -- flutes

The Barberton City Schools district is a rarity in education. Its music programs are “extremely well-funded,” according to Gibson, who also has secured grants to further enrich music education. The 3,645-student district has three band directors, two choir directors and two elementary music teachers. The Barberton Band Boosters have purchased instruments throughout the years, and the district covers the cost of repairs. The instruments range from beginning up to professional-quality for upper-level high school students. The schools also pay for other costs like reeds and private lessons.

Philosophically speaking, Gibson believes every kid deserves to be musically literate and play an instrument. He is appreciative that music is a graduation requirement in his district. He feels “lucky” he has the resources to do special projects like TheBandRoom YouTube channel for his students because it has given him the chance to use his skills in different and creative ways. A win for him, his students and music education around the world.

Gibson encourages all educators to cultivate their special talents and abilities to use in the classroom — not everyone has to build a YouTube channel! Following are his 10 reasons why.

10 Reasons to Cultivate Your Special Qualities

  1. Forge Stronger Connections: When you let your unique personality shine, you create more genuine connections with students. They see you, not just a teacher, which builds trust and rapport.
  2. Boost Student Engagement: Your unique approach can make lessons more memorable and engaging. Maybe you have a knack for storytelling, a talent for funny analogies or a passion for a niche subject that you can weave into your teaching.
  3. Increase Your Confidence: The more you lean into what makes you special, the more confident you’ll feel in your teaching abilities. This confidence is contagious and will have a positive impact in your classroom.
  4. Stand Out (in a Good Way!): In a sea of educators, your unique style will help you stand out. This isn’t about being flashy but about offering something distinctive that students appreciate and remember.
  5. Find Your Teaching Niche: Discovering what makes you unique can help you identify your “superpower” as an educator. Are you the master of classroom management, the queen of creative projects or the guru of group discussions?
  6. Model Individuality for Students: By embracing your own uniqueness, you implicitly teach students the value of their own individuality. It shows them it’s okay to be different and to celebrate what makes them special.
  7. Develop Creative Solutions: Your unique perspective can lead to innovative solutions for classroom challenges. When you think outside the box, you’re more likely to find fresh, effective ways to teach and manage.
  8. Be More Authentic: Trying to be someone you aren’t is exhausting! Embracing your unique quirks and strengths allows you to be truly authentic, making your teaching feel more natural and less like an act.
  9. Enjoy Teaching More: At the end of the day, when you’re being true to yourself and leveraging your unique strengths, teaching becomes a more joyful and fulfilling experience for everyone involved.
  10. Rekindle Your Passion: Sometimes, teaching can feel like a routine. Tapping into your unique self can reignite your passion for the profession and remind you why you became a teacher in the first place.

Following his own advice, Gibson keeps his talents honed for use in and outside of the classroom. Another Gibson project is the Akron Piccolo Christmas concert.

Guitar Electives: A Gateway for Growth

The introduction of a Guitar and Ukulele elective in 2019 at Springfield High School in Pennsylvania has been a key driver for growth and expansion within our music department. Since then, we have added a full-time music staff member and introduced Guitar Level 2.

For the 2025-2026 academic year, we introduced two more music electives — Modern Band and Fundamentals of Piano — and revived our Introduction to Music Theory course, which hasn’t been offered since the pandemic!

closeup of student playing guitar

Break Down Barriers with Guitar Courses

Guitar and other chordophone courses are especially unique tools for engaging students beyond core ensembles. The Guitar and Ukulele elective course ushered in hundreds of students looking to not just learn about music in, say, a Bach to Rock class but to actually make music! The overwhelming majority of guitar students had not taken any other music elective during their high school experience.

Why is guitar breaking down barriers for student access to music education?

  • It has mass popular and cultural appeal.
  • It meets students where their interests lie: The artists they enjoy play these instruments.
  • Guitar can be played in many popular styles or genres.
  • It easily facilitates a natural sound before sight approach to learning music.
  • With good instruction, success can be achieved quickly!
  • With the guitar, students can play melodies and harmonies
  • It doesn’t require a reliance on traditional notation.
  • No ensemble is required with the guitar!
  • There is a wealth of high-quality and low-cost method books, YouTube channels, apps and websites dedicated to guitar instruction.
  • Guitars are reasonably priced and readily available at local and online distributors. We like and use the Yamaha GigMaker Deluxe Package.

The guitar is an incredible engagement tool for music education.

happy students laughing and talking

Engagement from Guitar Courses

As music educators, we know how awesome music is! It’s fun, expressive and part of the shared human experience. Through guitar, we are able to share that message and inspire a passion for music with a much larger student population. We are planting a seed.

From that touch point, we can do two critical things in elective guitar courses:

  1. Find out what and how students want to learn about music and offer courses and curricula that meet their needs and interests.
  2. Direct students to course offerings that already exist to meet their interests and needs.

Surveying your courses and providing music offerings students want is a surefire way to grow and expand your music program.

guitar teacher

Pathway to New Courses

This year, we are expanding our instruction to include Modern Band and Fundamentals of Piano courses. Many of our guitar students who progressed into Guitar Level 2 were looking for a way to apply their skills and Modern Band provides that opportunity. This course also opens the door for other musicians such as bass players, drummers, keyboardists, etc. and allows guitar students to apply their skills in the context of an ensemble.

The piano elective came at the request of elective guitar students who were interested in learning piano. Some felt that guitar wasn’t for them, but they wanted to continue making music. Others simply had a piano at home and were looking for instruction. Fundamentals of Piano is structured in a similar manner to our guitar electives, so students will already have knowledge of chord symbols and notation.

music teacher writing on white board

Pathway to Music Theory

The Guitar and Ukulele elective has been a catalyst for reviving our music theory program.

Playing guitar requires students to interact with basic music theory concepts and vocabulary. As a fretted chordophone, guitar lends itself as a powerful teaching tool for both melodic and harmonic concepts in theory unlike many traditional ensemble instruments. In my courses, learning to play major and minor chords, structuring progressions and reading music piqued the curiosity of students from our guitar classes. Basic theory concepts that must be taught in a beginning guitar class plant the seed for further music theory learning.

This year, the majority of Introduction to Music Theory students are not in an ensemble, but they have taken guitar or another music elective — this is the first time this has happened! These students are on a path to potentially take AP Music Theory and earn college credit.

pathway in the woods

Pathway to Other Electives and Ensembles

Once students opened the door to music education through guitar, it was a lot easier to get them to stick with music by offering and promoting more music classes that appeal to their interests. Guitar and Ukulele allowed our department to cast a wider net and create a captive audience. It gave us the opportunity to do what really grows music programs — build relationships.

Use guitar classes to recruit students for your other courses, especially when you identify a talent or interest. All you have to do is talk to your students about taking Digital Music Production or putting in a recommendation in your class-management system. I identified good singers for chorus through guitar class and even recruited a guitar player for Jazz Band!

Tone and Sound on Your Guitar, Part 2

In Part 1, we focused on shaping your tone at the guitar, from picking and fretting to pickup choice. Now we’ll follow the signal beyond the instrument, exploring amps, EQ, effects and presets. When students understand these elements, they will be able to create tones that feel good and sound great with the rest of the band.

Cables and Signal Flow

I tell students that the signal coming out of a guitar is like water — it flows out (OUTPUT) of a source, and it flows in (INPUT) to something else. The TS (tip-sleeve) cable is used to bring the instrument level OUT of a guitar and IN to an amp. Both ends are the same, so it doesn’t matter which end goes in the input or output. If pedals are being used, they go between the guitar and the amp. I use a modeling amp, like the Line 6 Catalyst CX 100, but do not use pedals for beginners. This removes the clutter on the ground and the potential for cable chaos.

Your body and pieces of metal pass electricity, so if you touch an instrument cable when it is plugged into an amp that’s turned on, you will hear it. If you take a cable out of a guitar when the amp is on, you will REALLY hear it. Remind students to turn off their amps when plugging in their instruments — this will eventually become routine, and students will police each other.

I have students route their instrument cable through their strap. This acts as a strain relief for if/when they step on the cable while playing, and it will keep them from having an embarrassing moment on stage.

There are different jacks on an amp. Some are inputs and some are outputs. The input that the instrument cable plugs into is usually closest to the preamp volume knob. Students will plug the cable into different jacks in the amp — they are kids after all — but you can get ahead of that eventuality by doing a lesson on the anatomy of an amp when they start out. After students know where things go, have them take turns sabotaging each other’s rig, and then, figure out how to get them working again.

input on the Line 6 Catalyst amp

The Pre-Amp and Power Amp

There are three gain stages in a guitar amp – two in the pre-amp and one in the power amp. The power amp volume, or master volume, control is usually closest to the right side of the amp and controls the level speaker. This is the first control that I show students because it adjusts the overall loudness of the amp.

The job of the pre-amp is to bring the instrument level from the pickups to the line level, which is the amount of signal that most pro-audio gear runs at and is best for EQ and effects. Most preamps have controls for the gain (or drive) and the channel volume. The gain knob controls the amp’s input sensitivity. The channel volume adjusts the amount the instrument signal is raised to get to line level. Both these stages can be set to green, yellow or red depending on the desired sound.

master volume on the Line 6 Catalyst amp

Each amplifier has a different type of pre-amp, and there are some popular amps that have been used to produce different sounds.

  • Fender Twin: Crystal clean sounds with scooped mids; clean rhythm parts, funk, jazz
  • Vox AC30: Clean to crunch with more mids and sparkle; clean rhythm parts with some edge, crunchy rhythm parts, bluesy leads
  • Marshall Plexi: Classic crunch; crunchy rhythm parts and some single note riffs
  • Mesa Dual Rectifier: High gain; single note distorted metal parts, searing leads
  • Diezel VH4: Modern high gain; low tuned djent, modern metal leads

Each amp or amp model will sound different when the pre-amp is pushed because each has its own characteristics. For example, some will get distorted earlier than others.

It’s good practice to be able to craft a clean, crunch and lead sound to be used in different parts of a song. Here are some general rules of thumb to get these different sounds.

  • CLEAN: Find a clean amp model (labeled Clean or Boutique on the Catalyst CX). Have students turn the master volume higher with the channel volume turned to about half. Adjust the gain knob from 0 until there is still clarity, but there is body to the sound.
  • CRUNCH: Find a crunch amp model (labeled Chime or Crunch on the Catalyst CX). Turn the master volume lower than for clean, and the channel volume higher than half. Adjust the gain, so there is distortion when the guitar is picked hard.
  • LEAD: Find a lead amp model (labeled Dynamic or High Gain on the Catalyst CX)Same level of master and channel volume as crunch. Adjust the gain so that there is distortion even when picked quietly.

It’s important to note that clarity is lost when there is too much gain. A beginner’s mistake is to turn up the gain too much, which makes it harder to hear the beginnings of the note and hides picking mistakes. This sounds great when the player is playing by themselves, but the attack of their notes gets lost when the ensemble is playing. Most of the power in a distorted guitar sound comes from the pick, NOT the gain knob. You would be surprised to hear how clean Eddie Van Halen’s guitar sound is on Van Halen’s isolated tracks. Most of his power came from his picking style.

preamp knob on the Line 6 Catalyst amp

EQ

There is usually a three-channel equalizer in the pre-amp section of each amp. This allows you to boost or cut certain frequency bands. What’s tricky is that you hear frequencies differently when you are playing by yourself as opposed to when you’re playing with the rest of the band. Have a tone workshop day where you experiment with different settings for everyone in the band, so they can start to develop and understand their sound’s role in the group.

When playing in an ensemble, have students turn the bass knob down to 2 or 3. The low frequencies in a band are carried by the bass guitarist, so cutting the low frequencies on the guitar amp makes for a cleaner mix on stage. Most band rooms have issues with low frequency build-up, and multiple amps taking up this low range can result in a volume war between players — no one needs or wants that!

I like to think of the mids as the voice of the guitar. The notes you play live primarily in the mid-frequency band. Boosting the mids makes the notes sound thicker, which creates more of a jazz tone when played clean. Cutting the mids produces a scooped sound.

I usually have my students keep the mid knob around the middle. If their tone is overly full, I’ll suggest cutting it slightly. Many instruments in a band occupy the mid-frequency range, so it’s important not to muddy up the mix with your guitar tone.

If a cheap guitar has a particularly thin-sounding pickup, I might have a student boost the mids. Conversely, if a guitar has pickups where the mids are overpowering, I’ll recommend cutting them—but just a little. With mids, a little adjustment goes a long way!

The highs alter the amount of clarity in the sound. Some budget guitars will sound too dark and can be fixed with a boost of the treble control. Some parts — like a funky, single-note Chic-style rhythm line — could benefit from a little boost, as well. Maybe students are using the bridge pickup for a country twang line and the tone is like an icepick to the ears. In that case, turn the treble down a little. Again, a little goes a long way.

Speaker

Where you point the speaker is very important. If the signal flow is like water, then the speaker is the hose’s nozzle, and it sprays the sound in a cone shape. Students must point the cone where it counts.

Students should always stand in front of their amps, and if possible, they should be tilted up slightly. Higher frequencies are more directional than lower ones, and students won’t be able to hear the attack of the sound and might overcompensate with their EQ or volume on stage. This could result in blasting the front 15 rows with the dreaded ice-pick sound (especially if they are on their bridge pickup).

guitar player with pedal effects

Effects

Effect pedals are placed between the guitar and the amp to “affect” the sound. There are hundreds of different effect pedals, so I’m not going to get too specific in this section. Most sounds that students need can come from the different amp models — a modeling amp like the Catalyst CX will have virtual versions of the pedals. These effects can be put into the following categories.

Boost, Overdrive, Distortion: These pedals add more gain or boost the level of the guitar before hitting the pre-amp. They can be used in a song to push the volume in a solo or change the character of a clean sound. Some overdrives like an Ibanez Tube Screamer have different EQ characteristics that can cut through the band during a solo or important riff. Cycle through different pedals like this on clean and crunch sounds to create different layered patches. The Catalyst has a different boost pedal for each amp model that works well with that specific sound. My students use this boost all the time for solos, especially since it can be easily triggered with a footswitch.

Fuzz: This is one of the earliest guitar effects and replaces the sound of distortion. It works well for very specific parts, and I only have students use it for certain songs. If you are doing “Foxy Lady” by Jimi Hendrix or “Cherub Rock” by Smashing Pumpkins, try a fuzz sound instead of distortion. Fuzz adds authenticity to a part, but it can be omitted if you want to keep it simple for students.

Modulation (chorus, flanger, phaser, ring modulator, etc): These are special sounds that are specific to different songs. I only have students use these sounds if the sound is characteristic of the song. Some examples include Kurt Cobain’s (Nirvana) watery chorus sound in “Smells Like Teen Spirit,” or Chris Cornell’s (Soundgarden) swirly rotary sound in “Black Hole Sun.”

Delay: Delay or echo adds repeats to the sound. You can usually control the amount of delay you hear (wet mix or level), the number of repeats (feedback) and how long between each repeat (time). Some delay pedals have a tap tempo function that allows you to tap a footswitch to match the tempo of the song. Delay adds space to the sound, and I have students use it on cleans in some sections, on songs like, “Shut Up and Dance” by Walk the Moon or “Where the Streets Have No Name” by U2. A short delay time with little feedback makes for a great slap-back sound for a country part.

Delay is great for leads. It adds a thickness that can help cut through the band. Use a longer delay time and moderate feedback for a lead delay. Dial in the amount of wet mix until it is present but not overpowering. Try it with your band and have students use TOO much of it on purpose and then dial it back.

Reverb: Most amps have a reverb setting and most students LOVE to turn it up too high. I like a little bit of reverb on a clean sound. For a crunch sound for power chords and single note riffs, it helps to keep things tight, so go without reverb. For a lead sound, add a little bit of reverb.

Line 6 Catalyst CX 100 amp

Channel Saving and Switching

A modeling amp, like the Catalyst CX, allows you to save settings into easily recallable presets. The preset includes the amp model, gain, channel volume, EQ and effects. The master volume is not included in the channel. Have students build a clean, crunch, lead and boosted lead presets.

Saving presets is different on each amp, but it usually is as simple as holding down the button for the preset on the amp for a few seconds until it flashes. When building out presets, make sure the overall volume is similar between each sound by using the channel volume. Make sure the crunch and clean are close in volume with the lead being slightly louder.

student playing electric guitar

How to Get Students to Own their Tone

Students must be stewards of their own tone and be trained to listen to themselves as a soloist and in relation to the band. Ask your players what the songs need and have them adjust their rig and listen critically.

If possible, allow students to observe professional guitarists, so they can ask them questions about their rig. If there is one thing musicians love to talk about, it’s their gear!

Students should listen to recordings of their favorite players, which should prompt them to use their guitar and amp to recreate sounds on different recordings. Turn it into a game with multiple players. It’s impossible to get it exactly right, but practice and persistence makes perfect.

Tone and Sound on Your Guitar, Part 1

Playing an instrument that sounds good makes a student feel good, which encourages them to continue playing. Conversely, playing an instrument that sounds bad makes a student feel bad, and discourages them from playing.

Student guitarists must understand the tone of their instrument and amp, and how their tone affects the rest of the band. It’s as important as a clarinet player knowing how to maintain their reed or a trombonist knowing how to use a spit valve.

The Guitar

Old strings will sound dull and are difficult to tune. A guitar that has its action too high, its truss rod set incorrectly or has issues with the nut will also be difficult to play. If you have a local guitar shop, contact them and tell them that you will send students their way for guitar setups. They will likely give your students discounts. The difference a setup makes on a guitar (especially a beginner one) is huge!

When trying to create your own unique sound, exploration is key. Try this … first, pick close to the bridge, then play closer to the neck. What do you notice? Playing closer to the bridge creates a brighter sound. A warmer sound is achieved when you play closer to the neck. The pressure used on the pick alters the sound, too. I find that when students practice electric guitar without an amp, they tend to overplay, so they can hear themselves. This develops a bad habit that results in students going into the red and distorting the strings.

Guitar is a very dynamic instrument and developing touch and control in the picking hand will help create a good sound. There are times when you might want to overdrive a string and bring it into the red — for example, when playing a Stevie Ray Vaughn riff or a Metallica rhythm part — but there are times when you want to keep it in the green to create headroom for accents in a jazz line.

If students are playing electric guitar, make sure they use amps or headphones. Have them think about their picking velocity, like the volume knob on a stereo. They should be able to play a single note (open or fretted) or a chord at a volume of 1, 2, 3, 4 and 5. A good exercise is to have them copy a simple, single-note melody, like “Seven Nation Army,” at these different volume levels. They can then alternate loud and soft for every other note. With practice, this becomes second nature.

Proper fretting impacts the sound of the guitar, as well. Creating positive contact between the string and the fret helps make your instrument sing. Make sure students are using the fretting technique where their fingers are curled and they are using the tips of their fingers to contact the string. Students with small hands should place their fingers closer to the fret (never on it). This allows them to get a good ring without having the sting of pressing down too hard.

Unintentional ringing of strings outside of a chord or notes bleeding into each other during a single note can muddy the sound. To help with this, students must practice purposeful string muting. Have students fret a note on adjacent strings with each finger. For example, have them place finger 1 on fret 3 of the high E string, finger 2 on fret 4 of B, finger 3 on fret 5 of G and finger 4 (yes, the pinky!) on fret 6 of D. Students can shift this up if it’s too uncomfortable. Have them play the notes from high to low while keeping their fingers on the string when that string isn’t being played — this keeps it from ringing.

closeup of guitar's pickup selector
Guitar’s pickup selector.

Pickups and Guitar Controls

Pickups are actually tiny generators. When the string vibrates in their magnetic field, it produces electricity. Don’t worry, you won’t get zapped by playing a G chord while holding the other end of an instrument cable — the level of energy that comes out of the pickup is called instrument level and it’s very weak. The controls on a guitar allow the player to quickly change the instrument level signal.

Pickup Selector: The pickup selector chooses which signal is allowed to pass through the guitar. These controls come in different shapes and sizes, but most allow you to choose the neck only, bridge only, either the neck or bridge, or some combination of a middle pickup.

The different pickups have different timbres that correspond to the different picking zones. The bridge pickup is usually very bright and is used for crunchy riffs, country twang and searing leads. The neck is much warmer and is used for bluesier riffs, jazz and different rhythmic patterns. The combo positions have a nice quack attack and are great for strumming parts or single-note funk.

Choosing the right pickup for a song or song section can make or break the sound. Students will hardly play clean chords and rhythm parts on the bridge pickup — it’s a common error. During a set, a guitarist may change the pickup control between songs or even between song sections. There are times when I have changed pickups during a solo to alter the timbre. The goal is to make students aware of what the different pickups sound like and to identify which pickup is being used on certain recordings. They can then try to copy these sounds when they play.

close up of guitar's volume knob
Guitar’s volume knob.

Volume: The next control in line is the volume knob. This isn’t as important a control as you might think. I have my students turn the volume all the way down when I don’t want to hear them noodle during practice, but I have them turn it all the way up when they are playing.

When you turn the volume knob down, you aren’t turning down the loudness of the amp, you are decreasing the amount of signal from the pickups, which makes it very thin and BELOW green. A more nuanced player will use this to their advantage, but I teach my students to keep the volume knob up at all times.

closeup of guitar's tone control
Guitar’s tone control.

Tone: The next control is tone. When the tone control is all the way up, the signal from the pickups is unchanged. When it is turned down, the higher frequencies roll off. Turn it all the way down, and it gets very muddy. For the most part, I have my players keep the tone control all the way up, and we do adjustments to EQ on the amp because it’s more flexible. For a jazzier sound, have students pick a single note and slowly turn the tone down until the attack of the note is clear, but its character is darker.

Some guitars have a volume and tone control for each pickup while others only have one for all the pickups. The best way to find out is to have the student play and start turning knobs to figure out what does what. This is a great learning opportunity and is one of the first steps to get students in control of their sound.

In Part 2, I’ll go into amplifiers, effects and more.

A Realistic To-Do List

At 7:12 a.m., you finish your beautiful color-coded to-do list. It has categories and timelines. It has stars, asterisks and those little squares that feel oh-so-satisfying when you check them off.

At 3:30 p.m., you look at that color-coded to-do list again — it was untouched all day.

You’ve eaten two granola bars, dealt with a missing trumpet mouthpiece, broken up a hallway argument over Pokémon cards and sent three “I-promise-I-didn’t-forget” emails. And now, your brain is mush, and that pristine to-do list is quietly mocking you from the corner of your desk. Sound familiar?

If you’re in your first few years of teaching and wondering why you never seem to get ahead, this might be part of the answer: You’re planning for a version of yourself that doesn’t exist — at least not yet. So, how do you make a list that doesn’t fall apart by lunch?

open laptop with sticky note that says "help" on it

If It Doesn’t Fit on a Sticky Note, It’s Probably Fiction

Early in my career, my to-do list lived in a three-ring binder that had dividers, a table of contents, color-coded tabs. I was so proud of it — until I realized I was spending more time organizing the list than actually doing anything on it.

Eventually, I switched to something a lot smaller: a single sticky note.

For me, if it doesn’t fit on one sticky note, it’s not a real list — it’s a wish list. The sticky note forces you to make choices. It cuts the fluff. You stop writing down things like “organize digital sheet music archive” and instead write “find the baritone part for Pep Tune #6 before 3rd period.”

This was a huge shift for me. I liked the idea of the “master list.” I still do — but that master list lives somewhere else now. It’s on my laptop or buried in a planner. It’s not the list I stare at between 2nd and 3rd period when I have six minutes and a kid waiting at my office door with a broken clarinet.

The sticky note is the only list I trust during the day. Not because it’s perfect — but because it doesn’t lie to me.

Here’s the catch: If you’re like me, be careful of spending more time perfecting your system than actually doing what needs to get done. At one point, I had three different productivity apps and a bullet journal going at the same time. (I wish I were kidding.) They all made me feel like I was doing something important — when really, I was just procrastinating with better stationery.

I know how satisfying it is when you cross something off your list. Sometimes I’ll even write something down that I already did just to cross it off. Laundry. Feed dog. Get life together. Score study. (Well, you can’t get everything done, can you?)

messy desk with laptop, notebooks, crumbled paper strewn everywhere

Plan for 30% Less Energy Than You Think You’ll Have

On those days when you’re feeling really ambitious and put seven big things on your list? Yeah, don’t do that.

In my experience, teaching music isn’t just physically draining — it’s decision-fatigue on steroids. You’re balancing 100+ personalities, instruments, classroom dynamics, hallway noise, tech glitches, impromptu counseling sessions and “can I play my solo for you real quick?” all before lunch.

So, here’s my rule: I plan as if I’ll have only 70% of my energy. On paper, it feels lazy. In real life, it’s the only reason I get anything done.

I used to schedule post-rehearsal tasks like writing grants or doing inventory. Those things did not get done. Why? Because my gas tank was empty — I had no brainpower left. I was lucky if I had enough focus to send a semi-coherent email or remember to eat the granola bar in my desk drawer.

Now, I build in “filler” tasks for those low-energy hours. Things I can do on autopilot. Like copying music, responding to surface-level emails or cleaning out the trumpet spit bucket. (OK, maybe not that last one.)

I still have big-picture tasks. I just don’t trick myself into thinking that I’ll do them at 4:15 p.m. on a Thursday. When I stopped pretending I was superhuman, I was able to actually get more done — and I didn’t feel guilty for collapsing at the end of the day.

two hands with pinkies clasped

Lists Aren’t Promises — They’re Suggestions

A to-do list is like a weather forecast — it’s useful, but often wrong. Before, every task felt like a solemn vow. If I wrote it down, it had to be done — preferably by 4:00 p.m., neatly checked off and filed in the binder of accomplishment.

Then one day, I had to choose between finishing an admin report or helping a student through a personal meltdown. I helped the kid. The report waited.

I missed the imaginary “deadline” that I had set for myself, but I didn’t regret it. The student needed me more than the spreadsheet did. I started realizing that maybe — just maybe — the world wouldn’t fall apart if something didn’t get done right away.

That report? It still got turned in eventually.

Now, I build my lists with more grace. I assume that one or two things won’t happen. Not because I’m lazy, but because I’m teaching in a real school, not a productivity seminar. There’s no trophy for finishing your to-do list if you’re a husk of a human when you do it.

If you’re worried that you’ll forget something? Write it down somewhere else — in a backlog, a planner, the notes app on your phone. Just don’t let it sit on your “today” list giving you a guilty look all day.

classroom with two students talking in foreground and concerned teacher and student in the back

Being Busy Isn’t the Same as Being Effective

I know you’re working hard. Probably harder than anyone knows. But if your day is full of constant motion and you still feel behind, it’s worth asking: Am I actually getting anything done — or just staying busy enough to feel like I am?

I had to learn the difference between urgent and important. Urgent tasks are time-sensitive and often add the stress of “putting out fires” that can be distracting. Important tasks are more long-term, impactful and tied to your overall goal.

I’ve made entire lists of urgent things — and at the end of the day, I still felt like I hadn’t moved anything forward.

One trick that helped me: Write down one quiet priority each morning. Something that doesn’t shout at you, but matters. Like “check in with percussion section” or “sit in the flute section and just listen.” Small moves that build trust, musicianship or momentum.

If your to-do list is full of things that don’t require you to do them? Delegate. Your students can do more than you think. (Mine have helped run the supplies cabinet, stuff programs and even set up our mic system better than I can.)

happy woman holding notebook

The Real Win? Leaving School With Something Left in the Tank

Some days, I leave work feeling like I still have something to give — to my family, to myself, maybe even to my horn. Other days, I walk out like a zombie and eat chips in the car.

The goal isn’t perfection. It’s sustainability.

If you constantly leave work totally drained, something’s off. Maybe it’s your list. Maybe it’s the expectations you’ve internalized about what “good teachers” are supposed to do. Maybe it’s just a hard week.

Your list can either help you survive this job or quietly sabotage you.

One of my mentors once said, “Don’t make a career out of being exhausted.” That stuck with me because, let’s be honest, there’s always more to do. Always. You could work 14 hours a day and still feel like you’re behind.

So, instead of doing everything, try doing the right things — and doing them with enough energy left to be a real person at the end of the day. Whatever’s left on the list will be there tomorrow.

So, start with what you actually have time and energy for. A sticky note’s worth. Build from there. And remember: The teacher you are right now is already doing enough.

The Booster Club Isn’t Your Boss

You’re six minutes into your planning period when a parent walks in holding a clipboard, a coffee and bouncing with the kind of energy that only comes from group-texting at 2 a.m. She smiles, sits down and says, “So we had a great idea at last night’s meeting …”

You weren’t at that meeting. You weren’t told that there was a meeting.

What follows is a list of fundraisers, events and purchases — all with dates and price tags — none of which were run by you first.

Sound familiar?

It doesn’t take long to learn that parent groups can be powerful allies. However, if you’re not careful, they can also run straight past collaboration and into micromanagement, and it usually starts with moments just like this one.

Let’s talk about how to set boundaries with your booster club — and why your program will be stronger for it.

hand blocking falling dominoes

Be Nice, But Start With a Boundary

In your first year or two, the idea of saying “no” to any kind of help feels ridiculous. Especially when someone shows up offering money, time or volunteers — all the things you desperately need.

So, you nod politely and thank them. You say yes. Even when their ideas conflict with your goals or their plans overextend your already maxed-out schedule.

I’ve been there. I remember a parent asking if we could do a pancake breakfast fundraiser in the middle of our concert prep week — and I said yes because I didn’t want to be the person who crushed enthusiasm. So, instead of rehearsing, we were flipping pancakes and borrowing cafeteria tables. Great fundraiser, but a disaster for the ensemble.

If you don’t set boundaries early, you’ll spend years trying to walk them back.

When a parent group starts planning without your input, say something right away. Be warm and professional, but clear. Try: “Thanks for taking initiative — I’d love to be looped in early next time so we can make sure this supports our teaching goals.”

You don’t need to go into defense mode. Just make it clear that you’re the one who decides what fits the program and what doesn’t. You’re not being bossy. You’re just doing your job.

It’s easier to draw the line before it’s been crossed too many times. Otherwise, you’ll end up spending a lot of energy undoing plans you didn’t make in the first place.

intense parent holding a clipboard

Fundraising Doesn’t Equal Control

This one’s tough because we all want to say yes to fundraising help. Uniforms, music, travel, instruments … there’s always a need. Boosters are often ready to jump in with ideas and energy, but fundraising doesn’t mean they get to call the shots.

I’ve had parents tell me, “Well, we already raised the money, so we figured we’d just go ahead and order [insert a thing we didn’t ask for].”

That’s when the awkward conversation starts — because now I’m saying no after they already did the work. Nobody likes being in that spot. Now I’m the jerk — and they already ordered the thing we didn’t ask for.

Just because someone raises the money doesn’t mean they get to decide how it’s spent. That’s your job — with your admin’s approval. If a parent offers to fundraise for something you don’t want or need, you’re allowed to say no. Even if they raise unrestricted funds, you still set the priorities.

I’ve had to say, “I appreciate your work on this, but right now we’re focusing on instruments and materials for beginning players. We’ll pass on custom polo shirts this year.” Was that a fun conversation? No, but it reinforced a key point: The program’s mission must lead the money, not the other way around.

Try to avoid the trap of “well, we already raised the money for it.” That’s not how school finance works — and if you’re at a public school, it’s likely a legal gray area, too.

You’re not being ungrateful. You’re doing your job. You’re allowed to keep the focus on what students need most, even if it’s not what a parent group is excited about that month.

students at a carwash

Don’t Let Logistics Override Learning

Here’s what can happen: You get sucked into planning car washes, T-shirt orders and pasta dinners — all with the idea that they’re “supporting the program.” Suddenly you’re knee-deep in T-shirts and pasta sauce and wondering why your jazz kids still don’t know their parts.

Meanwhile, you’re spending less time on literature, assessment and ensemble development. I’ve looked at a concert folder the night before rehearsal and realized I didn’t prep a single measure of music that week because I spent my time managing fundraisers. That’s a wake-up call.

If the booster club’s efforts start pulling focus from your core teaching goals, it’s time for a reset.

Your job isn’t to keep the social calendar full. It’s not to make sure every parent’s idea gets implemented. Your job is to run a music program that teaches students how to grow as musicians and people.

Yes, a spaghetti dinner might build community. However, if it means you didn’t finish preparing your chamber group for contest, it’s time to reassess. That doesn’t mean you can’t have fun, creative fundraisers or events. It just means teaching must come first.

Sometimes, you have to explain to parents why you’re scaling back: “We’re going to skip a few events this semester so we can really focus on building the ensemble. I want our students to feel proud of what they accomplish musically.”

If they push back? That’s okay. You’re allowed to decide what’s worth your time.

teacher speaking to admin

Your Admin Has Your Back — If You Loop Them In

Too often, teachers feel stuck in the middle between pushy parent groups and unresponsive administrators. In my experience, admin teams are far more likely to back you up when you’ve kept them in the loop. The key: Do not wait until things explode.

If a parent group is stepping out of bounds — booking travel, spending money or making plans without approval — document it and bring it to your admin. Don’t wait until you’re so frustrated you want to blow up the whole relationship.

Try: “I really value the booster group’s support, but we’re running into some conflicts around decision-making. Can you help reinforce some guidelines for collaboration moving forward?”

I’ve had admin help me reinforce budget policies, set up a communication chain and even send a reminder email to parent leaders clarifying roles. That only worked because I brought the issue up before it became an emergency.

Good admin teams will back your leadership — but only if you let them know what’s going on.

woman pointing to herself with her hands

You Can Say “No” and Still Be Collaborative

This is the big one. Saying “no” to an idea doesn’t mean you don’t want to work with parents. It means you want to build a structure that makes collaboration sustainable.

Start with clarity. Put your expectations in writing — even a one-page handout or email can do wonders. Include things like:

  • How funds are approved and used
  • Who makes final decisions on trips and purchases
  • What kind of help you need (and what you don’t)
  • How and when you want to be involved in meetings

You’d be amazed at how many issues vanish once everyone knows the system. Most parents aren’t trying to step on toes — they just don’t know where the line is. So, show them.

Here’s a real example from a friend’s program: A parent once offered to “help” by booking travel for our band trip. She was trying to be helpful, but she made calls, picked dates and even started collecting checks — all before she shared the itinerary with the band director. Once a written process was put in place, things calmed down. She still helped — but within a system that supported, rather than sidelined, the program.

When booster groups know the system, they’re more likely to work within it. And when they feel heard — even if their idea isn’t used — they’re more likely to stick around and help again.

female professional at whiteboard

You’re Allowed to Lead

If this all feels awkward — like you’re afraid of offending someone or sounding ungrateful — remember this: You are the music educator — not the parent with the clipboard. You know your students, your goals, your building and your limits. You’re allowed to lead. In fact, you have to lead.

Parent groups can be incredible partners., but only if the relationship is built on respect — not pressure. If you’re clear and consistent, they’ll usually follow along.

And your students will be better for it.

Five Steps to Build Brave Music Classrooms

As music educators, we want our students to achieve the highest level of musical success possible. We spend much of our time honing our pedagogy and focusing on the best way to teach notes and rhythms. As important as this work is, I believe that our students will achieve high levels of success if we focus on one simple thing: Making our classroom a brave space for music-making.

Teaching students to be brave involves careful consideration of how we create the physical and emotional classroom space, how we teach students to speak to and about each other, and how we push their learning edge. Over my years as a middle school music educator, I have developed tools to help establish and create this brave space with a new group of students each year. By keeping an emphasis on community-centered values, authenticity and a positive atmosphere, it is possible to help all your students become brave, talented and joyful music-makers.

music room door with positive notes on it

1) Curate the Classroom Environment

Classroom Expectations: Creating a brave space for music-making starts with the physical and emotional curation of the classroom environment. A brave emotional space is created when you set the tone for the year with your classroom rules. I like to frame my classroom expectations with a positive lens that centers on community care.

My classroom rules are simple:

  1. Care for the space.
  2. Care for each other.
  3. Care for yourselves.
  4. Have fun!

I intentionally keep these statements open-ended because my “first-day-of-school” activity is to define them. When asked what it means to “care for the space, each other and ourselves,” my students always land on the same messages — take care of the instruments (don’t break them), one speaker at a time, follow the “Golden Rule,” and speak kindly to ourselves even if we make mistakes.

That last one is my favorite, and one that I refer to constantly throughout the school year. When you teach your students to speak kindly to themselves, they feel more emboldened to try new things and are less afraid to make mistakes.

From Day One of music class, my students know that they can feel safe to make mistakes and are encouraged to be brave and bold in their mistakes. All while learning from those mistakes. I always say, “If you’re going to make a mistake, make a big one so we know you meant it!”

I repeatedly say this to impart the message that mistakes are encouraged and celebrated because they are important parts of the learning process. This message comes in handy particularly when you ask students to take the mic to sing or to perform a solo. When they lead with community care in mind, they know that their musical skills will be celebrated even as they are evolving.

music classroom music classroom

Classroom Decor: Another way I curate my classroom space to be one of acceptance and bravery is by hanging different identity flags around the room. It’s critical that our students are able to identify adults and spaces that are accepting of their full identities. One way to signal this safety from the moment they step into the room is by including identity flags in your space.

For me, this most often includes pride flags, Black Lives Matter flags and an indigenous land acknowledgement. When students ask me to include a flag from their home country, I am happy to find a place for it in my classroom. This simple act of decorating the space with intention creates a welcoming environment in which all students can feel comfortable being their true selves.

positive notes written by students

2) Lead Intentional Community-Building Activities

Once the classroom environment has been curated to support our goal of bravery, it’s time to reinforce it by engaging in direct community-building activities. My favorite activity is to create musical affirmations with my students. There is power in our words, and teaching students to speak words of support, success and bravery into the musical space creates a joyful environment. These affirmations build on the community care elements of my classroom rules and allow students to start thinking about how they will put our musical community first when they step into my classroom.

I allocate a full class period to engage in a musical-affirmation lesson. While this does take away from rehearsal time, this is one of those moments when creating community can and should take precedence. To teach about affirmations, I follow a simple process:

  1. Define and Brainstorm: What are affirmations and what role can they play in our lives? What are some examples of affirmations?
  2. Create: What would a music-focused affirmation sound like? Independently write a musical affirmation on an index card.
  3. Share: Capture the responses on chart paper, slide show or whiteboard. Some affirmations that students have created include:
    • Everyone in the band matters.
    • It’s okay to make mistakes.
    • Never give up.
    • I am capable of learning anything.
  4. Connect: Identify common themes and create a classroom set of music affirmations.

After this lesson, we practice speaking our affirmations out loud by sharing them with each other. For this activity, I ask my students to stand in a circle and present a talking piece. Students toss the talking piece to another member of the band and reads an affirmation to them. For example: “You (student’s name) are an important member of the band” or “You are brave.”

This activity is powerful. It is one thing to say an affirmation to yourself, but it’s quite another to hear your peer say it to you. In these moments, students are breaking down social barriers between each other and affirming one another’s value to the musical community. After the day is over, I capture the musical affirmations and post them on the door inside my classroom. They are visible and central to the room, so students are always reminded of how to be kind to themselves and others during the learning process.

teacher clapping

3) Be a Relentless Cheerleader

You have now curated your classroom space, created affirmations and helped your students understand that they are all on the same team, now it’s your turn to be their biggest cheerleader. To be their biggest fan, I deeply believe a few things:

  1. Progress is always more important than perfection.
  2. Their best is good enough (even if their best is not what I had in mind).
  3. Mistakes are always okay.

I do not focus on perfection in my classroom because I believe that an emphasis on perfection breeds stress and anxiety that will ultimately harm our students’ mental health and desire to make music in the long run. I want my students to leave my music program knowing that their effort and hard work was always valued over their final product. The best part of having this mindset is that students almost always meet or exceed performance quality expectations when they are given this space to grow and learn in a judgment-free environment. I have found that students take on more challenging repertoire and push themselves to achieve higher levels of musical excellence simply because they are safe to do so.

My personality while teaching is one of a cheerleader. Bright, excited and relentlessly positive. I will tell students when something they are practicing can be improved and how to practice improving, but it is always through the lens of positive growth and encouragement. The phrases above are great places to start when encouraging your students, and they are easy for them to repeat, especially when they get stuck or frustrated. I remind students to always remember the classroom expectation of “care for yourself” and help them reframe their frustration into positive thinking.

two happy students sitting in front of keyboard

4) Guide Students Out of Their Comfort Zone

Once students are used to being in a music space where their mistakes are celebrated, their identities are included and they believe in their progress, it’s time to encourage bravery and push them out of their comfort zones. We can push our students out of their comfort zones by giving them harder repertoire, assigning a new player a solo, challenging them to take on a new instrument, or through performing for others. My personal favorite way to encourage bravery while always improving musical performance skills is through structured peer performances.

In this scenario, one group of students performs for the entire class or another small group of students, and they receive feedback from their peers. Before the performance days, we spend time defining the term “constructive feedback” and practice giving feedback in ways that are supportive and positive. On performance day, students are expected to both give and receive feedback, and ALL students perform for each other. The first-time students experience this activity, they are nervous and worried about sharing their progress with peers. Once they have experienced it a few times, however, students are excited to receive feedback and support from their peers and begin to shed their idea of perfection. They begin to enjoy the process of sharing an unfinished product with others, which makes them become braver music-makers.

happy student holding his thumb up

5) Have fun!

If we are not having fun making music, what is the point? Learning music can be challenging and frustrating at times, but the goal should always be to access joy making music independently or with others. It is OK to laugh with our students and at ourselves in front of our students. It is OK to have a karaoke break sometimes, or to let our students share about an awesome concert they just attended or play their new favorite song for the class. Each day in your classroom should be infused with joy!

Once we have established a positive classroom environment, given students opportunities to empower themselves and others, taught them to push their comfort zone and left room for joy, we will have created a brave musical space where students want to continue making music long into adulthood. It is a joyful endeavor to cultivate lifelong music-makers, and these steps are a launching point to achieve that goal. Happy teaching!

6 Strokes for Front Ensemble Warm-Ups

Marimbas, vibraphones and xylophones — OH MY! The modern-day front ensemble consists not only of these well-known percussive keyboard instruments, but also the glockenspiel, timpani, drum set, synthesizer and a range of auxiliary percussion instruments. Since its inception and over the past four decades, the front ensemble has evolved into a crucial part of marching band, indoor drumline, and drum corps productions, often providing supportive and even featured melodic, harmonic and electronic material. When considering the implementation of the front ensemble in your percussion and band programs, you must consider which exercises and pedagogical philosophies to employ.

Double Stops

A logical first exercise for your warm-up sequence is one that addresses basic double-stop motions. In the world of percussion, a double stop occurs when both mallets or sticks strike the instrument at the same time. One of the most common double-stop exercises popular among today’s front ensembles is called “Shifts.”

Shifts is a scale-based exercise, which means it can be transposed into any other key. It can be performed in a circle or multiple circles to extend the rep to the desired length. For instance, the instructor could call for “Shifts, Minor Scales, Circle of 4ths” as a way to increase the demands of the repetition.

In regards to its name, the exercise works on “shifting” quickly from note to note, emphasizing the importance of stroke efficiency. By performing this exercise using multiple scale-types and circles at the start of each warm-up sequence, instructors can help students mentally acclimate to the demands of the rehearsal. The music for Shifts is included below in C major, including parts for timpani and synthesizer. The final 2/4 included at the end is for connecting multiple scales together.

Download Shifts.

Alternating Strokes

Once the appropriate double-stop stroke has been established, it’s time to address the alternating stroke technique. This sequence is performed similarly to double-stops except that the strokes are performed one after another rather than at the exact same time. Acknowledging that many front ensemble arrangements contain rhythmically dense, often fast, scale-based melodic passages, the alternating stroke technique deserves specific attention during warm-up. For many decades, keyboard players and front ensemble performers have utilized the works of 1920s xylophone-extraordinaire George Hamilton Green. Inspired by the hundreds of exercises published in Green’s most notable work, “Instruction Course for Xylophone,” these exercises have come to be known as “Green Scales.” An example of the structure of the typical “Green Scale” is provided below, with suggestions for timpani and synthesizer parts included.

Download Green Scales.

Want to expand beyond the simplicity of Green Scales, which is geared toward beginner and intermediate groups? Options are available for more advanced ensembles. My personal favorite alternating stroke exercise, “Yellow” (a nod to the G.H. Green himself), is provided below. Notice the additional groupings of notes — patterns of 3, 4, 5 and 6 — and the particularly challenging final descending passage.

Download Yellow.

Double Vertical Strokes

As the front ensemble evolved throughout the 1980s, 1990s and early 2000s, the implementation of four-mallet keyboard technique became more popular and eventually became universally applied to large majorities of front ensemble curriculums internationally. The increased use of four mallets introduced a wider range of textures, skillsets and sonic contributions. The most common four-mallet stroke type is called the “Double Vertical Stroke,” or “block chords,” which require striking all four mallets at once. Building the appropriate muscle groups to develop this unique stroke is an important step in any modern front ensemble warm-up sequence. A simple block chord exercise that starts on Cs and Gs and moves up chromatically is provided below.

Download Double Vertical Chords.

Single Independent Strokes

The next common stroke type to be addressed is the single independent stroke, which is when only one mallet in each hand strikes a note at any given time. These strokes can be practiced in a variety of combinations using the same chords in the “Double Vertical Chords” exercise provided above by replacing the four-note chords with two-note chords. Simply play two mallets at a time rather than four, followed by the remaining two mallets.

At this point, let’s go over how mallets are referred to based on their placement in the hands. The mallet farthest to the left is known as mallet 1, and its left-hand counterpart is known as mallet 2. The mallet farthest to the right is known as mallet 4, and its right-hand counterpart is known as mallet 3. Due to their outward nature in each hand, mallets 1 and 4 are known as “Outer Mallets” and mallets 2 and 3 are the “Inner Mallets.” Therefore, possible mallet combinations for practicing single independent strokes would be: 13-24, 14-23, 24-13 and 23-14. A one-measure example of each of these combinations is provided below using the first chord of the “Double Vertical Chord” exercise described in the previous section.

Download Single Independent Strokes.

Single Alternating Strokes

We’ve covered two basic four-mallet stroke types, so now it’s time to explore the next level of complexity. Going from single independent strokes to single alternating strokes can be achieved by simply switching which hand is engaging the mallets at any given time. Therefore, the stroke type remains relatively the same, with the added caveat that no two mallets play together at the same time. For this reason, our permutative possibilities expand with the introduction of this new stroke type: 1-3-2-4, 1-4-2-3, 4-2-3-1-, 4-1-3-2, 2-4-1-3, 2-3-1-4, 3-1-4-2, 3-2-4-1. Each permutation is provided in a 1-beat example below.

Download Single Alternating Strokes.

Double Lateral Strokes

The last of the four major four-mallet stroke types is the double lateral stroke, which occurs when one hand plays two mallets back-to-back. Permutative possibilities are: 1-2-3-4, 3-4-1-2, 4-3-2-1, 2-1-4-3, 2-1-3-4, 3-4-2-1, 1-2-4-3, 4-3-1-2.

Download Double Lateral Strokes.

Including Auxiliary Players

Many front ensembles enlist younger, still developing members to perform on multiple-percussion set ups called “auxiliary percussion” or “rack,” which provide a variety of orchestral percussion sounds to the overall musical production. While these performers have important roles in the ensemble, they can easily be overlooked when not actively engaged during the warm-up process.

I recommend pairing these percussionists on the larger keyboard instruments (I suggest marimba) with more experienced players. Another option is to write out “drum-set” style counterparts for them to coincide with different front ensemble warm-ups. A setup like this would allow these players to move their hands percussively in time with the rest of the ensemble and give them the opportunity to contribute to the sonic landscape of each warm-up.

Forney High School band performing on field

Advanced Techniques and “Lot Tunes”

The seven exercises provided in this article are meant to serve as a starting point for any music educator who wants to develop an effective front-ensemble warm-up sequence. A long list of advanced techniques can be explored in addition to these exercises as your group begins to master the fundamentals and are ready for something more challenging. Many of the industry’s well-known music publishers have workbooks that contain front-ensemble exercises with a wide range of difficulty levels. In addition to the common exercises, many front ensembles will conclude their warm-up sequence with a “lot tune.” These lot tunes often exist in the form of front-ensemble arrangements of pop songs on the radio and provide an opportunity for ensembles to transfer the fundamentals practiced in the traditional exercises to a more audience-accessible musical performance.

Front ensembles have come a long way since their inception in the early 1980s. There are many exciting techniques to be explored in the daily warm-up sequence, and there are certainly many different ways to approach them! I hope this article will serve as a starting point for those wishing to develop a thoughtful and effective exercise routine for their ensemble.

Stop Fighting Sports

It’s 3:15 p.m. on a Tuesday. You’ve been looking forward to this sectional all day — it’s the one chance this week to fix that trombone entrance before the concert. You’re reviewing your notes when the door bursts open. Three kids rush in, panting, dripping sweat, cleats still on. They just came from practice. They missed rehearsal (again). They’re sorry. They want to make it up.

You nod and smile politely, but inside, you’re irked. You’re tired of this tug-of-war — music vs. sports, week after week. You feel like you’re the only adult in the building who has to beg for time with your students.

Then one of them casually mentions that during sprints, they were humming their clarinet part to keep it fresh. That stops you for a second. Not because it fixes the conflict — it doesn’t. But because, against all odds, they still care.

overwhelmed student holding face in her hands

The Overlap Is Real — and It’s OK

At some point, many of us were told that we’d only build strong programs if students gave us 100% of their time and energy. We were supposed to win their hearts completely, keep them all to ourselves, and then — maybe — they’d sound good enough for a superior rating.

But here’s the thing: That’s not how teenagers work anymore. (If they ever did.) Kids today are juggling way more than we did. Sports, jobs, AP classes, family responsibilities — and yes, sometimes band. The good news? Most of them actually want to do band and sports — and they can.

I’ve had students miss every Tuesday rehearsal, but they showed up prepared because they practiced on their own. I’ve had others who sat in the back row all season, quietly soaking in the music, then became section leaders their senior year. The point is to stop assuming that less time means less commitment.

If a kid shows up sweaty and out of breath, it means they ran to get to you.

And let’s be honest — I’ve had plenty of kids with perfect attendance who didn’t prepare a note. They were present but not engaged. Meanwhile, the kid who’s juggling three sports and a job might be running fingerings in their head while riding the bus to an away game.

Time’s easy to measure. Attention isn’t, but it matters more — a lot more.

high school football players

Make Them Choose Less Often

One of the most helpful shifts I’ve made over the years is to stop waiting for conflicts and start planning for them.

Get with the coaches in August and compare calendars. Trade some dates and ask for alternating absences if rehearsals or games land at the same time. And when things do conflict, work together to let the student choose without guilt.

This only works if you lead with trust. Most kids aren’t trying to skip out — they’re just trying to survive their schedule. Give them clear expectations, but also real options: “If you miss rehearsal for a game, here’s how you can make it up.” Then — and this part’s important — actually let them make it up. Preferably without turning it into a punishment.

Last year, one of my trumpet players filmed herself playing her part on a field after practice. Was it the best tone? No. Did it show she cared? Absolutely.

I’ve had students record parts in stairwells, church basements, locker rooms — anywhere they could find five minutes and a music stand. And sure, some of those videos were rough. But you know what? I’ve also had students sitting in my room with a perfect setup and zero urgency. The location doesn’t matter nearly as much as the intent.

Some directors have told me, “I don’t accept recordings — if they miss rehearsal, they’re out.” I get it. But if we’re trying to teach accountability, shouldn’t we also be modeling flexibility?

When you stop fighting for time and start fighting for the kid, everything changes.

high school volleyball t eam

Shift the Blame (and the Weight)

I used to take it personally. When a student picked volleyball over band, I’d feel like I lost. When a parent prioritized a tournament over a concert, I would get irritated. I told myself it was about respect. But really, it was about control.

Here’s what I’ve learned: It’s not the kid’s fault they love both things. It’s not my job to fix the whole system, but it is my job to make our space one where kids feel seen, heard and welcome.

It may help to reframe who the real enemy is. It’s not the coach, the kid or even the parent. It’s the calendar. It’s the limited number of hours in a week. It’s a system that hasn’t caught up to the fact that students are more than one thing.

When a student misses rehearsal and you feel your blood pressure rising, try this: picture their planner. Mentally add up the hours they’re in class, at practice, at work, doing homework, helping with siblings. There are only so many blocks to go around.

man and woman co-workers fist-bumping

So instead of stewing, I started collaborating. I’ve had some great conversations with coaches who were more than willing to trade days or let a kid come late to warmups. One even came to our concert — in a letterman jacket — and clapped louder than anyone.

I’ve had others who didn’t respond to emails, didn’t want to budge and clearly saw band as optional. That’s frustrating. But it also reminded me: not every coach is the enemy, and not every conversation needs to be a battle.

Some coaches get it. Find those people. And if you can’t find them yet, at least don’t turn the kid into collateral damage.

students playing saxophone
Photo by Malikova Nina/Shutterstock

You Don’t Need Every Minute — Just the Right Ones

This may be the most painful truth, but here it is: You’re not going to get every student’s undivided attention every day. But you can get their best selves in the moments they’re with you.

Don’t chase perfect attendance. Chase the right kind of rehearsal.

Some of my best rehearsals have been with 75% of the group — not because the music sounded better, but because we worked with the group we had. We were present, focused and productive. And no one was sitting in the corner upset about who wasn’t there.

One Thursday afternoon, we were down eight clarinets. Instead of losing the whole rehearsal, I scrapped the original plan and we spent 30 minutes on breathing, tone and phrasing exercises with the group that showed up. Was it the rep we needed to clean? No. But was it the kind of rehearsal that makes kids feel like their time matters? Yes.

That’s the kind of rehearsal that kids remember. It’s what makes them want to come back, even when life is pulling them in other directions.

We get caught up in perfect attendance as a sign of a healthy program. But what if the real measure is: Do they want to be here?

That’s a question worth answering.

__________________________________________

You’re allowed to be frustrated. It’s exhausting trying to build something meaningful in a system that constantly pulls students away. But if you’re spending your energy being mad at sports, you’re going to burn out — and your students will feel it.

They need music teachers who don’t just demand their time but earn it. So, stop fighting sports. Start fighting for your kids — all of them. Even the sweaty ones in cleats.

Eight Great Tips for Learning Electric Bass

If you’ve decided to learn bass, congratulations! We live in a time when iconic bass heroes are doing great work, experts are producing instructional content for every learning style, and killer electric basses (such as those offered by Yamaha) exist at every price point. Guitarists may be a dime a dozen, but an adaptable bass player with a strong desire to learn and perfect their craft will always be busy.

Not sure where to get started? We’ve got you covered.

1. FIND THE RIGHT BASS

The first step toward becoming a bass player is to find a bass that works for you. Researching details, prices and other people’s opinions is an important step, but there’s nothing like holding a bass in your hands, plugging it in and seeing whether it makes your heart race. Comfort, weight, sound, versatility and looks should all be factors in your decision. If there’s a player whose sound you like, try out the same bass they’re playing to help you form your own opinions.

A light blue electric bass guitar.
The Yamaha BB434 electric bass.

2. GET A GOOD SETUP

Once you find a bass you like, make sure it’s firing on all cylinders. A good setup by a professional luthier will make sure your strings are not too high (which makes the bass hard to play) or too low (which makes it buzz on the frets); a basic setup will also make sure your pickups are at the right distance from the strings and that your strings are in tune. Over time, you’ll learn which strings are right for you, and you may eventually decide to learn how to set up your bass yourself.

3. GET A STRAP, A CABLE, A TUNER AND AN AMP

Once you have a bass that rocks, you’ll need a handful of basics: a strap so you can play the bass standing up, an instrument cable so you can plug into an amp, a tuner to help you stay in tune, and an amp to plug into. Most basses weigh about 7 lbs. or more, and if yours is on the heavier side, consider getting a wide strap that will help distribute the weight. A bass amp can be a substantial investment, so starting out with a practice combo such as one of the Ampeg Rocket amps is a smart move.

A small bass practice amp.
The Ampeg RB-110 Rocket amp is a great practice combo.

A headphone out and an aux in make it easy to practice without disturbing your neighbors. Eventually, you might want to get into effects pedals, and if you’re more interested in the studio than the stage, you’ll want to bone up on the basics of recording bass at home.

4. THINK ABOUT ERGONOMICS

Think about ergonomics: You want to be comfortable no matter what technique you use, from pick and fingerstyle to slap, chords and thumb-mute. Even something as basic as strap length is personal — there’s a wide variety of approaches, from high (like Billy Sheehan) to low (like Peter Hook). Carefully considering how you sit, stand and play is crucial to avoiding future problems with your wrists, elbows, fingers, neck and back.

5. PLAY ALONG

Playing along to your favorite songs is the time-honored route to getting started on bass. Jamming will not only help you begin to learn where the notes are, it’ll get your hands moving and open your ears to details you might not have noticed. Learning how your favorite bass players think about the instrument can help you develop your own style, adapt your style to different genres and play basslines that work in each one. Listening closely to your heroes can also help you begin to articulate your idea of good tone.

6. DEVELOP GOOD HABITS

Just as you would with any physical activity, it’s advisable to develop good habits right at the beginning of your bass journey. Exercising your fretting hand, thinking strategically about your picking hand and using your practice time wisely are three important foundations for everything you’ll ever play, no matter what the genre. And if you can, get lessons — a teacher can bolster your strengths, help with weaknesses, share shortcuts, uncover blind spots, offer encouragement, help you develop good technique and suggest perspectives you might not have considered.

7. FIND PEOPLE TO PLAY WITH

Bass is a social instrument. Our main job is to support the other members of the band, and getting into the groove with the drummer is more than half the joy of playing bass — just ask Nathan East and Sonny Emory. Everything you explore on this instrument — including dynamics, soloing, walking, chords, harmonics, fills, laying down the most crucial notes and playing in (and with) time — comes into focus when you play with other people.

8. STICK WITH IT

Enjoy the journey to becoming a better bass player, and make sure to hang out in real life with other folks who love bass. Do your best to keep playing when life gets hectic; even a few minutes of regular, focused practice each day can make a big difference. Be uplifted by the fact that if you’re open to them, there will always be thrills and new epiphanies around the corner. Welcome to the club!

 

Check out E.E.’s other postings.

We’re Not Here Only for the “Good” Kids

Some students just know how to “do school.” You know the type — folders organized, pencil always sharpened, head nodding right on cue during rehearsal instructions. If we’re being honest, most music programs are built around these kids. They are easy to teach. They follow directions. They say thank you.

They don’t complain when things don’t go their way. They show up on time. They sit where they’re told. And most of the time, they would’ve done all these things for any teacher — not just you.

A colleague once said that the “good” kids are the ones who don’t need you all that much.

They’re already wired to comply, already on track to succeed — and honestly, it feels nice to ride that wave. These students are satisfying to teach. You give an instruction, and they actually follow it. No pushback. No side comments. No drama.

But what happens when we start shaping our programs only for these kids? What happens to the rest of the students?

sad, withdrawn student

Don’t Write Them Off

A few years ago, that same colleague had a freshman — let’s call him Jay — in a beginning class. Jay was a regular in the dean’s office. It got to the point that the director wasn’t surprised when Jay was missing from band. They just assumed he was “being dealt with.”

When Jay did show up, it was hit or miss. Sometimes he’d play; sometimes he’d sit there. He once told the director that he forgot how to hold “the thing” — the thing being a baritone that he’d been playing for two months. My colleague admitted that they had mentally wrote off Jay.

Then one day, Jay started showing up. Not only was he there, but he was … engaged? Playing the right notes? He started helping the kid next to him finger a low concert D. The director asked another student what changed. They said Jay got moved out of a certain lunch group and wasn’t in “trouble” anymore. That was it. A schedule change. No deep intervention or a profound epiphany — just a structural shift.

Jay’s still in band. He’s a senior now, and he’s one of the strongest low brass players that program has. And he was almost missed.

happy student holding open book

Who’s Succeeding and Why?

Take a snapshot of your top groups — the jazz band, the auditioned wind ensemble, the kids who get solos — and look at who’s in them. Why are those students succeeding in the program?

If the answer is because they show up, do their part and cause minimal problems — great. But we also must ask if our program’s structure allows for anyone else to succeed. Are our auditions designed in a way that filters out a kid like Jay before he ever has a chance? Is “good behavior” an unspoken prerequisite to opportunity?

Here’s the truth: Those “easy” students are already doing the things we want. They say yes to adult authority without needing much from us in return. They don’t test the system. And for a lot of them, they would have found success in any classroom — music or not.

Now, let’s flip that. What about the students who don’t automatically comply? The ones who need you to show up first? The ones who make it clear that trust isn’t free, and it definitely won’t be earned just because you’re the teacher?

Those are the students we build real teaching around. They’re not always comfortable to teach, and they may never say thank you (some may say other things to you … ask me how I know!). When these students succeed — and they can — it’s not because they already knew how to succeed. It’s because we didn’t give up.

Some kids are late to everything — developmentally, behaviorally, socially. That doesn’t mean they can’t become incredible musicians. It just means we need to keep the door open long enough for them to walk through it.

welcome sign

Your Routines Should Be a Welcome Mat, Not a Filter

We all love routines. Bell-to-bell engagement. Clear expectations. Procedures for everything from putting instruments away to asking to go to the bathroom. These things matter — they protect rehearsal time and help the group move forward.

However, sometimes our systems accidentally become filters. The kid who doesn’t bring a pencil three days in a row? They’re “unreliable.” The one who shows up late because he’s watching younger siblings? “Disrespectful.” Before long, these students are labeled as a disruption and are slowly pushed out of the experience.

A colleague wondered aloud: What if their routines were built with those kids in mind? What if instead of punishing the missed pencil, they had a stash ready without fanfare? What if they let the kid with sibling duty come in late and still play?

This isn’t about lowering expectations. It’s about not letting your binder system be more important than the kid who forgot his binder.

happy group of students high-fiving

Inclusion Doesn’t Lower the Bar — It Redefines It

There’s this fear — and my colleague has definitely felt it — that making space for struggling students will drag down the whole group. That giving grace becomes a slippery slope to mediocrity.

But the best ensembles my colleague has had weren’t just technically strong. They had students who had every reason not to succeed and still did — and that changed everything.

The goal isn’t to build an ensemble that looks perfect on a poster. It’s to build one that represents the school. The real school — the one with behavioral referrals, missed buses and lunch detentions. An inclusive ensemble doesn’t mean everyone plays first chair. It means there’s a spot for all students — even the ones who came in late, forgot their music and didn’t know the key quite yet.

Yes, some kids need more coaching. Some need a second or third chance. That doesn’t mean they’re getting away with something. It means we’re doing our job.

two hands making a heart

“Good” and “Bad” Don’t Belong Here

It’s still easy to slip and say it. “He’s a good kid.” “She’s kind of a bad egg.” But what does that even mean?

Usually, “good” just means easy for us. Quiet. Compliant. Timely. The student who turns in forms on the first day. The one whose parents always email back.

Meanwhile, “bad” might just mean the kid doesn’t trust adults yet. Or they’re exhausted. Or they’ve learned that being invisible is safer than being seen.

Band is one of the few classes where you actually get to watch kids grow over four years — and sometimes outgrow the labels they started with. Let’s not do the sorting ourselves.

open door

So, Who’s Missing?

My colleague still thinks about Jay a lot.

Not just because he turned into a solid musician, but because they nearly missed what he could become. They looked at the behavior and forgot to look at the person.

If you feel a little guilty reading this, that’s probably a sign you’ve still got your head on straight. That means you’re thinking about who’s missing from your room, and why.

Let’s make sure the way we run our programs doesn’t accidentally tell some students they don’t belong. You don’t have to lower the bar — you just have to hold the door open.

10 Great Songs to Add to Your Study Playlist

It’s that time of year again! As you head back to school, you might want to start thinking about the kind of music you want to listen to as you pursue your studies. Sure, you can find lots of study playlists on Spotify® (you can find some suggestions here, here and here), but it’s much more fun to create your own custom playlist.

With that in mind, here are 10 songs that can help you fire up your brainwaves, concentrate deeply and focus on your schoolwork.

1. ID

This hypnotic groove by Norwegian producer / DJ Kygo is just the right musical medicine for getting into the zone. Its lush intro instantly transports you into a new place, with great use of long reverb tails and light percussion to get you settled in. The soft synth pads and easy-to-digest melody won’t distract, so you can stay focused on your studies. If you find that singing helps you concentrate better, there’s also a vocal version that features British singer/songwriter Ella Henderson. Check it out here.

2. Found Again

Released just last year, this chillout single by German artist Don Phillipe features cascading piano lines, acoustic bass sounds and an easy beat, so it won’t tax your brain when you need to concentrate on your studies. The track is short, too, clocking in at just 1:38, so you can easily put it on repeat and stay dialed in as the music flows by. Check it out here.

3. Snowcone

Here’s a mid-tempo Deadmau5 instrumental that kicks off with a long beatless intro before finding its way into a tight groove. There are lots of tasty breaks in the middle that will keep you engaged without being distracted, with sonic elements popping up all over the stereo soundstage. Check it out here.

4. Piano Concerto Number 23 in A Major

Numerous scientific reports confirm that listening to classical music can help with studying and concentration. Available in many well-recorded versions, this beautiful orchestral piano concerto was composed by Wolfgang Amadeus Mozart in 1786, proving that great music is timeless. Weaving in and out of musical themes and intensity for more than six minutes, it gives you plenty of time to stay focused on your subject matter while enjoying the brilliance of this legendary composer. Check it out here.

5. Money

Another track by a Norwegian DJ / producer — this time, Jerry Folk — this one blends indie with house and a touch of processed vocals to create a smooth track that grooves. There is only one line of lyrics (“I got money in the bank like a rockstar”), which repeats over and over again, surrounded by swirling keyboard lines, pulsating drums and mesmerizing childlike bells. It’s a great musical journey for the mind, and maybe you will be inspired to take your studies further, so you’ll have money in the bank like a rockstar too! Check it out here.

6. Crockett’s Theme

This catchy ’80s instrumental by keyboardist extraordinaire Jan Hammer was the theme song for the hit TV show Miami Vice. The “Crockett” in the title was Miami detective Sonny Crockett, played by actor Don Johnson. The track starts with a hypnotically pulsing drum machine beat followed by thick layers of synthesizer pads. Eventually a guitar kicks in and the track builds in intensity before segueing effortlessly into a slow fadeout. Check it out here.

7. Pink Moon

English musician Nick Drake released this gorgeously crafted acoustic piece (with vocals that describe the coming pink moon) in 1972. It’s an easy listening experience guaranteed to put you in the right state of mind to absorb the facts and figures before you. Check it out here.

8. Breezin’

This feel-good 1976 instrumental hit by guitarist George Benson is a beautifully produced track that showcases Benson’s talent for simple, fluid melodies that are easy to digest, freeing your mind for study and other complex tasks. Check it out here.

9. So What

This classic jazz instrumental kicks off one of my desert island top 10 albums: Kind of Blue, recorded in 1959 by legendary trumpeter Miles Davis. Like many of the other tracks on this groundbreaking record, it’s a modal jazz composition that features a relaxing piano and acoustic bass introduction before the rest of the Davis sextet kicks in. Listening to this mesmerizing track while hitting the books will let you stay on target throughout your entire study session. Check it out here.

10. Elysian Breeze

This smooth dance/electronica track from Cogitation has an easy feel that will allow you to keep learning without over-thinking the music floating by. It’s got great production values too, with ethereal keyboard pads, a tight groove and a simple but catchy melody line. By the way, the word “cogitation” is defined as “the action of thinking deeply about something” — the perfect state of mind for studying. Check it out here.

 

Music to study by — in fact, all kinds of music — always sounds better when listened to on a quality pair of earbuds or headphones like the Yamaha TW-EF3A or YH-L500A.

A University’s Community Engagement Promotes Leadership and Creativity

Dr. Cassandra Eisenreich loves teaching future music educators at Slippery Rock University (SRU) in Western Pennsylvania, but she also wanted to teach youth — an opportunity that didn’t readily present itself to the Associate Professor of Music Education and Flute. So, about 11 years ago, Eisenreich decided to do something about it.

She branched out into the community outside of her teaching job at SRU to work with little kids. She brought a group of preschoolers from Head Start, a federally funded program that provides preschool education to children from low-income families, to Slippery Rock to take an age-specific music class with her.

Focus on Early Childhood Music Education

“It was really important to me to keep teaching children,” says Eisenreich, who grew up in the nearby Pittsburgh area. “I guide future teachers on what to do, when to do it, and how to do it in the classroom, so I wanted to stay actively involved in the classroom experience myself.”

Eisenreich loved the experience and began offering the opportunity to her students to regularly co-teach classes of preschool children, outside of their regular coursework. What started as a single class quickly evolved into a comprehensive, multi-tiered initiative that now includes ongoing early childhood music programming, student mentorship and training, curriculum development and partnerships with community organizations.

This program is one component of the Slippery Rock University Early Childhood and Elementary Music Community Engagement Initiative, which Eisenreich founded in 2014 and continues to direct. The initiative provides musical services — performances, educational workshops and classes — for people of all ages in the surrounding Slippery Rock community as well as Butler and Allegheny County.

“None of it was part of my job,” Eisenreich says. “It has grown into this very large community engagement initiative that I’m very passionate about. We just keep growing. I feel very lucky to be a part of it. The most rewarding part has been watching both our SRU students and the children they serve grow together through music.”

Dr. Cassandra Eisenreich holding her legs up in a circle with preschoolers

A Win-Win Situation

In one of the key programs of the Community Engagement Initiative, Eisenreich and her college students co-teach classes of about 20 preschool children. After the session with preschoolers is completed, Eisenreich hires the students who thrived while working with small children to co-teach their own preschool classes.

“My SRU music education students go through a process that includes guided observations, collaborative lesson planning and reflective teaching rounds before independently leading their own classes.,” Eisenreich explains. “This hands-on model helps preservice teachers build confidence and pedagogical skill in a supportive, mentored environment. It’s a win-win situation — my students get to run their own class, and children who otherwise wouldn’t have the opportunity are engaging in preschool music education. It’s all very exciting.”

The free preschool class sessions emphasize fostering creativity through a playful, exploratory environment. Children engage in joyful singing, imaginative movement and hands-on experiences with percussion instruments. Eisenreich incorporates hands-on opportunities for exploration and discovery, including an interactive instrument “petting zoo” to inspire curiosity and foster a lifelong love of music from an early age.

“Everything is rooted in play,” she says. “All the activities that we do are playful and imaginative. That’s how children learn best. Beyond music-making, the sessions are designed to support social-emotional development, early literacy and motor coordination. Caregivers are encouraged to attend and participate, fostering connection and continuity of learning and love of music at home.”

Teaching 3- to 5-year-olds isn’t for everyone because it can be very challenging, Eisenreich says. But some of her SRU students have been surprised by how much they enjoy interacting with preschool children.

“Some people hesitate to work with young children because they feel disconnected from that age group,” she explains. “But once they engage with a 4- or 5-year-old, their perspective often shifts. I believe our program provides an excellent opportunity for students to explore and embrace working with young kids.”

Dr. Cassandra Eisenreich holding hands and walking in a circle with preschoolers during Halloween class

Developing Lifelong Music Lovers

Eisenreich and many of her students are drawn to the natural joy and enthusiasm that young children display. “It’s just infectious and magnetic, and I live in that space,” she says. “I feed off of their very real, authentic energy over things that are so simple.”

Another appeal of working with young children, Eisenreich says, is the chance to influence them as people.

“You’re teaching your content area, but you’re also trying to develop character and craft these children into beautiful, contributing members of society,” she says. “We’re teaching music but also using music as a vehicle to teach so much more. Every day is different, so things are always exciting and fresh … which provides ample teachable moments.”

At such a young age, keeping expectations realistic is important, Eisenreich says. “We’re not trying to make the next Mozart, although that would be lovely,” she says. “We’re trying to craft lifelong lovers of music and learning.”

Dr. Cassandra Eisenreich reading and holding up book for preschoolers to see

Joyful Experiences for Young Children

Rooted in community connection and experiential learning, the free Family Music Series at Slippery Rock University is a core part of Eisenreich’s initiative. Designed to provide joyful, high-quality musical experiences for young children and their caregivers, the series includes three Sing, Move, Play! sessions and two Tuneful Tales sessions each year.

Sing, Move, Play! mirrors the structure and philosophy of Eisenreich’s preschool music classes, featuring singing, movement, instrument exploration and imaginative play. Tuneful Tales blends live music and storytelling, inviting children to participate in musical narratives through narration, character voices and interactive soundscapes.

All sessions are free, open to the public and led by SRU students — giving them valuable hands-on experience in early childhood music education while strengthening ties with the community.

In addition to on-campus programming, the Sing, Move, Play! program is also offered at the Children’s Museum of Pittsburgh. Eisenreich adapted the sessions specifically for this setting, maintaining the same playful, imaginative approach that defines her preschool music classes. SRU students lead the sessions, engaging children and their families through singing, movement and instrument exploration in a dynamic, museum-based environment.

promo of SRU family music events

Other Community Activities for Students

The Community Engagement Initiative that Eisenreich runs includes several other programs for the community, such as the Summer Music Education Institute, which draws participants from across the region. Workshops have included Modern Band, World Music Drumming, Drumming Up the Fun, Feierabend First Steps in Music and Conversational Solfege, and WindStars.

Through the Music Education Field Experience, SRU students can participate in a four-stage process at area K-12 schools. The stages include observation, exploration where they assist in music classes, pre-student teaching and student teaching.

Eisenreich’s students can also participate in the kid-oriented Fiddlesticks concerts at the Pittsburgh Symphony Orchestra, where they offer hands-on activities in the lobby before the concert to help children get to know musical instruments. The concert is designed for kids ages 3 to 8 in a relaxed, informal atmosphere that is inviting to little ones, who don’t have to be super quiet like they would at a regular symphony concert.

“Sometimes, families worry about taking their children to a concert because they may not sit still and might make noise,” Eisenreich says. “The entire purpose of the Fiddlesticks concerts is to let kids be themselves.”

SRU Honors Flute Ensemble poster

Beyond her university role, Eisenreich maintains an active performance career as the principal flutist of the Butler County Symphony Orchestra, appearing regularly in their concert season, and as a member of BETA Quartet, which is hailed for its innovative programming and dynamic chamber music performances. In 2025, she was recognized as a Yamaha “40 Under 40” music educator and was a quarterfinalist for the 2026 GRAMMY Music Educator Award.

Dr. Cassandra Eisenreich playing the ukulele and her students holding up puppets to teach music to preschoolers

A Creative Outlet

Jenna Diem, an SRU music education and vocal performance major who is graduating in December, has participated in every program in Eisenreich’s initiative. She has taught preschool music classes, organized activities for on-campus events such as Sing, Move, Play and Tuneful Tales, and served as one of the room leaders of the Music and Movement Room for the Pittsburgh Symphony Orchestra’s Fiddlesticks family concert series.

“I have loved every second of Dr. Eisenreich’s whole initiative,” Diem says. “It’s been a great experience and has been a really big creative outlet for me. In day-to-day life at school, there aren’t many opportunities to be creative, but through the community engagement programs, I’ve had the ability to think outside the box and create lessons. I’ve been able to test the limits of my creativity and see how far I can go.”

A particularly fun project that Diem enjoyed was the Know Better Do Better Project, which was created and formed by a group of musicians in 2020. This project is dedicated to writing alternative songs to children’s music that is historically inappropriate, racist or problematic. Eisenreich encourages and invites all her students to participate in this project because it means a lot to her.

Diem created a new song to replace “Five Little Monkeys,” which has historically racist themes. She took the counting element of the song to create “Five Little Bees.” Some of the lyrics include:

Five little bees all snug in their hive.

One little bee went and flew outside.

It flew all around and it went to explore.

Now snug in their beehive are the little bees four.

Dr. Cassandra Eisenreich and two of her students holding up Fiddlesticks course sign
Opportunity to Step Up, Teach and Lead

Through Eisenreich’s initiative, students can get involved with serving the community musically in different ways, Diem says, and the professor gives her students a lot of room to step up, teach and lead.

“One of Dr. Eisenreich’s big philosophies is: teacher-facilitated and student-led. She gives us all the tools and sets us free,” Diem explains. “Slippery Rock students are allowed to fully explore while still having her support throughout the program. You get the experience of teaching on your own, but you can go to her for help if you feel like you’re on the verge of crashing and burning.”

Eisenreich’s approach gives her students a head start in their teaching careers because they have already had a chance to get hands-on experience, explore their teaching styles and get feedback. Her passion for music and teaching really impacts her students, Diem says.

“As a student in her classroom, you leave feeling very inspired,” Diem says. “Dr. Eisenreich is very hands-on. She’s so knowledgeable, especially with early childhood education and general music. She is an incredible mentor.”

Five More Steps to a Productive First Five Years

In Part 1, I shared thoughts on five areas that are critical to set yourself up for success during your first five years of teaching: 1) balance personal life and build a strong early career, 2) effective strategies for job searches and interviews in education, 3) tools and strategies for staying organized, 4) build strong relationships as a band director and 5) parental support in a successful band program.

The first five years in the classroom are some of the most formative for a band director. These years shape not only the direction of your program but also your habits, philosophies and professional identity as a teacher. Success does not come from a single strategy but from a balanced approach that will help you build strong, student-centered programs while developing the skills and confidence needed for long-term success.

In Part 2, I will dig deeper on five additional areas to focus on during your early years:

  • Recruiting students for a sustainable band program,
  • Choosing music with purpose,
  • Building a circle of advisors,
  • Strengthening your career and program through professional organizations, and
  • A lifelong commitment to learning.
clarinet section during rehearsal
Photo by Paolo Certo/Shutterstock

1. Recruiting Students for a Sustainable Band Program

One of the first priorities for a new director is recruitment. It’s important to approach this process with intentionality rather than urgency. Sustainable growth begins by making band relevant to students. As the teacher you must help them see how music connects to their identity, their friendships and their aspirations. When students feel a sense of purpose, they are more likely to remain committed.

Equally important is the intentional effort to establish culture before expanding numbers. A positive, student-centered culture sets the tone for the program’s reputation within the school and community. Traditions, high expectations and a welcoming environment help shape how students and parents view the band. In the early years, directors may be tempted to measure success by the size of their ensemble, but focusing on quality over quantity provides a stronger foundation. A small group of motivated, high-achieving students can serve as role models, setting the standard for excellence as the program grows.

Supporting students beyond the band room is also essential. Directors who recognize and celebrate their students’ participation in athletics, theater and other extracurricular activities reinforce the message that students are valued as whole individuals. Rather than competing for their time, adopt a collaborative approach to sharing students, which fosters goodwill among colleagues and creates stronger loyalty among students. Attending a game, play or academic event communicates that you and the band program are invested in more than just musical outcomes.

At the heart of program growth should be the philosophy of building one student at a time. Directors should continually ask themselves: Are students running to the band room or are they running from it? The answer depends on the environment created each day. When students feel known, supported and challenged, the band room becomes a place they eagerly enter.

While the pressure to demonstrate rapid growth can be intense, success should not be measured by numbers alone. Recruitment matters, but relationships, culture and meaningful experiences will sustain a program far beyond its early years. By prioritizing relevance, support and excellence, directors lay the groundwork for a sustainable program.

sheet music on table

2. Choosing Music with Purpose

Selecting music is one of the most important and often most challenging responsibilities of a band director. For small or developing ensembles, this task can feel even more daunting. The reality is that there is an abundance of high-quality literature available at every level. The challenge lies in finding repertoire that meets students where they are while still inspiring growth. Thoughtful music selection has the power to shape the overall culture and confidence of the program.

For directors of smaller groups, the key is to play to your strengths. Instead of worrying about what the ensemble lacks, consider the unique assets within your group. A talented clarinet section, a strong percussionist or a confident trumpet player can guide programming choices. Highlighting strengths creates musical success while boosting student morale by allowing them to shine.

Another important strategy is embracing flexibility through rewriting. It is not uncommon for small ensembles to encounter pieces with missing parts or unbalanced instrumentation. Rather than discarding strong repertoire, directors can adapt scores by reassigning lines, doubling essential voices or simplifying passages. While some directors may feel hesitant to alter a composer’s work, responsible rewriting ensures that students can access meaningful literature while maintaining musical integrity. This approach broadens programming options and prevents the group from being limited to only a narrow set of pieces. At the same time, directors should remember that good music exists at every level. It takes patience and persistence to locate works that are both musically rich and technically accessible, but they are out there.

Choosing repertoire is about balance. Students should be challenged but not overwhelmed. They should experience success while also encountering new technical and musical demands. Directors who take the time to align programming with ensemble strengths, make smart adaptations and seek out quality works that create meaningful experiences for their students. The right piece of music can do more than fill a concert program. It can build confidence, shape identity and inspire a sense of pride that resonates far beyond a single performance.

colleagues walking down the hall

3. Building a Circle of Advisors

The first years of teaching can be both exciting and overwhelming, especially for new band directors who are balancing recruitment, instruction, performances and community relations all at once. One of the most effective ways to navigate these challenges is by developing a circle of advisors. This is a trusted network of professionals and mentors who can provide guidance, perspective and support.

An important starting point is your administration. Principals and assistant principals are not only your supervisors, they are also key advocates for your program. Maintaining open communication with them ensures that they understand your vision, needs and challenges. By involving them early and celebrating student successes together, directors can foster administrators who become long-term champions of the band program.

Equally valuable are the teachers within your school. Classroom teachers, coaches and fine arts colleagues can provide insight into students’ learning styles, school culture and scheduling challenges. Strong relationships with faculty also promote collaboration and goodwill, especially when students participate in multiple activities. Teachers who feel respected by the band director are often quick to return that respect and support.

Connections with other band directors are also essential. Whether across the district, at professional conferences or through state associations, these colleagues offer practical advice on literature, rehearsal strategies and program management. Many are facing, or have already faced, the same challenges you are encountering. Their experiences can shorten your learning curve.

Do not overlook the influence of your past teachers. Former band directors, professors and mentors have a unique perspective on your growth and professional journey. They can serve as a sounding board when you need reassurance or constructive feedback. Because they know your strengths and potential, their advice carries lasting value.

If you are fortunate to have educators in your family, lean on their wisdom. Even if they are not music specialists, they understand the broader challenges of teaching, work-life balance and building positive relationships with students and parents. Their perspective can ground you and remind you that the challenges you face are part of the larger profession.

Establishing a circle of advisors is a sign of professional strength. Directors who intentionally build and maintain these connections develop the resilience, perspective and wisdom needed to guide their programs toward long-term success.

group attending professional development session

4. Strengthening Your Career and Program Through Professional Organizations

For band directors in the early years of their teaching, professional involvement extends far beyond the rehearsal hall. Participation in music education organizations at the district, state and national levels provides invaluable opportunities for growth, networking and service. Choosing to be active in organizations benefits your personal career, strengthens your program and contributes to the profession as a whole.

At the district level, serving as a chairman or vice-chairman offers a meaningful way to develop leadership skills while supporting colleagues. These positions allow directors to influence event planning, adjudication and policy decisions that directly impact students. Even if you are not ready for an elected role, volunteering your time for district projects helps you gain insight into how events are organized and builds credibility among peers.

Another impactful area of service is assisting with auditions and other student-involved events. These activities are vital for student growth and require dedicated educators to ensure they run smoothly. By volunteering to tabulate scores, monitor rooms or help with logistics, directors demonstrate professionalism and commitment to students across the district. This involvement supports your community and models for your own students the importance of contributing beyond oneself.

Your state music education conference — for me, it’s the Alabama Music Educators Association (AMEA) Conference — provides one of the richest opportunities for professional development. Attending sessions, concerts and clinics connect directors with new repertoire, teaching strategies and emerging research. Presenting at these conferences or serving on a committee further elevates your professional profile and gives you a voice in shaping the future of music education in your state.

On a broader scale, membership in the National Association for Music Education (NAfME) offers access to resources, advocacy initiatives and national-level networking. Engagement at this level connects directors to the larger community of music educators, helping them stay informed about trends, policy and innovative practices.

Active participation in professional organizations is about contributing to something larger than your own classroom. Directors who give their time and energy to these organizations gain perspective, support and inspiration that directly benefit their students. By stepping beyond the band room and investing in the profession, you not only grow as an educator but also help ensure the continued strength of music education for future generations.

woman asking question at conference

5. A Lifelong Commitment to Learning

One of the defining traits of successful music educators is their willingness to remain lifelong learners. The classroom and rehearsal hall demand constant adaptation. Directors who commit to keep learning not only sharpen their own skills but also enrich their programs and inspire their students.

School systems often provide professional development day, which should be seen as opportunities rather than obligations. Even when sessions are not directly music-related, they can offer valuable insights into classroom management, technology integration or student-engagement skills that are transferable to the band room. Take these sessions seriously and model a growth mindset for students and demonstrate professionalism to administrators.

Beyond the school district, university clinics provide access to specialized training. Whether through conducting workshops, instrumental pedagogy seminars or reading sessions, these clinics connect educators with experts in the field while offering hands-on strategies that can be applied immediately.

As mentioned earlier, your state conference is an essential professional development resource. Conferences bring together directors of all levels, fostering networking, inspiration and the exchange of practical strategies. Attending sessions, observing honor ensembles and engaging with exhibitors provide a broad view of the profession while offering direct takeaways for your classroom. Attending other state conferences can further expand your perspective. Each state has unique approaches, clinicians and featured ensembles, and exposure to different professional communities help directors avoid becoming isolated in their own region.

On the national stage, the Midwest Clinic International Band and Orchestra Conference in Chicago every December remains one of the premier gatherings for band directors worldwide. With world-class performances, sessions led by master teachers and unparalleled networking opportunities, Midwest provides inspiration and practical resources on a scale unmatched by most events. Even if travel requires significant planning, the professional renewal gained from attending Midwest can have a lasting impact.

open book

In addition, never underestimate the value of books. From conducting texts to leadership and education research, reading offers ongoing professional development that is self-paced and deeply enriching. Building a professional library ensures continued growth long after conferences and clinics conclude.

In a field as dynamic as music education, complacency cannot be an option. Directors who actively seek out learning opportunities remain fresh, motivated and equipped to provide the best possible experiences for their students.

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Taken together, the five areas detailed above form the foundation for a thriving band program, especially in the crucial early years of teaching. Each element reinforces the others: strong recruitment is sustained by purposeful repertoire choices; wise mentors and advisors provide the guidance needed to navigate challenges; professional organizations open doors to service, networking and advocacy; and a commitment to lifelong learning ensures directors remain fresh and effective. By approaching the profession with intentionality, humility and a willingness to grow, directors not only build programs of excellence but also create environments where students are inspired to run toward the band room year after year.

What Is a Concertmaster?

The conductor steps onto the stage and turns to shake the front row violinist’s hand. It’s always the same person. Why? That musician isn’t just any violinist: they are the concertmaster. But what does that mean, what do they do, and why is their role so important?

In high school, I worked closely with our concertmaster and participated as an assistant concertmaster in our chamber orchestra. This is a challenging position that takes a lot of practice to perfect and is very significant for the ensemble.

THE HISTORY OF THE CONDUCTOR AND CONCERTMASTER

From ancient tribes to today’s metronomes, from audible to nonaudible cues, musicians have always had a means to keep in time and play together. In early orchestral music, a musician playing the harpsicord or similar instrument “conducted” as they played. Sometimes the conductor was the composer of the music, allowing them to directly influence the ensemble. When violins grew in popularity, a first violinist naturally stepped up to share that role.

When the size of orchestras grew and scores increased in complexity, it became difficult for one violinist to perform and lead at the same time. There was a need for someone to keep everyone together who would not be performing at the same time. To address this, the modern conductor was added to the orchestra.

CONDUCTING RESPONSIBILITIES

Both the concertmaster and conductor serve as the lighthouse for lost musicians as they navigate their way through a piece. The concertmaster is usually the most physically expressive player in the ensemble, making them easy to follow. For string players, watching the concertmaster is especially important to ensure that the bows are going in the correct direction.

The way a violinist conducts can be seen in modern string quartets or small ensembles today. While playing, the musician will bob their violin up and down with the beat. The movement will be bigger for important sections, such as the entrance of an instrument, or a note that’s played after a rest. They will also sway back and forth in their seat and nod their head. They will often do this even in the presence of a conductor. The style of conducting can change based on the player, and it is up to them to communicate that to the rest of the ensemble.

One of the concertmaster’s most crucial responsibilities is that, if the conductor’s actions are indecipherable or they stop conducting altogether, all eyes fall on the concertmaster instead. A big struggle is being the one to interpret the conductor’s beat. I’m sure you’ve seen videos and wonder how the orchestra manages to stay together sometimes with a conductor’s “unique” conducting style such as this one or this even “weirder” one. When I was leading, this was the most difficult task of all, even when the conductor employed a simple style.

In high school, our orchestra would host a donation raffle for parents during the winter concert, and the winner got to conduct the orchestra for “Sleigh Ride.” Whenever this happened, we all looked at the concertmaster, not the newly designated conductor, to stay together.

Learning to conduct while playing feels like adding a third arm to the instrument. When I served as concertmaster, I now had to not just finger and bow the strings, but at the same time focus on when to move the body with the beat. This takes a lot of practice! Concertmasters have to combine these struggles and interpret the conductor, move and play at the same time. When we are about to start, I must cue that to the ensemble, because many people are not looking at the conductor — they are looking at me.

CONCERT RESPONSIBILITIES

At the beginning of a concert, an oboe will start the tuning session, followed by the concertmaster. This is largely performative, but it is still helpful for last-minute changes. The concertmaster represents the whole ensemble, and they almost always shake hands with the conductor and the guest soloist. The concertmaster can also be used to determine when to stand, bow and sit back down at the end of the concert. When the ensemble is gestured to move, eyes are on the concertmaster so that everyone moves at the same time.

The concertmaster also often performs the solo when a piece calls for one. In the case where there is a guest soloist who has a string or bow break, the concertmaster will usually be responsible for switching their violin and/or bow with theirs. From there, it is up to the concertmaster’s discretion to either keep playing with the broken instrument, to pass it on to someone else, or to fix it. This varies by group, and the method of resolution should be determined before the concert.

I was there when disaster struck once. In our chamber orchestra, our concertmaster broke their string during a concert near the end of a piece. As the second chair, it was my responsibility to switch instruments with them. This cued a conversation on how to handle string breakages during performances.

Backstage, the concertmaster helps to give ideas for how to play through the piece. Along with the conductor, they help determine the bow directions and other creative decisions, but they do not do it alone.

SECTION LEADERS FOR AN ENSEMBLE

An orchestra will sometimes have an assistant concertmaster who can give input and replace the concertmaster in times of need. Additionally, for each section of the orchestra, there will be a section leader — a musician who is responsible for coaching their own specific group. For a string orchestra, the most common instrument sections are first and second violins, viola, cello and bass. Each of these sections has one person who leads that section. They usually perform the solos and assist in bow directions and other artistic choices like a concertmaster would. They also are encouraged to use movement to help others in their section stay together. This helps take some weight off the concertmaster’s shoulders and makes it easier to stay together.

DOES THE CONCERTMASTER HAVE TO BE A VIOLINIST?

Not necessarily, but it is more convenient for them to be a violinist. First, in a large ensemble with more than just strings, the string section is usually seated closest to the conductor and the stage, making them easier to see. Second, it is easier to watch them keep tempo because of their bow being higher than that of, for example, a cello. It is also easier to move a small instrument like violin in time with the music. In addition, the first violinists tend to have the most solos and play the melody more often, making them more visible. Finally, it is just tradition.

During high school, my orchestra experimented with a cello concertmaster. While the cellist was very talented, it did not give us as much useful information for keeping in time. A cellist’s part typically includes more rests and plays a supporting harmonic role, while the first violin often carries the melody, usually making its part more rhythmically active and recognizable.

So next time you attend a concert, see if you can figure out what the concertmaster and other front row musicians are trying to say with their nonverbal language, and think about everything that goes on behind the scenes while a beautiful performance is being delivered.

Second Time Arounders

Getting the Marching Band Back Together

Written by Lisa Battles

In popular music, fans go wild when a disbanded group reunites for one more show or tour.

In 1982, that happened on a grand scale with 75 former marching band students in St. Petersburg, Florida, and the show hasn’t stopped.

Since the early 1960s, two St. Pete band directors have nurtured a music community and culture. In 1982, they ensured their legacy would resonate far beyond their school directing days by launching The St. Petersburg Area Awesome Original Second Time Arounders Marching Band, encouraging former band members to dust off their instruments and give them another go.

At its peak, the ‘Rounders grew to over 500 members across several generations. Over the decades, it’s launched countless friendships and even families. This band, its founders and their legacy exemplify the formative power of music beyond measure.

Bill Findeison’s Lifelong Calling

In the early 1980s, Bill Findeison owned a music store in St. Pete, so it seemed natural to connect with the city’s Festival of the States, which by that time had grown into a signature tourism event for the town since its founding in the 1890s. Marching bands from all over the nation converged for the celebration every year.

After 15 years of directing junior and high school bands, Findeison left to run the store, which he did for about four years before feeling the call to direct again. Instead of taking the traditional route of his business sponsoring a float in the festival parade, he had something else up his sleeve – his director’s baton and a novel idea.

He took out ads inviting anyone who’d been in a high school, college or military band to meet up and play one more time in the parade. He was pleased when 75 people showed up.

Of course, he’d needed help with a group so large, and he knew who to call: his longtime friend, former student and mentee, Roger Green, who had ascended to the high school band director position when Findeison retired.

Roger Green’s Unwavering Dedication

Findeison met Green in 1966, the summer before the school year started, which was his first time directing the high school band after three years at the junior high. He was teaching lessons at the local music store, where Green was in a session with another teacher.

Green had just been rezoned to enter his junior year at the new high school, where Findeison would direct. A talented trumpet player who’d been part of great band programs at his previous schools, Green was eager to help his new school band succeed. Recognizing his future band director, Green introduced himself and offered his help with the band, however he could.

When school began, Green kept his word – from setting up music stands before rehearsal to lining the field for the band’s shows, eventually earning the John Philip Sousa Award for being an outstanding student. After high school, Green earned his bachelor’s degree at Stetson University and intended to continue on for a master’s degree.

Around that time, he’d also reconnected with Findeison, who urged him to instead consider an open role directing the band at the junior high that fed his high school.

“Bill was my mentor and I still consider him to be, and he was very persistent with my seeking out this job [at the junior high] for some reason. He saw something in me that I didn’t see in myself. I had enthusiasm. I had excitement. I was young and useful, and I was ready to go,” Green says.

Playing “One More Time” for Over 40 Years

When Findeison called Green seeking an associate director, rehearsal space and support for the ‘Rounders, his response was, “Sure!”

The band rehearsed for only four weeks, then marched and played in the festival parade as planned.

“The instrumentation was perfect – just the right number of clarinets and trumpets for a nice marching band,” Findeison says. “It was a hit not only for us but for the crowd, which went crazy. Crowds love marching bands, and they really love a marching band of old folks. They were doing it again and grinning from ear to ear.”

The opportunity for people to play with the ‘Rounders endures today, with the marching band and a spin-off wind ensemble launched in 2007, the Second Winds, which has about 80 members. Both groups gather for several weeks a year for rehearsal and performances.

While Findeison and Green retired from the ‘Rounders in 2022, they continue to co-conduct the wind ensemble. Longtime former ‘Rounder Valarie Nussbaum-Harris, who was one of Green’s students in middle and high school, leads the ensemble’s percussion section.

Bill, Roger and Valarie cherish their decades of friendship built through school years and later as adults, rehearsing and performing at events including the Portland Rose Festival, Fiesta San Antonio, St. Patrick’s Day Festivals in Dublin and Savannah, Georgia, the Calgary Stampede in Alberta, the Cherry Blossom Festival in D.C. and the Macy’s Thanksgiving Day Parade, twice.

“Now we’re at almost 60 years of being friends, [Bill] is like a brother, and we’ve gone through thick and thin together. We’ve journeyed through life, helping each other through the good times and the not-so-good times. And as a result, we’re like blood brothers,” Green says. “He means a great deal to me. It’s more than music. Music brought us together, but through music we have developed a lifelong relationship where we rely on each other.”

Nussbaum-Harris says the directors’ legacy is “almost unimaginable,” pointing to the impact they’ve had on people starting with students in elementary, middle and high school, and then the thousands of adults who’ve rekindled their love for playing through the ‘Rounders over the years.

Why Band Feels Like Home

Most current and former band students will agree it is a uniquely formative experience for personal and social growth – connecting with instruments, learning fundamentals, sharpening skills and cooperating toward common goals.

For those who grew up in them, band rooms feel like home and a safe place, Nussbaum-Harris says.

“It was a fun place. It’s a place where all your friends were, where the people who knew you best were. These are friends you’ve had your whole lifetime … and you just pick up right where you left off. There’s never skipping a beat,” she says.

Green says a big catalyst to the camaraderie is that with music, especially on this scale, people are working as individuals while also building relationships through cooperating toward a much bigger common goal.

“When you walk into the band room, you become part of a group. The social aspect is and was always important because you automatically have friends with a common thread that brings people together, which is music,” Green says. “You have the opportunity to be a part of something that, when you rehearse, you are building a relationship. When everyone does the same thing and has that commonality of wanting the piece of music to be performed well, they’re doing their part.”

Findeison notes how this has an equalizing effect, especially with the ‘Rounders and Second Winds, where the musicians assembled have even more vastly different lives than they did in school. There may be 40 trumpet players sitting next to one another, and none of them care who’s a truck driver, doctor, dentist or teacher – only that they’re playing the same part matters, he says.

At the same time, people have the opportunity to build social connections they might not otherwise.

“We can all make music together. Because of that, people keep coming back after high school, after college and doing adult life because they want to relive that excitement of being able to participate – that’s the word – participate in music together, not just listening but being part of what it is we hear,” Findeison says. “The best years were with the band, and the band became a way of life. The people became good friends and our social life. It is amazing the number of people within the band who ended up becoming lifelong friends, even married. My wife now, I met her in the band. It’s more than music. Music brings so much excitement, warmth, happiness and fullness to people’s lives if they choose to be a participant.”

The Three440 Artist Story Series takes you beyond the spotlight and into the real lives of Yamaha Performing Artists. Each story is a window into the creative process, pivotal moments, setbacks and victories that define an artist’s path.

 

Spotlight on the THR Remote App

Yamaha was the first company to come up with the concept of a desktop amp — a guitar amplifier that takes up minimal space (it can literally fit on your desktop!) and offers both portability and versatility … along with a big, big sound.

The free THR Remote app (available for both iOS and Android™), makes a good thing even better. It’s like getting an upgrade, at the cost of exactly zero dollars.

Let’s look at some of the main features offered by this remarkable app.

INSTANT ACCESS ANYWHERE IN THE WORLD

There are four THR-II Yamaha desktop amp models to choose from: the THR30II WL wireless electric guitar amp, the THR30IIA WL wireless acoustic guitar amp, the THR10II electric guitar amp and the THR10II WL wireless electric guitar amp; the first two offer 30 watts of power, and the latter two provide 20 watts of power.

Whichever model you choose, the THR Remote app offers immediate access to your amp anytime, anywhere. “Wherever I’m at in the world, I can always link up to any nearby THR,” enthuses Andy Winston, Yamaha Product Training Specialist for Guitars and presenter of the video below. “The app will simply look for the Bluetooth signal the THR is transmitting, and you’ll have an instant connection.”

“I always thought the first-generation THR was a great product,” Andy continues, “but it didn’t offer the variety of touchy-feely controls that you’d find on large amplifiers and pedals. The upgrades that we did from first-generation to second-generation THR were pretty special; for example, putting a Line 6 wireless receiver under the hood. I also like the sexy new look, with the THR30II model now available in black and white, as well as a natural brown finish.”

It was when the second generation THR-II models came along that the app was developed. “It looks a lot more like my pedals do and it really unlocks a lot of the potential that’s inside the THR,” Winston says of the app. “When you’re ready to gig, simply put your tablet up on a stand, and you’re able to control multiple parameters in the THR that’s sitting behind you.”

“I have three THRII wireless desktop amps in my house,” he continues. “There are two in the garage and one in the bedroom. I often use them just as a music player, streaming via Bluetooth, because I don’t always want to fire up the big stereo that’s in my living room. The sound of the THRII and its soundfield reproduction is astounding; after all, Yamaha is an audio company.” Thanks to its USB out, the THRII can also serve as an audio interface. You even get a free download of Steinberg Cubasis home recording software. “That kind of makes it the Swiss army knife of guitar amplifiers,” says Winston.

ADDED FEATURES

The app allows you to do many things that you can’t do on the amp itself — for example, it adds a built-in compressor and noise gate. “If you do a little country chicken-picking, put that compressor on there and it’ll smooth out the tone so nicely,” Andy explains. “Or, if you’re living in a high-gain world, turn the noise gate on and you’ll be able to stop your guitar from feeding back or having any other noise issues. It’s almost like lifting open the hood and looking at the engine that’s underneath. Plus it provides all these little fine controls that experienced musicians will certainly want, and entry-level musicians will have fun playing with.”

For instance, the app provides three to five buttons to control each of the THR’s onboard effects, as opposed to the single “little-to-a-lot” control on the face of the amp itself. “Take, for example, the chorus effect,” Winston says. “On the app, it looks more like what you would find on a pedal, with virtual knobs for speed, depth, pre-delay, feedback and mix, whereas on the amplifier, it’s a single rotary control that’s basically just ‘chorus a little, chorus a lot.’ It’s a preset algorithm that increases as you turn the knob, but actually only about 25 percent of the knob is dedicated to that before you get into other effects. With the app, you can adjust everything about the chorusing.”

Screenshot.
Controlling the chorus effect on the THR Remote app.

In addition, the app adds cabinet modeling — something that’s not available in the THR itself. All the traditional guitar cabinet models are available, including American, British, open back and closed back. Assigning a different cabinet model to each preset really helps you define your own sound.

Other features offered by the THR Remote app include:

  • Remote access to user memories. Instantly recall any of the five stored user memories wirelessly from your smartphone or tablet, or store the sound you’ve built in the app into any of the amp’s user memory slots. It’s like having a five-channel amp on your desktop!
  • Remote tap tempo. Yes, the tuner button on the face of the THR doubles as a tap tempo control, but the app allows you to set the tempo of your delays from your smartphone or tablet — far more convenient than on the amp itself.
  • Battery life view. With the app, you can instantly see how much battery power is remaining in the THR — invaluable if you’re running the amp from its rechargeable battery.
  • Audio output control. The app provides control over the USB level coming out of the THR, as well as the level from the rear panel 1/4″ line outputs offered by the THR30II WL wireless model. The latter allows you to connect your THR to a powered speaker, enabling you to take it out of your bedroom or living room and turn it into a small stage amp, or to route unaffected “dry” signal to a DI box, mixing board or external audio interface.
  • Audio streaming EQ: Change the equalization curve being applied to streaming audio.

Check out the video:

A Christmas Concert for Flutes and Piccolos

Move over TubaChristmas. It’s time for the Akron Piccolo Christmas, and there’s only three hours of rehearsal time and a lunch break before the 3 p.m. one-hour concert that features 100 or so musicians of varying ages and playing abilities. What could go wrong?

Organizer and conductor Lee B. Gibson isn’t concerned, though, because he knows the concert will be a success. Gibson, the Assistant Director of Bands at Barberton City Schools in Ohio and a tubist who has played in Akron’s TubaChristmas, knows a thing or two about crowd control on and off the stage. “The flute player stereotype is someone who’s studious and a rule follower. And, for the most part, it’s true! And in the band community, we’re used to ‘hurry up and wait,’” Gibson explains. “There’s never been a disaster. We’re super prepped. All i’s are dotted, and t’s are crossed.”

Piccolo Christmas rehearsal

The Behind-the-Scenes Work

Gibson, who was recognized as a 2025 Yamaha “40 Under 40” music educator, is the face of the concert. He also conducts the choir and takes care of all other logistics, such as building and maintaining the website and communicating with performers, volunteers, the media and everyone else. He’s grateful for the all the help he receives from friends, students, former students, professionals and colleagues.

The 11-month process (Gibson takes January off) to put on a one-hour concert without pay is in addition to being married and parenting two children, being a full-time band director, running his TheBandRoom YouTube channel, and dealing with the everyday chores of life like getting meals on the table, paying bills and getting the car’s oil changed.

Why does he do this? The obvious answer is because he enjoys it. More importantly, what drives him is the opportunity for his Barberton students to play with people they wouldn’t typically get to play with, like professional musicians.

Outside of the Akron Piccolo Christmas or TubaChristmases around the world, music performances are usually stratified with high schoolers playing with other high schoolers or professionals with other professionals. Piccolo Christmas is designed for “anyone who can play,” allowing all to connect. Students learn firsthand that professionals are very nice and provide great advice.

flute with small knitted Santa hat

How It All Comes Together

Unlike TubaChristmas, the Akron Piccolo Christmas is free for performers and the public. Aside from a few out-of-pocket expenses for incidentals like flyers, which Gibson happily pays for, there are no expenses. There is no charge for the Google website. The concert is held at Firestone Theater at Firestone Community Learning Center in Akron at no charge. Gibson describes the venue as “a beautiful three-level theater with a mezzanine, balcony and a beautiful stage.” It’s important to hold the concert in Akron proper because it’s the Akron Piccolo Concert, not the [insert name of neighboring city or town] Piccolo Concert, Gibson explains with a smile.

Gibson’s organizational methodology is meticulous. “I love a spreadsheet. Google forms and Sheets are my best friends,” Gibson says.

When signing up, musicians fill out a questionnaire — grade level, amateur or professional? Players also can request a part, and he has found that most professionals respond, “Put me where you need me.”

As the spreadsheet populates, Gibson can see where balance is needed among piccolo, flute and contrabass, and assigns the parts accordingly. Also, it’s important to rotate the 25-pound bass flute parts as the instrument is too heavy to play for the entire one-hour concert. Performers receive a link to the concert’s music and bring their own stands to the concert.

With input from peer teachers, Gibson chooses the music. The line-up includes two or three challenging pieces, something “pop-ish,” a custom arrangement and a sing-along. There’s also an arrangement of “Jingle Bells” with piccolos only, about 70, that has a chorusing effect and sounds a bit like a calliope. “This year will be more inclusive with Hannukah and Kwanza,” he adds.

2024 Akron Piccolo Christmas promo

Piccolo Christmas Inspirations

Gibson and his wife, who plays the flute, both were taught by high school teacher Lynn Stukart Ogden. She is the mastermind behind Piccolo Christmas. Taking a cue from TubaChristmas, Ogden chose the piccolo because it’s the highest instrument of the family, while tuba is the lowest.

When their former teacher moved to Iowa, the Gibsons kept in touch via Facebook. When they heard of her producing the Piccolo Christmas in Davenport, Iowa, they wanted to part of it. So, Gibson and his wife drove there.

“It was a cool experience. We played with world class musicians. Composer and conductor Eric Whitacre was there … so was Courtney Morton of ‘The President’s Own,’ aka The United States Marine Band, who is the top piccolo player in the country,” shares Gibson. After a few years of participation in the Iowa concert, he decided to start a Piccolo Christmas in Akron. He asked a professional flute player friend with a lot of flute connections to be his partner, and there’s been no looking back.

The first Akron Piccolo Christmas concert was pre-COVID with 35 performers followed by a break during stay-at-home orders. The 2024 concert had 115 performers with an audience of 200 to 300.

The enjoyment doesn’t stop with the music. Performers and audience members are encouraged to get in the holiday spirit by donning their most fun and favorite holiday attire and decorating their instrument and stand, and there is an award for the best dressed instrument.

The concert’s simple format — Gibson conducts musicians and the audience listens — is key to its success. Unfortunately, Davenport’s original Piccolo Christmas didn’t survive the coronavirus.

2023 Akron Piccolo Christmas buttons

Piccolo Christmas FAQs

Do I have to play Piccolo? No! Although it is called Piccolo Christmas that is only because it sounds better than Mass Flute Choir Christmas. There will be one song on the program where everyone who has a piccolo can play it together for a mass piccolo ensemble. The rest of the pieces will have the full spectrum of the flute family.

Is this only open to certain ages? Everyone is invited to perform regardless of age! Children who may need a little extra TLC should be accompanied by a parent or teacher.

Do I have to stay on the same part the entire time? You do not need to play the same part the entire time. Folders will be made by part. So, if you would like more than one part let the registration table know, and please put all of the parts back in the correct folder. Or you could get the music situated beforehand on your own with the digital versions of the music.

Do I have to play the flute at a certain level to perform with the group? Performers of all levels are encouraged to participate. Whether you can only play a few notes or you are a professional, play what you can and leave out what you can’t. Most importantly, HAVE FUN and SPREAD JOY!

Can I play non-standard or world flutes? All flutes are welcome. Music will only be provided for traditional flute choir instruments (i.e., piccolo, concert flute, bass/contrabass flute in C and alto flutes in G). If you need to transpose/edit your part to make it work with the mass choir arrangement, feel free to do so on your own.

Gibson would love to see other communities have their own Piccolo Christmas. He advises, “Just do it. Don’t be afraid. The worst thing that can happen is people will get together to play music. How bad is that?”

Back To School!

As the sounds and fun of summer fade into memories, we parents start focusing on getting our kids ready for school. New clothes, school supplies and thoughts of activities to sign them up for are all part of the mix. As you make these preparations, don’t forget to think about getting your children involved, or re-committed, to studying music and playing an instrument.

Research shows that playing an instrument has many benefits for your child, from good posture and eye-to-hand coordination to better cognition. Students that take an interest in music also do better at reading, spelling, math and science — they even develop improved language skills. The bottom line: Playing an instrument helps to develop a well-rounded kid.

The question is: Which instrument? A keyboard — especially a digital one — is an excellent choice, for several reasons:

1. It’s easy to get a good sound right away.

2. Being able to play keyboard can easily lead to getting involved in extracurricular activities at school, church and other social gatherings.

3. It delivers the sound of an expensive acoustic piano at a fraction of the cost.

4. It never needs tuning.

5. In addition to acoustic piano, it offers additional sounds (such as electric piano, pipe organ, harpsichord — even the sound of a full string orchestra) to keep your child’s interest.

6. It provides speakers but also provides a headphone connection so your child can play without disturbing others — something that also enables them to not feel self-conscious when first working on their lessons.

Let’s take a look at three Yamaha digital keyboards you might consider for your child as they get ready for the school year.

A Very Good Place to Start

An electronic keyboard with 88 keys.
The Yamaha P-143.

You might want to begin by taking a close look at the Yamaha P-143 portable digital piano. Though entry-level (and priced that way too), this instrument offers 88 weighted action keys that provide the touch and response of a real piano — a crucial feature for developing technique. The keys on the P-143 even go from heavier on the lower notes to lighter as you play higher, just like those on an acoustic piano. It also sounds very much like a piano costing tens of thousands of dollars, with a built-in reverb effect that simulates four different ambient spaces, from a small room up to a large concert hall.

The P-143 has ten sounds (“Voices”) in all, any two of which can be layered together at a time; there’s also a useful learning feature called Duo Mode, which splits the keyboard into two equal zones of acoustic piano, so a teacher and student can sit side-by-side and share instruction and performance as if they were sitting at two adjacent pianos.

The P-143 can also be connected to a computer so your child can benefit from the many educational and edutainment music software products out there. This connection also allows students to record their performances and then listen back to further hone their skills. There are a number of included accessories, too, such as a sustain pedal that acts like the damper (right-hand) pedal of a piano, and a music rest to hold your child’s songbooks and lesson materials. Last but not least, the P-143 weighs in at only 24 1/2 pounds, making it portable and easily transportable.

Moving on Up

An upright piano.
The Yamaha YDP-145.

If you’re looking for a more sophisticated digital keyboard for your child, you might consider the intermediate-level Yamaha Arius YDP-145 — an instrument that looks a bit more like a piano but is much more affordable than a real acoustic piano.

The YDP-145 comes with a built-in stand, accompanying bench, and an integrated music rest. It offers the same keyboard action as the P-45, but has an improved sound: that of the top-of-the-line Yamaha CFX 9-foot concert grand piano. It also has three times the polyphony of the P-45 (that is, the number of notes that can sound at one time), so it provides a much more realistic playing experience.

Speaking of realism, the YDP-145 has all three traditional pedals that are found on a real piano, with a unique feature called Damper Resonance. This recreates the sound of all the strings vibrating slightly when the damper pedal is pressed down, making the sound fuller and more alive. The onboard speakers are also larger than the ones in the P-45, with more power as well.

Your child can record their playing directly on the YDP-145 without the need for an external computer, and 50 classical songs are built-in for study and enjoyment, along with an accompanying book of the scores. The YDP-145 also works with an amazing app called Smart Pianist, available for Android™ and iOS, which can listen to the songs stored on a smart device and analyze and teach your child the chords to allow them to play along. (Click here for more information about how this works.)

When Only the Best Will Do

A modern upright piano.
The Yamaha CLP-885.

When you look at your child, do you see a budding concert pianist? You can encourage their development by investing in a Yamaha Clavinova model such as the flagship CLP-885. This no-compromise instrument showcases all of the company’s digital expertise and tradition in acoustic pianos, in a stunning upright piano design brimming with features and quality.

For one thing, the CLP-885 boasts a Grand Touch keyboard action that closely reproduces the mechanism of an acoustic piano for incredibly realistic dynamic and expressive performance, with synthetic ebony and ivory key surfaces that feel like the real thing. (There are even wooden white keys!) The sound of the previously mentioned CFX concert grand piano is here, along with a digital sample of a Bösendorfer Imperial concert grand, one of the most coveted pianos in the world — and both are binaural for enhanced headphone listening. But the CLP-885 isn’t just about piano — there are a total of 53 instrument sounds onboard, along with 14 drum kits for play-along rhythm, as well as a full 480-voice sound set that allows your child to play back music files purchased or downloaded from the internet. There are also numerous effects such as reverb and chorus as well as 3-way speakers and a whopping 230 watts of power for a truly inspiring sound.

Like the YDP-145, there’s compatibility with the Smart Pianist app as well as onboard recording, but here there are 16 tracks available so your child can create full-fledged masterpieces without the need for an external computer or software. In addition to the supplied 50 piano songs, the CLP-885 has 303 lesson songs to aid in your child’s study and practice. They can even play along to songs stored in their smartphone or tablet via Bluetooth®.

 

Whichever of these three instruments you choose, you will be helping your child in their studies in school while at the same time preparing them for a lifetime of musical appreciation and music-making.

 

Click here for more information about the Yamaha P-143.

Click here for more information about the Yamaha Arius YDP-145.

Click here for more information about the CLP-885 Clavinova.

The Legacy of Fred Sanford

Since the founding of Drum Corps International (DCI) 1972, the High Percussion Award has recognized the ensemble with the most outstanding percussion section each season. This prestigious award celebrates excellence, innovation and leadership on the field — qualities that define the very best in marching percussion. It was renamed the Fred Sanford Award in 2001, in honor of one of the most influential figures in drum corps.

Fred Sanford
Fred Sanford

Who Was Fred Sanford?

Sanford began his journey marching with the Troopers in 1959. In 1968 while studying percussion with Tony Cirone at San Jose State University, Sanford started instructing and writing for the Santa Clara Vanguard where he introduced groundbreaking innovations — such as tonal bass drums and moving the pit ensemble from the field to the front sideline — that changed the face of percussion. These revolutionary changes helped redefine the role of percussion in the marching arts.

After college, Sanford also taught several high school programs, continuing to share his expertise and passion with younger students.

Later, Sanford became part of The Blue Devils from 1986 through 1999, continuing to push creative boundaries as both a teacher and an arranger. His work helped transform percussion from a group of “linemen banging big drums” into a space for musical artistry and expression, which paved the way for organizations like Winter Guard International (WGI) and other indoor percussion circuits.

The Cavaliers with the Fred Sanford Award at DCI in 2023
In 2023, the Cavaliers won the Fred Sanford award at DCI. Photo by Jayme Atkinson Photography.

A Dedicated Visionary

Sanford wasn’t just a teacher or arranger — he was a visionary who reshaped the world of marching percussion. His personality was magnetic, and he carried the spirit of drum corps with him wherever he went. Many admired him not only for his musical genius but also for his warm, fun-loving nature. He was truly an ambassador of DCI, and if you idolize a drummer today, chances are they were influenced by Sanford.

Sanford worked at Yamaha from 1985 to 2000, where he brought unwavering dedication and professionalism to his role. He helped develop the SFZ marching snare drum and the Power Lite Marching Series, and he introduced the Yamaha Sounds of Summer Camps, a nationwide summer percussion program that offer young musicians hands-on, personalized instruction from top Yamaha clinicians. The camps fostered musical growth, collaboration and inspiration in the marching arts. Sanford often spoke about the importance of being truly invested in people, not just through your work, but in how you represent it every day.

For Sanford, Yamaha wasn’t just a workplace. It was a place where he worked side by side with people he believed in. His passion and commitment had a lasting impact on those around him, influencing colleagues and strengthening the relationships he built throughout his time there.

DCI's Fred Sanford High Percussion Award
DCI’s Fred Sanford High Percussion Award

Honoring Sanford

In 2001, DCI renamed the High Percussion Award in Sanford’s honor following his passing in 2000 from cancer at the age of 53. Everyone agreed — in a unanimous and heartfelt decision — that Sanford’s name belonged on the award. Not only was he deeply respected and admired throughout the activity, but his influence also touched countless lives.

Fred Sanford didn’t just teach percussion — he transformed it. His innovations, leadership and passion helped shape the modern marching arts, and his legacy continues to inspire generations of performers, educators and arrangers.

Top photo: The Blue Devils performing in 1986. Fred Sanford worked with the group as an arranger from 1986 to 1999.

Eight Great Tips for Learning Guitar

As human beings, we have an inherent aptitude for learning and a natural hunger for knowledge, wisdom and personal growth. We spend a lifetime honing our skills, and each of us will find our own ways of satisfying our curiosity as well as preferred sources of research and methods for retaining the information we learn.

As a young student, I would develop my own ways of expanding upon the lessons I was being taught, and in the process, “learning how to learn” from the inside out, not the outside in. Here are eight tips that everyone should know as they start their journey of learning how to play guitar.

1. Know That Comprehension May Come Before Practical Application

Many people may be surprised to hear this, but you may understand a skill or a technique before you can actually do it. For example, you may have learned that there are seven notes in every major scale — you may even know the interval formula that builds that framework — and yet playing that shape on the guitar fretboard is proving to be a struggle. This is completely fine. In fact, I believe that the “why” we do things can be more important than the actual “doing” of them.

In this particular case, my advice would be to find the smallest physical shape of the scale you want to play, then locate it further up the fretboard to make it even smaller, and learn the scale shape one string at a time. Name the notes, sing them out loud as you play them, and sing the intervals between the notes, as well. Then it’s a matter of adding the next string of the shape … but do so only when you are ready to expand on the physical action of playing it.

2. Learn the Shapes Within Shapes

It’s particularly important to learn fretboard shapes because smaller shapes may lie within them that can help you understand the framework of the music you’re playing, as shown in this illustration:

Guitar tablature showing various fretboard shapes.

The major scale is the most important musical framework to understand on the fretboard. Here’s why:

  1. The seven notes of the major scale are used to build triads, seventh chords, and the multiple inversions and extensions that can be placed upon those chords.
  2. The major and minor Pentatonic scales are all derived and built from the major scale.
  3. Double-stops (two-note chord fragments) are all derived from the major scale.
  4. We can create different moods within music by simply inverting the major scale to create seven distinct modalities.
  5. Triad and seventh chord arpeggios are also derived from the major scale framework.

For these reasons, you should make a point of finding every shape you can within your favorite major scale pattern. I think you’ll be amazed at what you start to see within that larger matrix.

3. Learn the Notes on the Fretboard

I know a lot of guitar players that don’t know the notes on the fretboard! Even some of the best players in the world don’t know them, but I’d argue that it’s worth the investment in time.

For one thing, when you know the note names on each string, you can locate and build scales, arpeggios, chords and alternate voicings without relying on shapes that you may or may not be familiar with yet. You’ll also be able to communicate that information with other musicians. In addition, if you have even the slightest desire to read music notation or tablature, knowing your fretboard is paramount.

Here are a couple of methods for learning the notes on your fretboard:

Octave Shapes

Start by playing the F note on the first fret of the low E string. You’ll find another F note (one octave higher in pitch) two frets higher on the fourth string. Another F — this one two octaves higher — can also be found on the sixth fret of the second string. Higher octaves of F can be found on the eighth fret of the fifth string, the tenth fret of the third string, and on the 13th fret of the top E string.

Guitar tablature showing octaves of the note F.

Once you know these shapes, you can use them to locate octaves of other notes. For example, if you move the F shapes up a fret, you’ll know where all the F# octaves are; move them up two frets and you’ll know where all the G octaves are, etc.

One Fret at a Time

The open strings on your guitar are pitched as follows, from low to high:

E, A, D, G, B, E

From here, you can easily name the notes found on the first fret, which are a semitone higher:

F, A#, D#, G#, C, F

One fret higher, the note names are:

F#, B, E, A, C#, F#

Continue this exercise up to the fifth fret, playing and singing the notes each time. Within a week, you’ll know all the note names up to the fifth fret, and how to find the same tone across all six strings.

Guitar tablature showing all the notes of the first five frets.

4. Connect the Dots

If you have the desire to make the connection between your fretboard and music notation, here’s a simple exercise I developed that you can do while drinking your morning coffee. This exercise will help you see the notes in your mind at specific fretboard locations, and demonstrate where they would be written on the musical stave.

  1. Get a sheet of manuscript paper. Along the top of the first stave, write the corresponding fretboard location number. (See the illustration below.)
  2. Below that number, write the note name of each string on the stave that’s found at that fretboard location. For example, if you wrote 3 above the stave, you’d have the notes G, C, F, B♭, D, G.
  3. Write the notes as dots on the stave. (I’ll let you complete the next four fret locations.) The end result should look like this:
Musical notation.

Making these kinds of musical connections will shorten the curve of understanding as you expand your guitar-playing skills.

5. Adopt Visualization Techniques

I’m a great advocate of visualization when it comes to learning to play guitar, or any instrument, for that matter. If you can see it, it’s possible to make it real.

When you visualize playing notes on the fretboard — even while you are away from your instrument — neural impulses are still being sent to your fingers. You are still practicing consciously, but without the physical component.

To further strengthen the connection, name the notes you are “playing” during the visualization process. I’ve used visualization to rehearse a song in my mind while I was traveling to an audition. You can rehearse the perfect performance, the confident performance and the perfect outcome. It’s all a conscious choice … and trust me, it works.

6. Work at Developing Your Coordination

When playing guitar, the fretting hand articulates the notes, chords and arpeggios, while the picking/strumming hand articulates the rhythms that express those sounds. In order to bring both together seamlessly, you need to learn to coordinate what your left and right hands are doing.

If you find that your coordinations are out of time, it’s probably due to one of the following issues:

  1. Your rhythm hand is out of time with the music.
  2. You aren’t physically able to form certain chords in time for the changes to occur at the right moment.
  3. Your picking is out of sync with the single notes you are fretting.

Whatever the cause, the best way to correct your coordination is to slow down and focus on each aspect separately. If you are struggling with a chord shape, for example, either simplify the shape or visualize your fingers making the physical form away from the fretboard, as noted in Tip #5 above. In your mind, try slowly morphing into the shape multiple times before executing it physically on the fretboard.

If you are working on your scales, remember that speed is a byproduct of accuracy. It is only after you are able to achieve what you want to do slowly that tempos should be increased … but gradually. Listen carefully to the left- and right-hand connection and make sure the notes are in time, and not out of sync. If they aren’t connecting perfectly, slow down until synchronicity occurs naturally.

7. Prioritize Your Rhythm Chops

If you can play rhythm guitar, you’ll always find a gig, be able to play or write a song, support a vocalist and jam with anyone.

When I started my musical journey, I became a rhythm guitarist first. I only became curious about solos and lead guitar after I was already playing in bands and had formed a good vocabulary of both rhythm chops and chord voicings. I can’t tell you how many times I’ve laid down the rhythms at a jam session so everyone could solo, and when it’s my turn to let rip, the whole thing falls apart because the other players didn’t figure out the chords … regardless of how simple they were.

In a professional setting, 99% of the time you’ll be playing rhythm guitar, and if you’re lucky you’ll have a moment or two in the spotlight to show off the soloing chops you’ve been working on. Make rhythm guitar your priority and work towards melodic phrasing afterwards.

8. Unleash the Power of Resonant Frequencies

There are multiple components to how we perceive music. We hear music, but we also feel it. Not only do the notes, chords and rhythms resonate at certain pitches, our instruments, bodies and voices do the very same thing.

When you play a note or strum a chord on guitar, the strings vibrate, creating resonance within the instrument. The pitch of those notes or chords determines the resonant frequencies you feel.

For that same reason, guitar players should sing (off-mic if necessary) whenever they play the instrument because the chords we play have been built from the same scales that are used to sing or play melodies. When we sing notes over a chord, we make a personal connection with it, not only in terms of the pitch, but how the note is resonating within the chord. For example, the root note will feel different than that of a third or fifth. Even if you block out the sound altogether, you’ll still feel whether or not the music is in tune, if the pitches are correct, and if the right notes are being played.

Remember to feel the music, not just hear it.

The Video

In this video, I’ve capo’d my Yamaha RSE20 at the first fret, but I’m playing shapes you’d normally associate with the key of E. This makes the same information feel and resonate differently, as discussed in Tip #8 above. (The music is now in the key of F.)

I’m utilizing octaves of the same pitch for some of the phrases and unison notes in the melody to solidify the tonal center of the progression (again, in the key of F). In addition, I purposely kept my eyes shut during this performance so I could feel the music, phrases and composition as much as I could hear it.

The Guitar

A yellow Yamaha electric guitar.

The Yamaha Revstar RSE20 is a terrific guitar for beginners. Not only is it easy to play, it exudes musical power in multiple ways. Its jumbo frets allow for detailed expression whether you’re playing chords or single-note runs, and the satin-finished neck feels super-smooth for fast articulations. Tuning and intonation are always spot-on, even when using a capo, and incredible rock tones are easy to achieve from the Alnico V humbucking pickups and simple three-way selector switch.

And, I have to add, the Neon yellow finish of the RSE20 I used in the video above literally dominates the screen when filming. (Yes, color has resonant frequencies too, measured in Terrahertz.) This guitar looks every bit as impressive as it sounds!

The Wrap-Up

There’s a lot that goes into learning to play guitar, but it’s a journey that can be incredibly rewarding. The best piece of advice I can offer is this: question everything and discover your own solutions before seeking guidance from others. That way, you’ll learn how to grow through independence, and you’ll be able to form personal musical opinions based on both research and experience.

PHOTOGRAPHS COURTESY OF THE AUTHOR.

Check out Robbies other postings.

A Bassist’s Guide to Reading Sheet Music and Tablature

Reading and writing music is the fastest way to understand and communicate musical ideas. For a bass player, the sheet music for any given song (a “chart”) conveys a boatload of valuable information, including a composition’s key, tempo, style, chord progression and various endings. Back in the old days, most bass players learned by reading and writing charts, but today, we learn from MP3s, YouTube and Spotify, as well as software that can help us isolate a bass part, slow it down, loop sections and tell us what the chords are.

If you aspire to be a professional, however, reading music is a must. In situations where budgets and timelines are short, knowing how to read can make all the difference, helping you instantly see the contour of a bassline, understand its components and put it in context, which gives you options for improvisation. If you’ve avoided learning how to read because you think it’s difficult, remember that there was a time before you could read these words, too — and now you hardly think about it.

PITCH

The core elements of a bassline are rhythm, rest and pitch. In standard notation, music for guitar and many other instruments is written in treble clef, but music for bass — including electric and acoustic bass, a keyboardist’s left hand, as well as bassoon, trombone, and tuba — is usually written in bass clef.  (Piano notation uses both clefs.) Each line and each space of the staff (the section that follows the clef) represents a pitch, and notes are indicated by oval-shaped dots, sometimes open, sometimes closed, like this:

Musical notation showing a bass clef staff and the notes on lines and spaces.
The bass clef.

If it helps, use a mnemonic like “good boys do fine always” or “all cows eat grass” to remember the notes on the lines and in the spaces.

Next, let’s look at the pitches of the open (unfretted) strings on bass.

Musical notation showing a bass clef staff and the notes corresponding to open strings on basses.
Bass open strings.

Notice that the open E, the low B and the high C don’t fit on or between the five lines (called the system). Those notes (and many others) require ledger lines above or below the standard five lines. For example, here’s the way every note on a 5-string bass is represented in notation, from an open B string all the way to the 21st and final fret:

Musical notation showing a bass clef staff and all the notes on a five-string bass.
All the notes on a 5-string bass.

KEY AND TIME SIGNATURES

The top left corner of any piece of sheet music contains crucial information. To the immediate right of the bass clef you’ll find the key signature, which may contain accidentals (sharps or flats) to tell us what key the song is in.

Musical notation showing a bass clef staff and a key and time signature.
Bass clef, key signature and time signature.

The key signature in the example shown above has three flats that, as the chart below indicates, means the song is in E♭ major. As we go around the circle of fifths shown below, we gain accidentals. In the flat keys, we start with F (one flat), move up a fifth to B♭ (two flats), go to E♭ major (three flats), and so on. (As you can see, this chart also includes the relative minor keys [those that share the same key signature with the relative major keys].)

Bass clefs showing all the key signatures.

To the right of the key signature is the time signature: two numbers that tell us how many beats there are per measure (the top number) and what note gets the count (the bottom number). In the 4/4 time signature shown above, each measure has four beats. Simple math tells us that a whole note equals two half notes, four quarter notes, eight eighth notes and 16 sixteenth notes. Whole notes are represented by a hollow dot; half notes are also hollow dots, but with a vertical stem (upward- or downward-facing) added; quarter notes are represented by a solid dot with stem added; eighth notes are similar to quarter notes but with a single-line horizontal beam placed above or below; and sixteenth notes are similar to eighth notes but with a double-line beam added:

Chart showing a whole note and its half-note, quarter-note, eighth-note and sixteenth-note equivalents.
A whole note and its half-note, quarter-note, eighth-note and sixteenth-note equivalents.

4/4 is the most commonly used time signature; other popular ones you’ll encounter include 3/4 (waltz time), where there are three quarter-notes in a measure, and 6/8 (blues shuffle), where there are six eighth-notes in a measure.

Notes tell us what to play and rests tell us how long to be silent. Whole notes and whole rests last four beats; half notes and half rests last two beats, etc.:

Chart showing the length of whole notes, half notes, quarter notes, eighth notes and sixteenth notes and the equivalent rests.
Note and rest values.

RHYTHM

Reading rhythms takes practice, but it can be fun. Start by counting each quarter note as “one,” eighth notes as “and” and sixteenth notes are “one-e-and-ah.” Using common words with the same number of syllables can help you understand how rhythms look and sound, as follows:

Musical notatation showing two quarter notes.

Count “one two” (“hot dog”).

 

Musical notatation showing a quarter note and two eighth notes.

Count “one two-and” (“grape soda”).

 

Musical notatation showing two eighth notes and a quarter note.

Count “one-and two” (“apple pie”).

 

Musical notatation showing two eighth notes and two eighth notes.

Count “one-and two-and” (“hot fudge sundae”).

 

Musical notatation showing two sixteenth notes, one eighth note and one quarter note.

Count “one-e-and two” (“coconut shrimp”).

 

Musical notatation showing one eighth note, two sixteenth notes and one quarter note.

Count “one-and-ah two” (“Rice Krispie treat”).

 

Musical notatation showing three eighth notes, and two sixteenth notes.

Count “one-and two-and-ah” (“peanut strawberry”).

 

Musical notatation showing two sixteenth notes and three eighth notes.

Count “one-e-and two-and” (“cinnamon oatmeal”).

 

Musical notatation showing two eighth notes, two sixteenth notes and an eighth notes

Count “one-and two-e-and” (“milk and cereal”).

 

Musical notatation showing four sixteenth notes and an eighth note.

Count “one-e-and-ah two” (“avocado toast”).

 

Musical notatation showing an eighth note and four sixteenth notes.

Count “one two-e-and-ah” (“cheese ravioli”).

 

Musical notatation showing an eighth note, two sixteenth notes and two eighth notes.

Count “one-and-ah two-and” (“strawberry ice cream”).

 

Musical notatation showing two eighth notes and four sixteenth notes.

Count “one and two-e-and-ah” (“chips and guacamole”).

 

Musical notatation showing two eighth notes, one quarter note, two eighth notes and one quarter note.

Count “one and two, three and four” (“tater tot, tater tot”)

 

Musical notatation showing four sixteenth notes and two eighth notes.

Count “one-e-and-ah two and” (“pepperoni pizza”).

 

When I play these 14 figures on the G (third fret of the E string) on my vintage Yamaha BB2000 four-string bass, it sounds like this:

LET’S DANCE

To see all this in action, let’s look at Ron Mollinga’s transcription of the main groove for Carmine Rojas’ classic bassline for David Bowie’s 1983 monster hit “Let’s Dance.”  (Mollinga is the founder of the Bass Transcribers Facebook group.)

Music notation showing eight bars of the bassline for the David Bowie song "Let's Dance."
“Let’s Dance” excerpt, notation only.

Mollinga packs lots of info into this eight-bar segment. The key signature tells us that the song is in either D♭ major or B♭ minor (judging by the first note of the bass line — as well as the chord symbols — B♭ minor is a safe bet). The lowest note of the bass line is an F and the highest is the high E in bar 4, so placing your fretting hand’s index finger on the first fret of your E string is a good place to start. The dots underneath the first four notes (and in other measures) direct us to play the notes solid and staccato (Italian for “detached”); the “f” underneath the first note, which stands for the Italian word forte (strong), directs us to put some muscle on that B♭; and the bar numbers help us keep our place in the chart. Notice that a slide connects the last note of bar 4 and the first note of bar 5. Note duration is crucial, so heed the rests.

TABLATURE

This next transcription of the same bass line adds tablature (usually shortened to just “tab”) beneath the standard notation:

Music notation and tablature showing eight bars of the bassline for the David Bowie song "Let's Dance."
“Let’s Dance” excerpt, with notation and tab.

Although tab is popular among bass players who don’t read notation, many musicians consider it a shortcut that doesn’t pay off in the long run: It tells us where to fret the notes and on which string, and it can be helpful when notating techniques like hammer-ons, pull-offs, slides and bends, but it lacks any information about rests, rhythm, note length or expression. If you only read tab, you’re missing out on lots of great music literature; what’s more, used alongside notation, it offers a solid starting point for fingering.

Here’s an isolated recording of Rojas’ bassline without the synth line that doubled it on the original recording.

CHORD CHARTS

Chord charts are far more basic than even tablature. This chart, hastily written by a pianist for a song called “Ghost Town Love,” is a typical roadmap that leaves lots of decisions up to the bass player.

A chord chart.
Chord chart for “Ghost Town Love.”

Some things to notice at first glance: The time signature, 6/8; the sections (intro, verse, chorus, transition to verse, and outro); and the “left silent” direction in bar four of chorus A. Most systems are four bars, but the numbered brackets at the end of the verse tell us to add a bar of E when we play the verse for the second time (there are also two “extra” bars at the end of chorus B). The arrangement goes like this: Intro, verse 1, verse 2 with the extra bar, chorus A, chorus B, back to intro, verse 3, verse 4 with the extra bar, chorus B, outro.

Here’s the “Ghost Town Love” demo with just drums and piano:

And here’s what it looks and sounds like when I add a Yamaha BB435 5-string bass with both pickups all the way open:

Even without notes, tab, a key signature, a tempo or bar numbers, this chart had enough information for me to play bass on the demo, and a short conversation with the pianist cleared up whatever questions I had.  I tried to put some emotion in the bassline, but I kept it simple, leaving space and mostly playing passing notes, as well as roots, fifths, and octaves. Walking up the E major scale before chorus A (at around the 0:44 mark) and the F# major scale at the end of chorus A (2:03) seemed appropriate, as did a slightly different tone for the second intro (1:27). I had fun reacting to shifts in the piano part, and if there had been a more dynamic drum part, I would have tailored my part to suit it. Reading the chart meant I didn’t have much time to look at the neck, which is why I found all the notes without moving my fretting hand lower than the third fret or higher than the seventh. 

KEEP ON READING

Like anything, reading music gets easier the more you do it. Ron Mollinga and many others offer free bass transcriptions online; some more reliable than others, but each chart gives you a chance to practice your reading. Find the sheet music for music you love, follow along, and watch your reading skills — as well as your playing— blossom.

 

Check out E.E.’s other postings.

A Visual Learning Plan for Percussionists

For many decades, music education associations (MEAs) across the United States have hosted All-State auditions at the Regional, Area and State levels, culminating in the formation of elite ensembles of varying structures and instrumentations at respective statewide music education conventions.

Common examples of featured ensembles at these conventions include symphonic and concert bands, sinfonietta and symphony orchestras, choirs of varying sizes and voices, jazz bands and percussion ensembles. In preparation for a majority of these auditions nationwide, high school student musicians prepare three to four etudes on their primary instrument throughout the fall semester.

Auditions are typically held first at the Regional level (geographically adjacent school systems) with a specific number of students advancing to the Area level (encompassing larger geographic regions) and finally the All-State level, which is usually for purposes of chair placement and ensemble selection. Advancement from each level is determined by a panel of qualified judges in a blind audition setting.

band director instructs student on snare drum

All-State Preparations

According to the Texas Music Educators Association, over 70,000 students audition annually, with approximately 2% earning final placement in an ensemble. Although the ultimate goal of this process is to earn a spot in one of these prestigious groups, as a music educator I focus on the intangible benefits experienced by all students who put forth their best effort into learning the All-State etudes each year. By investing their time and energy in this way, young performers not only benefit by sharpening their musical and technical prowess, but they also learn the important, and often overlooked, skillsets of time-management, practice efficiency and goal setting.

It goes without saying that preparation for All-State auditions is challenging and rigorous. In fact, for many music programs, participation is not required, or alternatively, is only required for students striving for placement in their school’s varsity musical ensemble. In many situations, students are not provided with outside assistance in learning or perfecting the assigned etudes unless they are enrolled in private lesson instruction. For band students, All-State audition preparation coincides with an already busy time of year, with students preparing and performing their marching band shows at football games and marching competitions throughout the fall semester. Because of these difficult circumstances, many students hesitate to take on the additional challenge and often opt out of learning the All-State etudes altogether.

How can we implement systems in our programs which allow more students to access the benefits of preparing for the yearly All-State etudes?

female student playing timpani

The Pass-Off Sheet

When I was hired as Percussion Director at Forney High School (located about 20 miles east of Dallas) in 2017, I noticed the apathy most students felt toward the All-State preparation process. Upon my arrival, I learned that only a handful of percussion students consistently put forth the effort each year to learn the etudes, and even fewer had advanced to the Region, Area or State levels. Knowing the many benefits associated with learning the All-State etudes, I took on the challenge of sparking my students’ excitement and interest in this daunting process.

Working in collaboration with my colleague Shannon Jacobs, the longtime Percussion Specialist and private lesson instructor at Forney, we created a “weekly pass-off sheet” for our students. This document outlines weekly goals for students preparing each All-State etude, which for percussionists consists of a snare drum etude, a 2-mallet etude, a 4-mallet etude and a timpani etude.

pass-off sheet of weekly goals

The first page of the document (above) outlines the weekly goals associated with each etude, containing specific measure numbers to learn at a specific tempo. The second page of the document (below) provides a blank signature box to be signed by instructors, indicating student achievement.

To give our students multiple avenues to secure a completed pass-off each week, I provided weekly opportunities for them to perform for me in person, in their private lessons or by submitting a video online.

pass-off sheet of signatures/sign offs

Results

By providing a visual learning plan to our students, I hoped to alleviate a portion of the stress associated with taking on the All-State etudes. Within weeks of introducing the first pass-off sheet in the fall of 2017, we noticed an astonishing increase in participation from our students and a handful of them were competing against each other to see who could finish the pass-off sheet first!

Of course, many students chose to simply follow the pass-off schedule as advised. There were also students who fell behind at some point in the semester, as well as students who, despite this resource, continued to opt-out of participating.

As an additional motivator for students who had fallen behind to continue to work toward completing the pass-off sheet, I offered partial credit for late pass-offs — all the way until the audition itself, regardless of the severity of lateness. This added safety net allowed struggling students the opportunity to catch up throughout the semester, providing them with a much-needed sense of relief and accomplishment. My ultimate goal was to encourage as many students to learn each etude at a sufficient level, regardless of their placement at the audition itself.

band director watches as student plays marimba

And that’s exactly what happened! Wanting to track the results of our system early on, I made sure to keep detailed records of student achievement over the years. With complete transparency, I have included those statistics from the past eight school years below. The table below shows the following:

    • the number of percussion students at Forney High School who participated in the All-State process,
    • the total number of students in my percussion program each year,
    • the ACR (Average Completion Rate, which averages all weekly pass-off grades of participating students over the 12-week period),
    • the number of students who earned placement in an All-Region Band,
    • the number of students who advanced to the Area level,
    • and the number of students who earned a spot in a Texas All-State Ensemble

*In 2020, auditions were recorded virtually and there were no Area or All-State level advancements statewide.

Without diving too deeply into the details, the data shows the year-to-year increase in the total number of students participating in the All-State process, as well as the overall increase of students earning placement in the local All-Region band (a truly invaluable experience that deserves further exploration in an article of its own!) and two in a Texas All-State Ensemble.

male student playing snare drum

All-Around Improvement

As I moved forward with this process, I referred to this quote — “Great music ensembles are made up of great individual musicians” — to guide me in implementing the All-State pass-off system and holding students accountable to stick with it! Although completion of the pass-off sheet proved to be difficult, stressful and sometimes unattainable for some students (especially freshmen), the results were undeniable.

Even in the first year of implementation, I noticed a significant improvement in my student’s proficiency across the four main areas of percussion playing tested in the pass-off system (snare drum, 2-mallet keyboard, 4-mallet keyboard, and timpani). Not only did I observe a higher level of proficiency in these areas program-wide, my students’ ability to learn music independently improved as well. More and more students were arriving to our first percussion ensemble, indoor drumline and concert band rehearsals with a majority of notes and rhythms already learned, providing ensembles the opportunity to hone in on more advanced skills during our rehearsal time.

While this article focused specifically on the All-State process, pass-off systems can be beneficial in a variety of music learning environments, such as marching band productions, concerts, solos or chamber ensembles. I strongly encourage music educators nationwide to experiment with a pass-off system for their students this year. Before you know it, the results will speak for themselves!

Photos by Daniel Wilson

Five Benefits of Joining School Orchestra

There are many good reasons for having your child join their school orchestra, including the fact that it’s just plain fun! But more importantly, learning about music and gaining achievements both personally and as part of a team can be the most satisfying part of a child’s journey into adulthood.

Let’s take a look at five of the benefits your child will gain from taking a seat in the orchestra.

1. Improved Social Skills

One of the biggest positives will be the connections your child makes with other students. This development of social skills happens as each student makes new acquaintances with the other members of the orchestra. Some of these interactions may develop into friendships that last a lifetime.

2. Learning Teamwork

From the day a child joins an orchestra, they become part of a functioning team that has clear goals. They learn that by playing their part, they can add to the greater goal of making fine music. This builds a strong skill set that they can use going forward in their education and beyond, into their future work and family interactions.

3. Developing a Sense of Responsibility

Joining an orchestra gives a child the responsibility of taking care of their instrument … and orchestral instruments are among the most fragile. A child learns from the start to treat their instrument with respect, not just to prevent damage but to keep it clean and in good playing condition.

It also teaches children the responsibility of learning and overcoming difficult tasks as their progress advances from beginner to skilled player. The commitment to practicing and improving can translate into their other school studies as well as helping them to cope with future life challenges.

4. Improved Cognitive Skills

Learning to read music and making an instrument do what your child wants it to do (and sound the way they want it to sound!) offers benefits to eye-hand coordination as well as increased cognitive skills such as concentration and visual recognition. Studies indicate that this tends to give kids who participate in orchestra programs higher success in other learning areas like math and reading. It also offers them the ability to increase their creativity, which opens other opportunities over the course of a lifetime — whether it be in the arts, sciences or business world.

5. Increased Enjoyment

Adults who participate in musical activities as a child often reap a lifetime of benefits as they get older. Some find increased enjoyment and relaxation by continuing to practice their instrument, or by just listening to the music that they once played. They become lifelong enthusiasts and share that passion and appreciation with others around them. Some musically talented children choose to remain actively playing, even if not as a professional. Amateur chamber groups and community orchestras offer a great deal of joy and camaraderie.

Of course, there’s even a chance that your child will decide to make music a career choice. In addition to professional orchestra players, there are lots of options, including soloists, arrangers, music educators, artist managers, performance venue management … even in the medical field as a music therapist. Whatever path your child ends up following, there’s no question that joining school orchestra can help pave the way to a better, more fulfilling life.

Is your child still not sure if this is something they’d like to do? Ask them to watch this video:

 

Click here for more information about the ways Yamaha can help your child’s musical journey.

 

Image of a girl playing violin with her mother smiling in the background, with a text overlay that reads "Orchestra Parents Start Here1"

Starting an Advanced Guitar Course

Michael Trycieckyj
Michael Trycieckyj

The Guitar and Ukulele introductory elective that was detailed in a previous article have been the driving force behind the advancement of the music department at Springfield High School. Because of the school’s growing student population and high level of interest in music electives, particularly guitar and ukulele, we hired an additional faculty member this past year. Michael Trycieckyj moved from an elementary music position help us expand our course offerings, including an advanced-level guitar class, which we piloted in the spring of 2025.

In order to develop a thoughtful, practical and engaging progression of guitar instruction, we knew it was critical to design a spiral curriculum to build on the foundation of the introductory course. The process of creating the advanced curriculum actually began when the guitar and ukulele course was first developed in 2018. We hoped and intended for this beginning course to one day be supplemented with an advanced-level offering, and this long-term vision in curriculum development served us well.

Mark Stanford
Mark Stanford

Seven Goals for the Introductory Course

The introductory curriculum was designed to provide students with a buffet of satisfying key concepts, while also opening the door for beginning guitarists to eventually “take their playing to the next level.” When considering which topics to include in a curriculum, a music educator must philosophically consider what students should know and what impact the course will have on their future interactions with music, both in and out of school.

We decided that the primary goal of the introductory course was to provide students with basic music-reading and performance skills that would allow them to continue learning whether independently, studying with a private instructor or playing as a part of an ensemble.

Specifically, we set the following goals for students:

  1. Learn to read traditional notation, tablature and chord charts
  2. Play both chords and melodies with proper technique
  3. Play basic strum patterns in common time signatures
  4. Introduce fingerpicking and boom chick picking patterns for accompanying
  5. Play chord progressions using I, IV, V and some common minor chords in common keys: C, A, D, G, E
  6. Write simple songs of common progressions such as the blues
  7. Research, self-teach and perform songs of their choice
instructor with guitar students

The Next Level: Advanced Guitar

With these foundational skills covered in the introductory course, the Guitar Level 2 course proved to be an exciting and open-ended opportunity to develop musical skills that are interesting, enriching, and most importantly, practical for our students. We decided to focus solely on guitar because the mechanics of the instrument allow students to independently transfer their newly learned advanced knowledge, skills and techniques to the ukulele. This process wouldn’t be as effective the other way around.

Additionally, there isn’t as much widely available teaching materials for the ukulele as there is for guitar. However, a Ukulele Level 2 class is a possibility for the future, considering the foundation we created with the initial course offering.

In line with the spiral design of the existing guitar program at Springfield High, Guitar Level 2 continues the buffet-style approach to topics and techniques that students can apply to a variety of styles and musical contexts. The curriculum begins with a review of key concepts, such as open chords in common keys, but then it expands to introducing new chords within the key, voicings and learning how to apply them in songwriting.

One early consideration when writing this new curriculum was determining the breadth-to-depth ratio for each topic. For example, one could easily dedicate an entire course to improvisation; however, it is vital to consider ways to reach the diverse interests of all students and introduce them to concepts they are likely unfamiliar with.

Taking all this into consideration, the semester-long Guitar Level 2 course addressed these eight topics:

  1. Open chords including a review of the basic CAGED shapes, common alternate open chord voicings and 7 chords
  2. Daily practice of melodic exercises using traditional and symbolic notation
  3. Fretboard geography — memorizing pitch names across the fretboard as a primer for moveable chords
  4. E-type and A-type power chords
  5. Major, minor and 7 barre chords
  6. Fingerpicking accompaniments
  7. Minor pentatonic scale and introduction to improvisation
  8. Songwriting utilizing topics covered throughout the course
four guitar students in class

Range of Skills and Knowledge

Each topic is covered for approximately two to three weeks as students practice exercises, excerpts and full songs to develop the requisite skills. It quickly became apparent that most students in Guitar Level 2 continued playing guitar outside of school after picking up the instrument for the first time in the Guitar and Ukulele course.

Some students had a few years of practice while others had a single semester of experience, which meant students entered this secondary course with a wide range of expertise. Even the most advanced students in the class acquired skills that they may not have by practicing on their own.

For example, the student who primarily played ’90s grunge with his garage band had limited practice fingerpicking ’60s folk revival tunes. Another student played guitar in her church’s praise band and was challenged by the progressions and melodic lines in “Smells Like Teen Spirit” and “Where Is My Mind.” The addition of movable chords to her musical vocabulary ultimately helped her expand her playing capabilities and added depth to her repertoire.

guitar student

Improvisation Success

The improvisation unit was particularly rewarding, as most students in the class were intimidated by the idea of not only performing in front of their peers, but stepping out of their comfort zone and trying something new on the spot. During this unit, students would first practice the basic minor pentatonic scale, then they would sit in a circle and take turns creating their own solos while the rest of the class accompanied with the 12-bar blues.

We started with single-note solos, then two-note solos, then four notes. In a matter of days, students who were initially afraid of improvising were commanding access to the full pentatonic scale. Students traded 12 bars, then fours, twos, and in a real lightning round, ones!

_________________________________________

For music educators who are interested in developing or revising their curricula, it’s important to consider the objectives of each course. The goal of our music electives is to encourage students, particularly those not already involved in ensembles, to realize that they, too, can have a musical outlet they can carry with them outside the walls of their school. So, instead of striving for perfection, students were regularly reminded that these skills take hours upon hours — even years — to master.

Our hope is for students who have taken Guitar and Ukulele, and now Guitar Level 2, to have the skill and knowledge to confidently continue their independent learning and musical exploration on the guitar. By setting instructional goals and outcomes that are educational and practical, these growing musicians will develop a keen interest in music-making that lasts a lifetime, which is the collective purpose of music educators around the globe.

Residential, Commercial and Resimercial Audio Installations

Professional audio installers know that no two configurations are the same. Up until the past few years, however, most installations have fallen into one of two categories: residential and commercial.

More recently, an in-between hybrid of the two types has been developed, termed “resimercial.” In those kinds of installations, a mix of consumer and professional products are utilized to deliver audio in spaces like coffee shops, small restaurants and brew pubs, as well as school gymnasiums, band rooms and auditoriums. In this posting, we’ll explore the differences between the three types of installations and talk about some of the appropriate product options offered by Yamaha in each category.


Residential

Residential audio installations, as the name implies, are done in people’s homes. The heart of these kinds of installations is the AV receiver, which acts as a kind of central “brain,” offering multiple audio sources (including streaming services) that can be directed to a variety of speakers.

The Yamaha AVENTAGE RX-A8A AV receiver is a great choice for residential installations because it provides state-of-the-art surround sound in a living room or home theater, plus it has two additional independent “zones” for a total of three different audio sources that can be distributed throughout the house, enabling the placement of speakers in the kitchen, out on the patio or wherever the client wants them. It’s also MusicCast-compatible (MusicCast is Yamaha proprietary wireless multi-room audio technology), making it remotely controllable from any smart device with the use of the free MusicCast Controller app. (Check out the app’s main features here.)

Front view of a Yamaha RX-A8A audiovisual receiver.
Yamaha RX-A8A.
Rear panel of a Yamaha RX-A8A audiovisual receiver.
Yamaha RX-A8A rear panel.

If more speakers are required, the installer can simply add a Yamaha XDA-QS5400RK Quad Streamer which provides four more zones (“eight channels”) of audio. This allows the installation of speakers in other bedrooms, as well as areas like home offices, bathrooms, the garage and the garden.

An AV receiver with arrows showing it routing audio to a home theater, kitchen and patio.

 

Front panel of a Yamaha quad streamer.
Yamaha XDA-QS5400RK front panel.
Rear panel of a Yamkaha quad streamer.
Yamaha XDA-QS5400RK rear panel.
An AV receiver with arrows showing it routing audio to a home theater, kitchen, patio, garden and pool area.

There are many different ways to wire and configure this, but the most common is to take a pre out from the main receiver and connect it to the streamer. For bigger residential jobs, an installer can simply add more XDA-QS5400RK streamers, all the way up to 32 zones — with the entire system capable of being controlled with MusicCast from any smartphone.

MusicCast Controller app Rooms screen
Yamaha MusicCast Controller app Rooms screen.

MusicCast Controller app Sources screen
Yamaha MusicCast Controller app Sources screen.

Commercial

Large public facilities like restaurants, hotels, event centers, concert halls and stadiums require commercial audio installations since there can be as many as a hundred speakers (each delivering different musical content or PA announcements from a microphone), and the equipment will need to be run 24 hours a day, seven days a week. The Yamaha XMV8280 power amplifier is a great option here since it can easily be configured to power each one of those speakers throughout the entire property.

Front panel of a Yamaha XDA-QS5400RK power amplifier.
Yamaha XMV8280 front panel.
Rear panel of a Yamaha XDA-QS5400RK power amplifier.
Yamaha XMV8280 rear panel.

Commercial installations are essentially all about distribution: take whatever audio you put in, whether it’s coming from a microphone or a music source, then distribute it around different zones of the space. A typical hotel, for example, might want specific background music playing in the entryway and lobby, but different music playing in the dining area, the workout area, and out by the pool and jacuzzi. Much of the indoor audio will come from in-ceiling or in-wall speakers, but there will be landscape speakers all around the pool area … and, of course, there will need to be subwoofers in the workout room!

Diagram showing a typical hotel lobby audio installation.
Typical hotel lobby audio installation.
Diagram showing a typical hotel workout room audio installation.
Typical hotel workout room audio installation.

In addition to their superior sound quality, Yamaha products are known for their reliability. “They don’t break and so the installer doesn’t get a call from their customers saying, ‘Hey, this doesn’t work,’ and they have to take a truck and drive out to the site to troubleshoot the system and replace things,” says Phil Shea, Marketing Communications Manager of Consumer Audio at Yamaha Corporation of America.

“This is true of all the consumer audio products that typically get used in residential installations,” he adds, “but is especially true of our commercial audio gear like XMV Series power amps, which are built to an even higher standard. You take them out of the box, you plug them into a rack and you apply power to them, and you can let them run 24 hours a day, seven days a week for 15 years. Unlike consumer products, they’re made to run like that.”

Resimercial

Over the years, a third type of audio installation has evolved —a hybrid of residential and commercial that has become termed resimercial. These kinds of installations are typically done in spaces like coffee shops, small restaurants or brew pubs, as well as school gymnasiums, band rooms and auditoriums — anyplace where a residential AV receiver like the Yamaha RX-A8A or the company’s XDA-QS5400RK MusicCast Quad Streaming Amplifier can provide all the streaming music necessary, but where there are enough speakers so that the extra horsepower and level of build quality of a commercial amplifier and distribution system is required.

In a coffee shop, for example, an installer might use something like a Yamaha MA2030a amplifier (which provides both microphone and line-level audio inputs) to power a pair of standalone loudspeakers so that employees can make announcements over a connected microphone to let customers know that their order is ready.

Diagram showing a typical coffee shop audio installation
Typical coffee shop audio installation.

The setup in small restaurants and brew pubs, as well as school gymnasiums, band rooms and auditoriums, might be a little more sophisticated, requiring streaming music in addition to a microphone, along with a blend of different kinds of speakers placed in multiple areas. Here, a Yamaha XMV8280 (part of our line of commercial audio products) might be employed to drive the speakers in different zones, with the music coming from a residential product like an Yamaha AVENTAGE RX-A8A or an XDA-QS5400RK Quad Streamer.

Typical small restaurant, brew pub, school gymnasium, band room or auditorium audio installation.

As shown in the video below, the audio system in the Yamaha corporate office building also consists of a blend of residential and commercial products. Our media room utilizes an XDA-QS5400RK MusicCast multi-room streamer connected to an XMV8280 power amplifier that drives all of our in-ceiling speakers on all three floors of the building. An MTX5-D Matrix Processor tells the whole system where to route any sources, including music from the QS5400RK, and play them in any room. PA announcements can go selectively to any room or rooms anywhere in the building, while at the same time selected music can be broadcast to the lobby and/or any of our meeting rooms on any floor. It’s a true hybrid “resimercial” system that more than meets all of our (sometimes very demanding) audio requirements.


When it comes to audio, Yamaha products provide an elegant solution, from something as small as a Bluetooth speaker in a bathroom all the way up to a full commercial install in a large concert hall or stadium — and everything in-between. Whatever your audio installation needs, Yamaha has a solution for you!

 

Check out these related blog postings:

Four Benefits of Having a Professional Do Your Home Theater Installation

Top Five Things You Should Know When Hiring an AV Installer

Top 10 Labor Day Songs

With Labor Day just around the corner, here are some interesting factoids about ten of the most iconic songs about working … and enjoying the fruits of your labors.

1. A Hard Day’s Night

The title of this classic 1964 Beatles hit (in which John Lennon sings plaintively about “working like a dog”) came from a Ringo Starr malapropism when the drummer was asked one morning if he’d slept well. Shaking his head no, Ringo explained that he’d had “a hard day’s night.”

2. Working Man Blues

Merle Haggard’s famed 1969 country song features a lyric that extolls the virtues of hard work and sacrifice despite the resulting fatigue and stress of raising a large family. As a bonus, there’s some fine picking from longtime Ricky Nelson / Elvis Presley guitarist James Burton.

3. Working Man

Cleveland disk jockey Donna Halper played this Rush song on the air in early 1974, even though the group were unknown in the States at the time. The working-class listeners of the city loved it, which resulted in the group landing their first U.S. record deal. The band were so grateful, they dedicated their next two albums to Halper!

4. 9 to 5

Written and performed by Dolly Parton for the 1980 film of the same name, this ode to America’s office workers garnered Parton an Academy Award® nomination and two Grammys. The percussion in the verses is the sound of a typewriter, though when Parton originally wrote the song, she devised the clacking rhythm by running her acrylic fingernails back and forth against one another.

5. Working for the Weekend

This 1982 hit by Canadian rock band Loverboy was inspired when guitarist and co-writer Paul Dean took a walk on the beach one Wednesday afternoon. It soon dawned on him that much of the area was deserted. “I was wondering, where is everybody?” he later recalled. “I guess they’re all working … and waiting for the weekend.”

6. Workin’ for a Livin’

According to singer and composer Huey Lewis (of Huey Lewis and the News fame), this 1982 song was semi-autobiographical, describing past jobs he had before becoming a musician, including time spent as a truck driver, busboy and bartender. In 2007, Lewis re-recorded the song as a duet with country music superstar Garth Brooks.

7. She Works Hard for the Money

Co-written by disco queen Donna Summer, this 1983 hit was inspired by an encounter that Summer had with an exhausted rest room attendant at the famed Los Angeles restaurant Chasen’s. The music video for the song became the first by a female artist to be placed in MTV’s “heavy rotation.”

8. Pink Houses

This sardonic 1984 look at the American Dream had its genesis when singer/songwriter John Mellencamp was driving along an overpass on the way to his home to Bloomington, Indiana after flying into the Indianapolis airport. “There was an old man sitting outside his little pink shotgun house with his cat in his arms, completely unperturbed by the traffic speeding along the highway in his front yard,” Mellencamp recalled.

9. Livin’ on a Prayer

This 1987 hit by the group Bon Jovi tells the tale of Tommy and Gina, a young working couple just starting out, and the way they face life’s struggles. Versions of the song have appeared in the music video games Guitar Hero and Rock Band.

10. Working On A Dream

In this inspiring track from the 2009 Bruce Springsteen album of the same name, The Boss speaks to the benefits of hard work, carrying on despite adversity and never giving up. The song’s glossy production features partly submerged “la-la” backing vocals and an instrumental break that has Springsteen whistling against a baritone sax line.

Bringing Opera to Austin Children

Dr. Liliana Guerrero, an Assistant Professor of Voice at the Butler School of Music, University of Texas at Austin, is dedicated to quality music programming for all children. Her idea for Meet the Opera is rooted in Austin Opera’s Opera Treasure Chest, a free program providing kindergarten through 5th-grade teachers the materials (i.e., the Treasure Chest) to bring opera to students through writing, critical thinking and creativity. If teachers want additional or alternative curriculum, they may borrow a Treasure Chest for their classroom. The chest is filled with lesson plans, puppets, flash cards and books among other opera-related items.

Guerrero enjoyed her year as a Teaching Artist with the Austin Opera and saw that the students enjoyed themselves, too. Wanting to open the world of opera to more children, the soprano brought it out of the regular classroom setting and made it available to all, particularly those in the areas of Austin known as “art deserts.”

Liliana Guerrero holding her hand to her ear

A Grant for a Summer Program

She and her grant-writing partner Charles Carson secured $14,000 in 2024 to pay for three teachers, two singers (at an Austin city recommended guideline of $150 an hour), a pianist, costumes, crafting and dancing supplies, a photographer and some marketing fees for a summer program.

“It was a success. We had about 300 total participants,” says Guerrero. “I originally wanted it to be like a vacation bible school. Drop off the kids for a week, but there were too many complications with that.”

Instead, Meet the Opera is divided into six interactive workshops held at no charge in an activity room at a public library. “Because what else is there to do in Austin on a Tuesday in summer when it’s 100 degrees outside?” says Guerrero with a smile. Each workshop is from 30 minutes to an hour long depending on the number and ages of the children, who typically are on the floor following along with the standing adults leading and/or singing. Each session averages about 30 participants.

child exploring the keyboard during Meet the Opera workshop

Interactive Workshops

Each workshop focuses on a different facet of opera with each session building on the previous one. They include:

The Singers: Participants learn that there is opera in all different languages and that no microphones are used in opera. Practice makes the voice stronger and stronger. Then, they sing. They end each workshop the same way — with a selected Meet the Opera song.

The Story: For developing a plot line, Guerrero draws an analogy with improv and the popular television show “Whose Line is It, Anyway.” She inspires the kids with Mad Libs to create storylines resulting in the likes of a pregnant chicken swims to the grocery store.

The Set Designers: To create and set mood, participants color butcher paper to make backdrops, crowns, flags and tie them to the story. A portable light board illustrates the use of lighting color, for example red is anger, blue is sad.

child exploring the trumpet at the Instrument Petting Zoo during Meet the Opera workshop

The Orchestra: This is Guerrero’s favorite workshop where she and a colleague rent one of every instrument from the University of Texas at Austin and bring them to the library for an Instrument Petting Zoo. Students hear the different sounds that instruments make — the trumpet is of kings and gods, and the cello is sad. “We get the sanitizer out, and the kids can hold the instruments and blow into them,” says Guerrero.

The Choreography: It’s all about the rhythm with egg shakers, scarves, movement and dances.

Putting it all Together: The singers, the story, the set designers, the orchestra, and the choreography come together for a live opera performance by the children.

child exploring the violin at the Instrument Petting Zoo during Meet the Opera workshop

The best part? Participants, mostly 6- to 10-year-olds, love blowing into the instruments and dressing up with hats, boas and masks, according to Guerrero, who was recognized as a 2025 Yamaha “40 Under 40” music educator. “Kids love egg shakers. You can hand a child something, and they get really excited,” she shares and describes the Meet the Opera audience as diverse in gender, age, and ethnicity. “Even though it’s for the kids, the parents participate. We are all together singing for joy.”

Sadly, there were no grant funds available for Meet the Opera in 2025 due to decreased funding to the National Education Association (NEA). “Everything this year was from last year. We made do with scraps. The costumes are leftovers. We’ll keep doing it until we don’t have anything more,” promises Guerrero.

Liliana Guerrero singing, accompanied by the flute

A Musical Background

How Guerrero discovered opera and fell in love with it could be a libretto itself. Daughters of immigrants, she and her sister spent most, if not all, their spare time reading inside the house when they were little. Their Cuban-born mother and Mexican-born father thought they needed to develop other interests and be out of the house more, so they signed up the then 3rd-grader Guerrero for church choir. She loved it and eagerly joined band in 6th grade and learned piccolo and flute, which introduced her to a new love, marching band. She loved marching band so much, she decided she wanted to be a band director when she grew up.

Her parents asked her to choose between her two loves of singing and marching band because they would pay for singing or flute lessons, not both. Guerrero chose to continue with the flute. In a tragic twist, her flute teacher died from breast cancer when Guerrero was a junior in high school, sending her to take voice lessons. Her maestro suggested that she had a voice for opera, a genre the soprano knew absolutely nothing about. He gave her a video copy of “La Bohème,” and it was love at first sight. Guerrero reports her high school had a great band and theater department, so being an opera nerd was not considered too odd, weird or social suicide, plus it was also the time “Wicked” the musical came out.

After high school, the Michigan native attended Grand Valley State University and earned a degree in Voice Performance while managing to still play the flute. Next was her master’s in Opera Performance from Wichita State University in Kansas, followed by a move to Chicago to sing with the Chicago Symphony Chorus in 2016, a fiscally tough time for the arts.

With friends she created the grassroots arts campaign, Praxilla Femina to give performance opportunities and to raise money for organizations including Chicago Books for Women in Prison and GirlForward, which empowers refugee girls aged 12 to 21 from more than 40 different countries with social survival skills.

Guerrero’s next stop was Florida State University for her DMA, which she completed in May 2020. Due to COVID-19 quarantining, there was no hooding ceremony, a real disappointment because she was the first in her family to attend college much less earn a doctorate. She taught for three years at Texas Lutheran University before joining the faculty at the University of Texas at Austin, where for three years she has been teaching vocal pedagogy and applied voice, mostly working with students wanting to teach or do research.

“I love mentoring college students and working with my master’s students, helping them get ready for the real world with their CVs,” Guerrero says. “I love my job. I play pretend and sing all day.”

You Don’t Have to Be a Pro to Go to a Guild Show

The first time I attended a national music conference, I kept waiting for someone to ask why I was there. I was a second-year teacher, barely holding my band program together, and definitely not presenting, performing or doing anything impressive. The other attendees all seemed like real musicians — college professors, symphony players, folks with multi-syllable degrees and blazers that fit correctly. I remember standing in the exhibit hall at the International Trumpet Guild (ITG) conference thinking, “I don’t belong here.”

I kept checking my badge, half expecting it to say “Probably Can’t Play as High as the Guy Next to Him.” But by the end of the week, I was writing notes on napkins, texting my students about new warm-ups I’d learned, and talking to a vendor about a mouthpiece that might actually help my beginner trumpets stop blasting so much. I wasn’t there to show off. I was there to learn — and that was more than enough.

Here’s what I wish someone had told me before I went to the guild conference: You don’t have to be a pro to go.

display at the National Flute Association
The National Flute Association

Conferences Aren’t Just for Conservatory Kids

When I used to hear ITG or NFA (The National Flute Association), I imagined pristine recital halls, polished solos and masterclasses taught by people whose resumes started with Juilliard and ended with a major symphony gig. What I didn’t picture was someone like me who was juggling school fire drills, lost valve oil and a concert where half the percussion section forgot to show up.

I assumed that conferences were for the elite. Sure, some of the performances are truly next-level, but I also sat in sessions with middle school band directors talking about how they teach tone production to 6th graders with braces. I met teachers who were just as fried as I was and had come to the conference hoping for a spark — or maybe just a moment where they didn’t feel like the only one barely holding it together.

One morning, I sat in a clinic called “Trumpet Warm-Ups That Don’t Suck.” It was standing room only. Everyone was scribbling notes like it was a TEDTalk. The clinician shared a three-minute routine that started with stretches and ended with a pedal tone meditation. Not life-changing, just really good. I brought it back to my classroom and used it with my advanced kids, but I also adapted it for my beginners, who found it fun and weird, and they immediately started buzzing better.

That’s when it clicked: These conferences aren’t just about high-level performance. They’re about community, craft and practical stuff you can use on Monday morning. Nobody cared that I wasn’t a college professor or pro player. I was a band director. That was enough.

product display at the International Horn Society
International Horn Society

Your Students Can (and Should) Come Too

I was late to this one. For years, I treated conferences like solo missions. I didn’t bring students because I figured they’d be bored, overwhelmed or honestly just kind of annoying for me to supervise for several days.

But then one of my students — a sophomore trumpet player named Erik who was really into jazz improvisation — begged to tag along to ITG. We worked it out. He registered for a Youth Day pass and practiced a solo to play in a masterclass. He showed up with his trumpet, a notebook and zero expectations.

I watched that kid transform over the next three days. He nerded out with other students in the exhibit hall. He asked real questions. He even started a conversation with a vendor like he was pitching “Shark Tank.” On the drive home, he was already planning his college audition list.

The best part? He didn’t suddenly get better — he just started seeing himself as a real musician. He found his people.

Even for students who aren’t planning to major in music in college, the exposure is valuable. Most conferences offer reduced-rate student passes or even free Youth Day programs. At NFA, they do a whole track for flutists aged 9 to 18 — no auditions required. Just show up and learn. The energy in those rooms is a mix of excitement, squeaky notes and total joy. Nobody’s trying to win. They’re just trying to get better.

If you’re thinking about bringing a student, here’s what worked for me:

  • Sit down with them and their parents and help map out a couple of sessions or booths to check out.
  • Set small, fun goals like “introduce yourself to a vendor” or “ask a question at a clinic.”
  • Give them space to explore but set check-in points so they don’t disappear into the exhibit hall for three hours playing every flugelhorn in sight.

It’s extra work, but it’s also some of the most meaningful musical experiences a student can have. One of my kids came back from a conference and started practicing more, not because I asked her to, but because she wanted to sound like the flutist she heard on stage. That’s the kind of motivation no rubric can teach.

two people chatting at a conference

You’ll Learn More in the Lobby Than You Expect

The best stuff often happens outside the main event. Conversations and observations in the lobby, impromptu “sessions” from a presenter before they even begin and even getting stuck on an elevator with a pro — these are some of my favorite and most helpful memories.

I once had a 10-minute chat with a vendor about beginner trumpet mouthpieces that completely changed how I set up my 5th-grade brass class. I shared a bench outside the exhibit hall with a retired teacher who gave me a pep talk I didn’t know I needed. He told me, “You don’t figure it all out in year three. Or five. Or 20. By the way, don’t buy coffee here — go around the corner. It’s $3 cheaper.” Invaluable advice, and he was right about the coffee, too!

There’s something about being in a space where everyone gets what it’s like to experience and teach music that just makes people more open. You can talk about burnout without having to explain it. You can laugh about concert disasters and feel less alone.

Also, if you’re an introvert, you don’t have to “network.” You can just say hi. You can ask someone what session they liked. You can tell the person sitting next to you in a clinic, “That was a great idea — do you use it with your kids?”

These little interactions have led to email follow-ups, score swaps, even a guest clinician visit once. None of it was planned. I just showed up, listened and said thank you when something helped.

That’s how most relationships in music education work. Not through LinkedIn, but through shared notes and hallway conversations.

student playing trumpet

Competitions are Optional. Growth Isn’t.

Many of these conferences and guilds host competitions, but you do not have to enter a competition to get something out of a conference. Neither do your students.

I’ve had friends compete in guild competitions, and I’ve had others just go, watch and soak it all in. Both came home better musicians.

Competitions can be useful if you frame them right. A few years ago, I had a student, Mia, who saw the competition online. She had absolutely no desire to perform or compete at the national level, but when it came time for solo ensemble sign up, she chose to play a solo. It was the first time Mia ever performed solo in front of a room of strangers. She received written feedback from a clinician she respected, and walked away saying, “I know exactly what I want to work on now.”

That’s a huge win.

Competitions only turn weird when the outcome starts mattering more than the experience. If you spend more time looking at a trophy that could support an F150 than you think about the feedback, you may need to reconsider your approach!

What I’ve learned is that most kids don’t need to win to grow. They just need a moment where someone outside of school takes them seriously. Watching other students perform — especially students their age — can be eye-opening.

Bonus tip: Some conferences have low-stakes performance opportunities like festival ensembles where students can just sign up and play. One of my students said his favorite part of the trip was sight-reading movie themes with 40 other trumpet players in a random hotel ballroom. No pressure, just fun.

small group of people at conference talking

You Don’t Need a Reason to Go

I used to think I needed to justify attending a conference. Like I had to be presenting or chaperoning or recruiting. Something.

But the truth is you can go just to go. You can go because you’re burned out and need fresh air. You can go because you want to hear someone else make beautiful sounds and remember what that feels like. You can go because your own practice routine has become stale, and you want to feel like a musician again — not just a shepherd for a herd of turtles. You can go because you want to try a new warm-up or talk shop with someone who gets it or sit in the back of a clinic and think, “Okay, maybe I can get better at this.”

Teaching music is joyful and exhausting. It’s both. Some days you’re laughing with your kids. Some days you’re putting a to-do list together that says:

  1. Enter grades
  2. Repair tuba
  3. Get life together

Conferences — the good ones — make room for that. You can be inspired without pretending you’ve got it all figured out.

One of the most meaningful moments I’ve had at a conference wasn’t in a clinic or a concert. It was in a quiet corner of the exhibit hall, watching a middle schooler try a new trumpet for the first time. A teacher was next to him, quietly encouraging, asking questions, helping him compare sounds. In the other corner, an older gentleman was trying out some other horns. Both had a gleam in their eyes. They weren’t trying to win anything — they were just trying to get better. Honestly, that’s the whole point.

person looking at flute at at the National Flute Association
The National Flute Association

Thinking About Going? Start Here.

These conferences don’t all meet every year, so check the latest info before planning. But if you’re looking for a place to start, this list covers a good range from instrument-specific to broader music education events.

Instrument-Specific Conferences (Guild Style):
Wider Music Education Conferences:

Marches Aren’t Boring — They’re Just Honest

It’s Thursday afternoon. You’re running behind, the energy in the room is about as lively as a road trip through the desert, and you announce, “Let’s start with Sousa today.” Sighs ripple across the room. One trumpet puts their head down. Another mutters, “Can’t we just play something fun?” You pretend you didn’t hear it partly because you’re tired, partly because you’d rather not start the hour with a debate.

Ten measures in, reality sets in. The clarinets are waging their annual cold war with the key of E-flat. The snare is in their own time zone. The tubas look confused, and the euphoniums are playing — well, something. You stop, rewind and suddenly you’re explaining how to count eighth notes for the third time this week. You’re not even out of the first strain, and you’re wondering if anyone in the room — yourself included — actually likes marches, or if we’re all just pretending for the sake of tradition.

I’ve been there, and if you haven’t, you will. The longer I teach, the more I’m convinced that marches aren’t the enemy. They’re just the only music in your folder honest enough to show you exactly where things are at.

Every year, the same faces groan, the same measures fall apart, and somehow it always feels like you’re fighting upstream just to get a clean downbeat. I used to think it was just me or maybe just my group. Then I started listening in on other directors’ rehearsals. Turns out, it’s universal. Marches are honest in a way nobody asked for, but every band needs. Because marches teach everything.

female student playing the saxophone

Marches Expose Everything …  and That’s Good

If you want to know how your band is really doing, hand them a march. Doesn’t matter if it’s “Washington Post,” “Entry of the Gladiators” or some old sight-reading piece that’s missing page two. You’ll find out, fast.

Marches don’t care how many trophies your band won last year, how good your principal thinks you are, or how advanced your top clarinet is. If the trio rushes, everyone hears it. If the dynamic contrast is just theoretical, the whole band sounds flat. That perfectly blended chorale from last week? Out the window the minute you hit the dogfight and nobody can stay in time.

Marches don’t lie. Every little crack in your band — rhythm, tuning, articulation — shows up. Every time. That’s why everyone complains about them. Because nothing is hidden. No lush film-score harmonies to mask that the low reeds can’t count. No pop tune drum set to distract from unbalanced brass. It’s all right there in black and white for the whole room to hear.

Uncomfortable? Sure. But also extremely useful. If you can get a march to sound good, you can pretty much play anything. That’s not just band director lore. I’ve seen it, every single year.

I used to think my group was “doing fine” until I passed out a new march and the roof caved in. I’ve watched the proudest section leaders quietly re-cross out fingerings, the percussionists suddenly “remember” their water bottles in the hallway, and the kids who crush the pop tune medley lose all confidence the second I say, “Let’s go from measure 17.” No piece of music exposes shaky counting, fake dynamics or wishful listening faster than a march. And, after the initial pain, it gives you a map of exactly what to fix.

One year, after a particularly disastrous run of “March of the Steelmen,” a saxophone — normally a model of confidence — looked at me and said, “This is humbling.” They weren’t wrong. But after the third week, when they finally held together the break strain, the whole section sat up a little straighter. Marches aren’t out to get you. They’re just brutally fair.

trumpet section

They’re a Free Fundamentals Clinic

Marches aren’t just music — they’re a diagnostic tool that you don’t have to pay for. Want to work on balance and blend? Play a march. Need to practice articulating together? Welcome to bar two. Counting rests? Good luck making it through the break strain if your bass drummer zones out.

When I was in high school, my director (who could tune a band with just a look) would throw a march on our stands when we thought we were sounding good. It was his way of reminding us that good tone is great, but if you can’t subdivide in a march, you can’t do it anywhere. Marches demand all the basic skills, but at a tempo and with a transparency that forces you to get real — fast.

Want your group to watch you more? Marches have more cues and sudden shifts than most kids realize. Need to talk about style? No two strains in a march are exactly alike. It’s like a fundamentals clinic, but you don’t have to bring in a guest artist.

If you spend all your rehearsal time dodging the stuff that actually improves your group, you’re not making anyone’s life easier — including your own. When my groups sound rough on a march, it’s usually because I haven’t spent enough time on the basics. And the worst part? The kids know it, too.

A clarinet player once asked me, “Are we working on marches again because we bombed the last concert?” My answer: “Yes, that’s exactly why.”

No point pretending. There’s something liberating about just saying, “We need the reps.” You don’t need to fly in a college professor to fix your band’s breathing or articulation. Sousa already did the heavy lifting — and he’s free.

On a practical note, there have been years when my budget for outside clinicians was exactly zero. Guess what? The march folder worked overtime. Sure, I missed the warm-fuzzy feeling of a pro trumpet player dazzling the kids for an hour, but the payoff was the same: Kids started listening, counting and (eventually) owning their mistakes. If you ever feel like rehearsal is just treading water, pass out a march. You’ll quickly find out what actually needs fixing.

(Side note: If you haven’t caught on by now, the solution to your problem is a march. Bad intonation? Play a march. Articulation not lining up? Play the march. Dizziness and high blood pressure? Let me prescribe a march.*)

*Not real medical advice.

student playing the tuba

Boredom Usually Means We’re Avoiding the Work

I don’t buy it when people claim marches are boring. “Boring” is usually what we call anything that makes us uncomfortable. Kids call long tones boring, too, until they realize it’s the only way to stop cracking high notes. Adults call budget meetings boring, but the truth is, we just wish they weren’t so necessary.

Marches don’t let you hide. Most of the time, nobody likes what they hear — me included. The runs aren’t clean. The trumpets can’t agree on which C is in tune. The clarinets are tired of me saying “blend, blend, blend.” But once you talk about it — really talk about why everyone dreads playing these pieces — you get somewhere honest. Nine times out of 10, the groans aren’t about the repertoire. They’re about discomfort, embarrassment or the feeling that “we’re not as good at this as we thought.”

Every year, at least one kid surprises themselves. Usually, it’s the same kid who complained the loudest back in September. By March (pun absolutely intended!), they’re bragging about how the band sounds “tight” on the Sousa. That’s progress. And it only happens when you stop dodging the honest stuff.

Look, sometimes I get bored, too. You can only run “entry, repeat, trio, dogfight, da capo” so many times before your own brain goes a little numb. But that’s when I know I’m phoning it in. When I finally own that, and decide to dig in (fix the articulations, tune the chords in the trio, add real dynamic shape), that’s when it starts to feel like progress instead of purgatory.

I had a low brass section that dreaded marches until they realized that being “heard” in a march meant every note (and every mistake) was on full display. For a couple of them, that flipped the script: Challenge accepted. I still remember the moment they got through a tricky break strain together and one kid, who’d complained for months, just looked at me, smiled and said, “Got it.” And they did.

closeup of someone playing the clarinet

You Don’t Have to Love Marches — But You Need Them

You don’t have to become a march superfan. You don’t even have to like them. But you need them. Your group needs them. There’s a reason why the bands that play with clarity, precision and actual excitement almost always sound good on everything else, too. It’s not magic. It’s just the result of facing what’s actually hard, over and over, until it gets easier.

Early in my career, I avoided marches when my groups sounded rough. I didn’t want to deal with the fallout — the side comments, the slouching, the second-guessing myself. But skipping the tough stuff didn’t make my group any better. In fact, it did the opposite. Now, when we’re not where we need to be, I pull out a march. Not because it’s fun (though, sometimes it actually is), but because it’s honest. It forces all of us — director included — to get out of denial and do the work.

So, next time your band groans when you hand out a march, lean in. Tell them why you’re doing it. Make the connection. And if the first run-through is ugly? Great. Now you know what needs work. That’s not failure. That’s free feedback.

Some of the best moments in rehearsal have come after a “bad” march run. I’ll ask the band, “What fell apart?” and, after the usual silence, someone will say: “We just didn’t count” or “We lost you on the cutoff” or my personal favorite, “I don’t know, but there’s definitely something wrong.”

At least it’s honest. Those are the moments when things start to get better.

closeup of student playing the saxophone

March On

If you’re a few years in and still dreading marches, welcome to the club. I’m not here to make you love them, but I will tell you this: The only way through the discomfort is straight through it. Marches are honest. They’ll make you and your students uncomfortable. That’s the point. Lean into it. You’ll be surprised how much better your band sounds — not just on Sousa, but on everything.

If anyone accuses you of being “old school” because you’re drilling balance and blend on a Karl King march? Just shrug. At least you know your band can handle the truth.

Four Benefits of Having a Professional Do Your Home Theater Installation

We’ve all been there. You think the do-it-yourself (DIY) route will not only save you money but also help you avoid the hassle of finding the right person — and someone who might be coming into your home at a time that’s inconvenient for you. Some projects are less daunting than others, such as installing a sound bar with a couple of wireless speakers. But as the number of components in your home theater system continues to grow, so does the complexity and your ability (and spirit) to take on their installation.

Before you get past the point of no return, here are four reasons why you should consider hiring a pro to install your home theater:

1.  Much less research is required

You can easily find the right person for the job through a quick internet search or by asking a friend or two, and then you won’t need to spend hours on end watching online instructional videos or scouring the hardware store for some random tool you may never use again. Hiring a professional installer will save you tons of time by letting you rely on the expertise of someone who does this type of work daily.

2.  You can get the job done well regardless of the level of expertise required

You might consider yourself a jack of all trades but there’s always somebody who can do it better. A pro will also usually know ways to do things that can save you money as well as time, like whether or not to drill holes or use a different product. They can also troubleshoot a difficult situation that you might make worse with an uninformed decision. Plus, most professional installers offer service and support should additional questions arise or further work be required.

3.  Stress reduction

We all have more than enough stress in our lives without having to add more. It’s all too easy to work up a sweat and suffer through a migraine when running speaker cables through your walls that might accidentally put holes in your pipes. Instead, why not avoid the hassle and allow a pro to take on the full scope of the project? Sure, it may cost some money out of pocket, but it’ll save you from freaking out over how expensive it would be to replace whatever it is you might have damaged while attending the school of hard knocks. Plus, it’ll help free up your time to focus on other projects for which you’re better suited.

4.  There’s probably a lot that an installer knows that you don’t

If you consider yourself the next Bob Vila, then this part’s not for you — but let’s face it, most of us are not on that level. Few people are experts at both carpentry and installing electrical components in their homes. Professional installers not only have the knowledge to be more efficient, but they can provide you with options you might not be aware of. Not only might an installer help keep you from spending thousands on unneeded repairs and home updates, they may open up possibilities for integrating other components of your home into a system as smart as your theater, including lighting and security.

Taking on a home theater installation project by yourself, with the potential savings in money that goes along with it, is certainly doable, especially if you’re handy around the house. But some things — like expertise and peace of mind — are often well worth a little extra coin. Leave it to a professional instead and you’ll likely end up spending more time enjoying your home theater than fixing it.

 

To find a Yamaha dealer, use our dealer locator here. If you’re looking for a custom installer for a specific brand like Yamaha, we recommend you search locally (with a search engine or social community website) using the terms “home theater custom installers.” Availability of custom installers may vary based on region.

Healing from Grief with Music

When Kim Webb, Director of Bands at Greene County Tech School District in Paragould, Arkansas, was conducting the band’s 2019 graduation ceremony performance, she experienced a strange, haunting feeling inside. A voice in her head kept whispering, “I’m not supposed to be here.”

At the start of that school year, Webb — then the director of the middle school band — had expected that the high school’s director, Keith Dortch, would conduct the graduation performance, as he did every year. However, the entire Greene County community was shocked when, right before spring break, Dortch unexpectedly passed away.

This tragedy came a year before the COVID pandemic lockdowns, and just a year after the death of one of Webb’s students, a 7th-grader in her middle school band class.

Webb now recalls the 2019 graduation performance as “one of the hardest moments of the whole year.”

There was also another piece to the puzzle: Dortch’s death happened at the end of Webb’s maternity leave. While mourning the loss of a beloved colleague, she also had to balance raising her first child and ascending into a new role as the high school band director.

This hurricane of stress inspired Webb to reframe the way she approached teaching. “A lot of band directors can stand in front of their groups and think, ‘We’re just going to play this music,’” she says.

While her prior approach had been to focus on the music, her new philosophy included actively practicing empathy, being proactive about mental health and prioritizing community. “Seeing the shift of how people started caring about each other more … that helped our band program and our culture so much,” she says.

band staff at Greene County Tech School District

The Aftermath of a Tragedy

After dealing with multiple tragedies in her school district, Webb now has experience helping others get through both short-term and long-term grief. In the immediate aftermath of a tragedy, Webb focuses on helping the family with their current needs.

During her years working with Dortch, Webb also taught two of his sons. “He hired me. I was really close with his family,” she says.

Webb bought the family “grief groceries” — all the essentials so they wouldn’t have to worry about cooking or grocery shopping. After a trip to Wal-Mart, Webb delivered paper plates, frozen pizzas and other easy-to-prepare foods to the Dortch family.

To ease the long-term emotional burden of a tragedy, Webb periodically checks in with her students one-on-one. In 2018, when the middle school band mourned the loss of their 7th-grade classmate, Webb offered frequent support to this student’s closest friends. “One girl in particular was really close with the student who had passed,” Webb says. “I checked in on her from 7th grade until she graduated.”

The loss of Keith Dortch in 2019 led to program-wide changes that impacted the entire band, but Webb found ways to approach each student individually. “When the anniversary of his death was approaching, we’d check in on the kids,” she says. “I never wanted to address it head-on in front of the whole band. I had to keep in mind that his sons were in my band, too. They were already having to walk into a band room that felt like home because their dad had been the director.”

Before addressing this topic with her students, Webb pulled Dortch’s sons aside, gave them a heads-up about her plans for the day and excused them from class.

Greene County Tech School District band on football field

Self-Care is Necessary

Losing a loved one takes a huge emotional toll on everyone. Webb regularly reminds her students about the importance of taking care of themselves and prioritizing their mental health. “I always say, ‘I’m a band director, not a therapist. I’m here if you need to talk, but therapy is a huge thing that can help you,’” she says.

Reminding her students to practice self-care, both physically and mentally, has also motivated her to take care of her own mental health as a teacher. Webb says that if a teacher isn’t in a good mental state themselves, they won’t be able to help their students.

Sometimes, educators need to put their students’ emotional needs above their own. Webb experienced this at Dortch’s funeral. “I didn’t get to process my feelings because I was also there as the band director who was helping all these kids,” she says. “As the kids came in for visitation, I would meet them at the door and hug them. They needed to see a familiar face.”

After taking care of her students, though, Webb emphasizes the need for her own self-care. “You may be overwhelmed by other things, but you must take time for yourself,” she says. “Let yourself breathe. If you don’t, you’ll burn out and be in a dark place mentally. Then you can’t serve your students.”

Webb has personally found therapy to be a useful avenue for her own self-care. “A year later, when COVID hit, when I was no longer in overdrive, I remember sitting at home [and thinking], ‘I’m used to working, used to distracting myself. I need to take care of me,’” she says. “[That’s when] I started therapy.”

group circle with students and faculty at Greene County Tech School District

Mental-Health Awareness

In the years since losing members of her band community, Webb began to publicly speak about mental health awareness. She discussed the topic on two podcasts — Amro Music’s “After Hours” podcast for music educators, hosted by Nick Averwater, and her own podcast, “Beyond the Baton,” which she co-hosts with fellow Paragould music educator Nathan Anderson.

Additionally, Webb, who was recognized as a 2025 Yamaha “40 Under 40” music educator, has presented on the topic at conferences. “I was asked to be on a panel to talk about mental health in the classroom at our all-state convention because a lot of people were dealing with mental-health issues after [COVID],” she says.

While in therapy, Webb worked on talking more openly about her emotions, a skill she now uses. As mental-health practices have become less stigmatized over time, she has found it easier to broach emotional topics. “With my band director community, I really leaned into them to talk about certain situations and saying stuff out loud,” she says. “As band directors, we’re taking care of other people all the time.”

band staff at Greene County Tech School District

People First

This journey has caused Webb to realize that, as an educator, she’s first and foremost in the business of taking care of people. She is now more forgiving when her students request a break for their own mental health. “If you see a student struggling, it’s easy to push their feelings back,” she says. “While I don’t excuse kids from rehearsal every day, if they’re like, ‘Ms. Webb, I’m struggling,’ I’m more understanding now.”

If Webb notices that a student is having problems balancing their schoolwork with emotional issues, she might let them take one class period to sit in her office and decompress rather than participate in rehearsal.

Webb has also incorporated mindfulness techniques into her teaching style. “A couple weeks ago, when getting ready for regional assessment, I was like, ‘We’re meditating today!’” she says.

Using YouTube video tutorials, she sometimes incorporates five-minute meditations into her lessons, which can help students regroup and focus.

performance of Greene County Tech School District band

Webb has also passed this people-first philosophy onto her student leadership team. She tells her drum majors and section leaders to refer to Maslow’s Hierarchy of Needs. For example, instead of assuming that a student is being lazy, look for the cause of their behavior. “It may look like a student’s not getting something, or they’re frustrated, but you have to think about the person first,” she says. “You have to go down to the bottom of the hierarchy and try to figure it out. Maybe they may not have eaten today.”

Viewing her students and colleagues as people first has not decreased the efficiency or productivity of Webb’s rehearsals. It’s had the opposite effect. “When you transition to a people-first mentality, it makes your music rehearsals go better,” she says. “The culture in our band program is higher than it’s ever been.”

My Professional Development Wish List

I’m going to say it aloud: In-service professional development is rarely built for music teachers. If I had a dollar for every “interactive-data-binder” training I’ve sat through, I might actually have a budget for clarinet reeds this year.

It’s Mandatory Institute Day and you’re herded into the cafetorium for yet another marathon session on the new district literacy curriculum. The presenter is cheerful. “How can you use these reading strategies in your classroom?” she asks, practically vibrating with enthusiasm.

Meanwhile, you’re tallying which saxophones are still missing neck straps and calculating which percussion kid is most likely to superglue their friend to the timpani stool (again). Two hours in, you realize you’ve learned exactly nothing that will help you figure out why your rehearsal room still smells like a middle school locker. And you’ve received six emails about field trip forms to sign, but sure, let’s talk about guided reading!

I don’t hate learning new things — just ask anyone who’s watched me spend 40 minutes figuring out why the third trombone sheet music always disappears. But most PD feels like watching a cooking show in a language I don’t speak, where the secret ingredient is dread. I try to nod along, but all I can think about is which clarinet kid will come in during lunch to beg for a new reed because “someone stole it.” (Someday, we will catch the elusive thief who keeps stealing pencils, reeds and other items that are useless outside of a music classroom).

group of people with sticky notes on their foreheads, playing an ice breaker

We Don’t Need Any More Icebreakers

Here’s what would actually help me — sessions on “How to Not Panic When a Clarinet Breaks Mid-Concert” or “How to Say ‘No’ to One More Pep Rally Without Getting Passive-Aggressive Emails.”

I’m not saying there isn’t value in team-building, but the most useful professional development I’ve ever received? Five minutes with a veteran director showing me how to fix a snare drum with a plastic drinking straw (seriously). That’s a life skill.

It’s hard not to laugh (or cry) when you’re asked to break into groups for yet another team-building activity. Usually, it’s something like building towers out of marshmallows and spaghetti. Meanwhile, in my mind, I’m scanning the band room, trying to remember how many music stands still have all three feet and if anyone else has figured out how to get the wireless mic to work in the auditorium. I’d trade a year’s worth of icebreaker bingo for a single session on how to convince tech not to push out mandatory computer updates during concert week.

What we really need is survival training: quick repairs, how to set boundaries and how to stay sane during concert week. Sorry, but self-care is not grading scales with a scented candle lit next to you (smells like you missed a Bb — again). It’s figuring out how to make time to eat lunch at work and finish a hot cup of coffee.

One of my favorite PD moments was when another director showed me how to use a dollar bill to loosen some sticky pads. He didn’t say, “Let’s reflect on how this supports district-wide SEL goals.” He said, “Try this. It works.” You won’t find that in any breakout session, but you will find it next to the vending machine after lunch.

And those magical sessions on work-life balance? I sat in one last year where the facilitator asked everyone to write down three things they do “just for themselves” every week. I wrote “drink my first cup of coffee sitting down” and then ran out of ideas. The person next to me wrote “meditate, jujitsu, journal.” I don’t know what building he teaches in, but I want his schedule.

bored conference attendee

Admit When PD Is Useless Then Go Find the Real Answers

There’s a strange pressure, especially early on in your career, to pretend like every district initiative is life-changing. It’s not, and that’s okay. I’ve become a master of strategic tuning out when the PD isn’t built for me. Instead of color-coding data charts, I’ll spend that time swapping rehearsal hacks with the orchestra director. We’ll trade stories about emergency instrument repairs and the best ways to keep kids from playing “Seven Nation Army” during every second of downtime.

My favorite kind of PD happens in the hallway between sessions, when a choir director tells me how she convinced a group of parents not to glue rhinestones onto concert uniforms. You get more actual solutions from a 10-minute chat about what doesn’t work than three hours of watching someone explain the difference between “formative” and “summative” assessment using sock puppets.

Sometimes, professional development is just surviving concert week without losing your mind or your keys (again). The real and most helpful answers at PD sessions almost always come from your fellow teachers, not the official binder. Another example of some great PD: a 15-minute hallway conversation with a choir director about how to keep parents from “helping” too much backstage (“Mrs. Smith, there are some kids in the lobby who really need help with their lines for the musical. Would you mind helping them? Oh, what’s their role? They’re a tree.”)

If you’re stuck in a PD session that has nothing to do with what you actually do? I use the time to figure out which forms were due yesterday or mentally calculate how to stretch a $500 budget across 120 kids. Sometimes I’ll use those hours to update my “not-to-do” list — like agreeing to judge another solo and ensemble contest or volunteering to organize the pep assembly sound system again.

small group of happy adults having coffee

Request Real-World PD or Build Your Own Tribe

I used to think I was being a troublemaker by asking for PD on topics that actually mattered to my job: “How Not to Burn Out,” “Budget Hacks for the Broke” or my personal favorite, “Convincing Kids to Practice Without Bribery.” Why do I speak up? Because I realized that most administrators have no idea what music teachers actually need unless we tell them. So, I ask. Nicely.

I’ve learned it’s okay to advocate for yourself — sometimes loudly. Once, after a truly painful afternoon of “data-driven goal-setting,” I went to the PD organizer and asked if we could please get someone to talk about managing instrument repairs on a budget. She said, “That’s a great idea! Have you tried DonorsChoose?” Which is not quite what I had in mind, but at least she listened and tried to help.

Sometimes, the answer is to build your own support system. The most useful things that I’ve learned have come from other music teachers who are willing to share their scars: What they have tried, what failed and how they still found a way to laugh about it. Spoiler alert: None of them survived because of a great PowerPoint.

I’ve received more practical advice from swapping war stories in the instrument room than from any district-approved workshop. I still remember the time a friend from another building texted me, “Any way to get the smell out of a case after someone spilled milk in it?” (Answer: You can’t. Just give the kid a new case and call it a day.)

Find your people and ask questions that matter. If all else fails, wander down to the next music room and ask what nearly broke them during their second year of teaching. Odds are, they’ll have a story that makes you feel better — or at least less alone.

If your district won’t bring in someone who’s wrestled a tuba case down three flights of stairs and survived a budget cut, start your own lunch group. Meet up after school (or after rehearsal, or after you finally find your keys) and share whatever half-baked solutions that helped you through the last crisis. You’ll learn more from a lunch table full of tired music directors than from any “evidence-based framework” that shows up on a district agenda.

happy conference attendee

Closing Reflection

Music teaching is like nothing else, and the job description doesn’t fit on a slide deck. Most of the time, it feels like we’re living in a different universe from everyone else in the building. That’s not your fault, and you’re not doing it wrong. If you feel like PD is designed for every job but yours, it’s because — well — it probably is.

However, there are professional development sessions geared specifically for music educators at music education association conferences, Midwest Clinic, NAMM, NAfME and more. If you can finagle some funds to attend one of these, do it! You’ll sit through meaningful PD sessions about teaching music and still have those magical moments with other music teachers in the hallway, waiting in line for coffee, in the elevator and even in the parking lot.

Bottom line: Find the people who get it, hold onto the hacks that actually work, and don’t waste too much energy pretending you care about color-coded data binders. Your sanity — and passion for teaching — will thank you.

When Kids Quit Band

It’s that time of year again — the calendar’s a mess, summer’s creeping closer and then your inbox pings. It’s an email with “Next Year Band” in the subject line. The parent is polite, maybe a little sheepish: “Thank you for everything, but we’ve decided Johnny won’t be doing band next year.”

Back in my rookie years, I took these emails personally. I’d overanalyze every interaction with that kid. Did I say something wrong? Was I too strict? Not strict enough? Was it the music? Was it … me? I’d carry it around like irrefutable evidence that I’d failed.

It didn’t help that sometimes the parent would add a line like, “He’s had a great time but just needs a break.” I’d reread the email 10 times, looking for clues — did he really have a “great time” or was that just code for “he hates your class”? Sometimes, I’d scroll through old attendance records to see if there was a pattern that I should’ve caught. (Spoiler: There never was.)

I used to keep a mental tally of who left, when, and — if I’m being honest — whether any of the “leavers” happened to be good players. I’m not proud of that, but if you teach long enough, you start to develop a sixth sense for which losses are going to hurt musically versus the ones that just sting your pride.\

If you feel personally attacked every time you get one of those emails, here’s the good news: You care. Bad news: You’re going to be toast by October.

(Side note: I just realized that a lot of my articles start with me checking my email and something bad happening. Maybe I should just stop checking my inbox? Something to think about.)

frustrated woman looking at laptop

It’s Not Personal. Seriously.

Most of the time when kids quit, it’s not about you. Maybe they want to try sports, maybe it’s scheduling, maybe they just want a study hall or maybe they just want to sleep in. And I know this may come as a shock to music teachers, but there’s also a very real possibility that they just don’t like performance music classes (I’m sorry).

We tell ourselves we’re running a music program, but a lot of kids are just figuring out who they are and what they want to do. Sometimes that includes music. Sometimes it doesn’t. If you treat every kid who leaves as proof that you suck at your job, you’ll run out of gas fast.

It took me a long time to really believe this. I used to think that if I just tweaked the music, or the seating chart, or spent more one-on-one time with kids on the fence, I could save everyone. But that’s not how it works.

Some kids just don’t want to do band anymore. I’ve had students leave to focus on competitive bowling. I had a clarinet player switch to FFA because they wanted a career in agriculture. Sometimes, they just want one fewer thing on their plate.

Other times, it’s totally outside of your control: a family move, new after-school job, medical stuff or some mystery scheduling conflict with a required class that you only hear about in the exit email. Doesn’t matter how “magical” your teaching was — sometimes, it’s just time for them to go.

Of course, there are always a few who leave for reasons that make zero sense like wanting to “try high school without an instrument.” There’s no fixing that. And honestly? It’s not yours to fix.

students clapping

Don’t Burn Bridges — Let Them Leave as Fans

Forcing kids to stay in music rarely ends well. You can send the “please reconsider” emails, promise that next year will be more fun, or even try to make deals. But it almost never works the way you hope. Instead, the kid just gets quieter, starts showing up late, brings less energy, and, before you know it, the whole section feels off.

Nice job. Instead of a future fan, you have a kid who avoids you in the hallway.

I’ve tried all the moves: guilt-trip emails, pep talks in the hallway, promises that “next year’s music will be more your style,” etc. I’ve even tried the old “give-it-one-more-semester” speech. But in my experience, no student has ever decided to stick around long-term because I made a passionate case in a 9 p.m. email to their parents. If they do come back, it’s usually with one foot out the door.

I’d rather have a kid leave early and still root for us than have a student stick around and poison the well. I have plenty of former students who left band after a year or two but they still come to concerts, post our flyers and bring their friends to shows. Some even send their younger siblings my way.

A real-life example involved a trumpet player who quit sophomore year to focus on wrestling. I thought he’d never set foot in the band room again, but three years later, he showed up with his little brother for Freshman Band Night. Turns out, he’d been telling his brother stories about “band trips” and “Stinson’s forehead vein popping out during concert week.” He just didn’t want to play anymore — but he liked us.

The ones who left on good terms have done more for our reputation than a dozen forced “retentions.”

button that says "don't quit"

Some Teachers Can’t Afford to Lose Anyone — And That’s Real

Let’s pause for a reality check: Some teachers are in situations where every kid counts. Maybe you’re in a small school, or your schedule is tied to enrollment, or you need those numbers to keep your job full time. I’ve been there — I get it.

It’s one thing to say “let them go” when your job isn’t hanging by a thread.

There was a year where we were told if our band numbers dropped below a certain threshold, we might lose a class section — and possibly full-time employment. That’s not a hypothetical stressor; that’s real. I remember running through rosters, trying to figure out who might leave, who I could convince to stay, and whether I’d be able to pay the bills if I ended up losing 20% of my salary.

If you have to keep every kid, do what you need to do. Recruit, cajole, pull out every trick you have. But just know that it comes at a cost — to you, to the culture and sometimes to the kid.

Honestly, the “retention-at-all-costs” strategy doesn’t feel good. You end up spending your energy putting out fires and managing drama instead of actually teaching music. Plus, the kids who really want to be there can feel the difference — they’re not blind.

If you’re holding on to every single student just to keep the lights on, it’s not a personal failing. It’s the system. (And yes, the system is broken.)

So, if you’re feeling trapped by numbers, that’s not you “failing” at teaching. That’s just you trying to survive.

someone holding onto prison bars

You’re Building a Place to Belong, Not a Prison

Your job — when you’re allowed to do it — is to make band somewhere kids want to be. Not somewhere they’re trapped. This is harder than it sounds, especially if you came up in a program where “band is family” was code for “never leave or you’re dead to us.”

I try to remind myself (and sometimes my section leaders) that every kid who leaves is not “betraying the band.” They’re just making a choice. The kids who want to stay will make music with you. The ones who move on might be your best cheerleaders, not your critics, if you let them leave with dignity.

Every year, a handful of “quitters” turn out to be our biggest fans. They show up to concerts, help with fundraisers and send the best “I-miss-band” emails.

My favorite is when I get an email from a kid two years after quitting: “Mr. Stinson, I hope the band is still awesome. Sorry for dropping out. I still remember the Tennessee trip!” That’s not a loss. That’s the mark of a program that did its job — even if this student’s time in music was shorter than you hoped. We’d like to think it’s a three- or four-year commitment, but this isn’t always the case.

There’s a clarinet player who left band after freshman year. She was always quiet, never a problem, just didn’t love it. She ended up joining the stage crew instead, and now she’s the first to volunteer for set-up and tear-down at every band concert. She has way more friends in drama than she ever had in band. She just needed the chance to find her people.

young man opening door

Let the Door Swing Both Ways

Some kids will leave. Some years, a lot will.

If you spend all your energy chasing after everyone who’s on their way out, you’ll have nothing left for the kids who show up every day, ready to work.

It’s really easy to get wrapped up in retention panic — I’ve spent hours staring at spreadsheets, doing the “if-these-three-quit, but-these-two-freshmen-join” math. At some point, you must step back and ask: Am I spending more energy on the ones walking out the door than the ones already in the room?

Welcome students in. Let them go without drama when it’s time. And keep the door open — for playing, for listening, for just saying hi in the hallway.

Turns out, more kids root for you from the bleachers than you think. And, you’ll actually have the energy left for the ones who stay.

5 Benefits to Creating a Keyboard Orchestra

“The piano is not one instrument; it is one hundred instruments!” –Anton Rubinstein

A keyboard orchestra is an exciting frontier for the group-piano model. I incorporated the idea in my classroom at Cibola High School in Albuquerque, New Mexico,  after watching international friends from a piano festival accompany a studio-mate using keyboards — they were the “orchestra” in his concerto. I’m still mapping out best practices and a set curriculum for running group piano like an ensemble class, but I have already seen the musical benefits in terms of student skills, outcomes and community.

I know several ensemble directors who were roped into teaching piano, and they feel overwhelmed by method books and have difficulty garnering buy-in from students. If that sounds like you, I hope keyboard orchestra might be a worthy pursuit to consider

student standing next to keyboard and playing a chord with one hand

What is it?

Using the various “voices” of a keyboard, it’s possible to create an orchestra of different effects and instruments. My district, the Albuquerque Public Schools, purchased small keyboards for students to rent while we were quarantined. After we returned to in-person teaching, the keyboards were rarely used. I allowed students to rent them if they needed a practice instrument at home.

Because these keyboards are unweighted, six octaves and have no stands or pedals, I did not see a reason to use them when we had a class set of full-sized, weighted keyboards. However, after playing around with one, I realized that there was potential in their portability and voice database. As I reflected on my community and engagement problems in piano, I realized that I could start running piano like an ensemble class! That’s how the Cibola High School Keyboard Orchestra started.

Here are the five key benefits of a Keyboard Orchestra:

  1. Accountability and Teamwork
  2. Ensemble Skills and Skill-Building
  3. Confidence and Anxiety
  4. Musical Instrument Awareness
  5. Culture
close up of hands playing piano in group piano class

1. Accountability and Teamwork

Accountability and teamwork are hallmarks of a successful ensemble. As truancy rates rise throughout our country, I believe that the arts champion the values of teamwork and group accountability. Students in keyboard orchestra have group accountability that makes it harder to skip class than if they were only letting themselves down.

Students who feel connected to their team’s success and joy need less convincing to come to class and stay engaged. There are, of course, those students who do not have an issue getting to a group piano class, but I have found that the piano lab generally doesn’t elicit the same enthusiasm as choir or other ensemble classes. Playing piano broke my video game addiction when I was a teenager because music gave me the coolest video game with a leveling up system that will never end. Until students find some similar sense of passion, I believe the best path to their accountability is through a team framework like keyboard orchestra.

two students playing piano in music class

2. Ensemble Skills and Skill-Building

A pianist’s education is usually started alone — picture the standard group piano class where students wear headphones and “silently” pound away on whatever piece has been assigned to them. There are strengths to that lab process, but ensemble skills represent a stronger musicianship than the discontinuous solo run-through performance given by the typical beginner. Working in an ensemble eliminates the halting starts and stops of the beginner. That’s why duets are so effective for teaching young musicians. When coupled with a team of players, students are accountable to their peers and quickly develop the ability to jump back in (particularly when paired with a stronger player).

Although time consuming, creating specific arrangements for students can result in successful student outcomes while adding rigor. My classes are filled with students that range from beginners to advanced, so tailoring pieces for each level helps me accomplish specific goals for each difficulty range. For instance, in an arrangement of the “Jurassic Park” theme, beginning students played the iconic melody, while intermediate players played a bass line and advanced students, more peripheral and exciting passages. Each musician was appropriately challenged, which certainly dealt with class engagement issues.

You also can rely on students’ other skills. For example, use a guitarist’s understanding of chord charts or a music theory student’s budding basso continuo skills to make a unique challenge for the most advanced.

Lastly, look to easy chamber string pieces. Consider the slow movement of a Vivaldi string concerto, especially if you have overlap with a viola player from your school’s orchestra — the alto clef presents fun challenges. Not all pieces are ergonomic to the hand, so be judicious in what repertoire you assign.

When considering ensemble and skill building, it’s vital to make all students feel successful, especially at the outset of their keyboard orchestra experience. I often think of Henry Purcell’s “Fantasia Upon One Note,” where a member of the ensemble holds out a single note for the duration of the piece as others play more musically exciting passages. This often serves as my inspiration for arranging for the keyboard orchestra because it is essential for students to feel successful and have buy-in.

students in piano class holding their thumbs up

3. Confidence and Anxiety

Performance is a vital assessment in a piano class, but doing anything by yourself can be daunting at first. The keyboard orchestra presents a team effort to the joys and challenges of playing in front of people. Performing as a class can lead students to have confidence in playing by themselves — sometimes a group performance is the best, first step.

I often assess the students individually on their part before putting the keyboards together. This can save a lot of frustration and provide a temperature check on students’ progress, which is a perfect grade for the gradebook. Formal assessment can take the form of a whole-class run and section/individual tests just like in choir! I find that one of the best ways to ease student anxiety is playing in groups.

torso of a student playing piano

4. Musical Instrument Awareness

A keyboard will not give students the exact impression of what a flute or bassoon can do, but it certainly opens students to more orchestral sound cultures. Plus, students usually mess with the sound settings and want to explore new effects on their keyboard. So, keyboard orchestra affords students the added joy of working with a different voice than just the piano — certainly a play on Anton Rubinstein’s quote at the beginning of this article.

There are benefits to pairing students to certain instrument settings based on their ability. I often place beginning students with string sounds. A string pad setting generally affords a student to be less precise with rhythm with its delayed onset and offset. Because it blends well, a beginning student will have an easier time following others. I give more percussive or exact instrument settings (think flutes, harpsichord, etc.) to more advanced students because these sounds are more piercing, crisp and require the strongest ability to follow a score.

Use different voice settings to your advantage! Awareness of other instruments and sounds is an enrichment that can benefit the aural imagination for students on what is possible on the piano. In Dennis Alexander’s “Five-Star Ensembles for Digital Keyboard Orchestra” series, several pieces feature unique instruments (banjo, percussion, bells, etc.), which add to students’ enjoyment.

group piano class at Cibola High School

5. Community

Lastly, culture is one of the most important aspects of a keyboard ensemble. My choir students usually have more points of connection with each other throughout the semester than most of my piano students will ever have with their peers. It’s an unfortunate reality!

It’s not typical for a pianist to get ensemble work — so much of our formative education is covered through solo repertoire and technical work. As such, the keyboard orchestra incorporates the community aspect of choir or orchestra into class and enriches a pianist’s ensemble technique. Students share the ownership of the finished product, and there are few better experiences than watching students peer-teach their sections.

Keyboard orchestra represents an exciting future for the group piano class! It is transforming my students’ outcomes and experience.

____________________________

Feel free to contact me with any questions. At Cibola High, keyboard orchestra is a second semester project. During the first semester, I start with the “Hal Leonard Student Piano Library or “Alfred Music’s Premier Piano Express and self-made worksheets, especially for the absolute beginner.

6 Mistakes New Teachers Make

“I’m thinking of changing how we do warm-ups next semester,” a young teacher told me a few years ago. He was halfway through his second year, exhausted, overwhelmed and already in the middle of rewriting his curriculum for the third time.

I asked him why.

He shrugged. “I don’t know. I just feel like I’m supposed to keep improving things.”

Stop! This is a trap.

When you’re new, you don’t always know what’s working yet — so it’s easy to think if something isn’t perfect, it must be broken. It usually isn’t.

Below are six common mistakes new teachers make when they try to fix things that don’t need fixing. I’ve made most of these mistakes myself. Some more than once.

letter dice spelling the words "CHANGE" and "CHANCE"

1. Changing Systems that Are Working

Whether it’s how you organize folders, take attendance or run warm-ups — if it’s working, keep doing it. Don’t let boredom or insecurity convince you to start over just for the sake of it.

Early in my teaching career, I changed my lesson plan template three times in one semester because I thought it would make me feel more “put together.” It didn’t. It just wasted time. I spent hours fiddling with fonts and table borders and trying to make my headers more “professional.” None of that made me a better teacher. It just gave me another reason to stay up late on Sunday night pretending I was being productive.

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One year, I decided our rehearsal warm-up needed a total overhaul. I abandoned the flow that was working — long tones, flexibility, articulation, chorale — because I wanted something that sounded more “collegiate.” The result? I wasted two weeks of rehearsal on experiments that mostly annoyed my kids and made me question my life choices.

Systems aren’t supposed to make you feel creative or inspired. They’re supposed to make your job easier. If they do, then leave them alone. Chances are, you may have abandoned a system right before it fully took effect.

That includes your Google Drive folders. No one needs seven sub-folders for one concert cycle. Take it from a hypocrite who currently has eight sub-folders.

music educator sitting at desk and writing notes

2. Reinventing Your Concert Prep Process Every Year

You don’t need a brand-new method for getting kids ready for performances every semester. Find a process that works — backward planning from the performance date, regular checkpoints, clear expectations — and stick with it.

The temptation here is real. I still catch myself scrolling through other programs’ Instagram pages thinking, “Maybe I should do a countdown wall … or stickers … or have section leaders write inspirational notes on the whiteboard every day.”

Those extras aren’t what make the concert successful. The music gets better because you rehearsed it well, with clear goals and enough time. Plus, the kids understood what was expected of them. Period.

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Early on, I thought every concert cycle needed a new theme or some kind of gimmick to keep kids engaged. I wasted time creating themed rehearsal slideshows. Movie themes, Disney themes, the “best-section-gets-to-name-my-next-child” theme, etc. None of it mattered — all I needed was a clear plan and then simply follow it.

Consistency wins. Kids like knowing what to expect. They appreciate routine more than you think. So do parents. So do judges. So does your future self.

upset woman laying on the ground with laptop on her stomach and tissue papers strewn around her

3. Overhauling Communication for No Reason

Stop re-writing your parent email templates. If it was clear and effective last time, copy it. Adjust the dates. Move on.

Same goes for handbooks, syllabi, calendars. I used to waste hours trying to make every email sound like a fresh, exciting announcement. Parents don’t care. They just want the dates and the details, not your best stand-up routine.

I once sent an email about concert attire that included a joke about ’90s boy bands and a pun about ironing shirts. I thought it was hilarious. No one replied. A kid still showed up in jeans. And no, the performance was not in sync. (Get it? It’s a play on the boy band NSYNC. OK … I’ll show myself out.)

What worked? The same bullet-pointed list I’ve used countless times before with bolded deadlines and a reminder to read it carefully. Fewer emails came back with questions.

Have your templates ready. Use them. No guilt.

Pro tip: Save your email drafts somewhere that’s easy to access so you can copy-paste from them. You’ll thank yourself every time concert season rolls around. If you have to do something more than twice, try to automate it.

man holding face in hands while several hands are pointing at him

4. Assuming Every Problem Is Your Fault

An off day in rehearsal does not mean you need to redesign your warm-up routine. Every unmotivated kid does not mean your lesson plan failed. Every parent complaint does not mean you’re bad at communicating.

Sometimes kids are tired. Sometimes parents are stressed. Sometimes Tuesday is just Tuesday.

One October, I had a string of awful rehearsals. Kids weren’t focused. Attendance was spotty. Everything felt sluggish and forced. I stayed up late reading blogs about rehearsal strategies and considered overhauling my whole approach. Then my principal reminded me: “They just had PSATs, homecoming and a band competition in the same week. Give them a minute.”

Oh. Right.

Reflect, sure. Adjust when needed. But don’t take ownership of things you didn’t break.

There’s a difference between being reflective and being a martyr. One makes you a better teacher. The other just makes you tired.

greasy hands held up over engine parts

5. Saying Yes to Fix Problems That Don’t Exist

You don’t have to create a jazz ensemble just because someone asked if you’ve ever thought about it. You don’t have to run a booster club, start a podcast or add a theory class just because an administrator wonders aloud if “that might be neat.” We call these folks “idea people,” and quite often, they’re nowhere to be found when the work starts!

Protect your time and sanity.

Yeah, growth matters — but adding more just to say you did? That’s how people burn out.

I once agreed to perform more pep band events because a board member thought it would “really boost school spirit.” It sounded harmless. Fun, even. It became a scheduling nightmare, sucked up rehearsal time and added zero joy to my life. The only people who showed up consistently were the same five kids who were already doing everything else.

Later, I learned to ask a simple question before taking on something new: Who is this for? If it’s for kids, and it meets a need we’re not addressing, maybe it’s worth exploring. If it’s for optics or tradition or because someone outside your program thinks you should … maybe not.

You don’t need to solve problems no one’s even complained about.

blurred slow motion photo of a man's face

6. Mistaking “Busy” for “Better”

Your kids don’t need more worksheets, more assessments, more handouts. They need clarity, consistency and time to improve.

I used to hand out theory packets every time I felt unsure about my teaching. It made me feel productive, but it didn’t make me a better teacher. It just made my copier jam more often.

One spring, I loaded up our Google Classroom with practice logs, reflection prompts, music history slideshows — anything that felt “teacherly.” Did it make the kids play better? Not really. They mostly clicked “turned in” without reading them.

What helped? Playing more. Listening more. Talking less.

More isn’t better. Better is better.

And better is usually simpler than you think.

happy teacher smiling and sitting at his desk

You’re Allowed to Settle In

The first few years of teaching are hard enough without constantly second-guessing yourself. If something works — keep it. If something helps — use it.

There’s a difference between refining your craft and scrambling to prove you’re growing. The teachers who last aren’t the ones who change everything all the time. They’re the ones who build systems that work and trust themselves enough to stick with them.

I know it’s tempting to believe you’re only improving if you’re doing something new. But sometimes the best thing you can do for yourself and your students is to let what’s working … keep working.

You don’t have to fix what isn’t broken. You just have to keep showing up.

That’s enough.

STEAM-Powered Music Technology

During lunch time at Shadow Mountain High School in Phoenix, Arizona, students have the chance to enjoy more than just food; they can look to the outdoor stage, where performers from North Valley Arts Academies (NVAA) — a performing arts program in the Paradise Valley Unified District — may be playing some of their own original music.

Nick Popovich, Shadow Mountain’s teacher for the Music Technology component of NVAA, makes sure his students have at least five or six chances to perform on the outdoor stage during each school year. “It could be original songs. It might be a piano focus or a guitar focus. We might have a full band on stage,” Popovich says.

Much like other elements of the Music Tech program, lunchtime performances are a largely student-led initiative. Popovich says that students handle everything from “the setup, getting the instruments ready and plugged in, sound checks, tearing things down afterward.” They even market upcoming shows to the student body through fliers and announcements.

music production lab equipment

Making Music Accessible to All

NVAA’s Music Technology component is all about empowering students to take initiatives in creating their own music and finding ways to perform it. “I try to expand their musical horizons,” Popovich says. “Oftentimes, students are very passionate about the music they listen to, and they tend to put up boundaries about other styles, especially at the high school age.”

By allowing students to create styles of music that they already love, while also exposing them to new styles and new musical techniques, the Music Tech component appeals to a wide variety of aspiring teen musicians. “One of the biggest foundations that helps with the program is that students are creating the music they want to create, whatever genre or style they prefer,” Popovich says.

With instruction in music composition, performance, post-production and more, Music Technology can appeal to a lot of different students with different skills and interests — whether they have experience in traditional music theory or not.

“We have students who come in and say, ‘I didn’t want to learn an instrument or sing in an ensemble, but I like creating my own music,’” Popovich says. “We also have students who are in choir, band or orchestra, and they have a lot of skillsets in these areas.”

Having a diverse variety of students allows peers to learn from one another. “When you have these students in the same class, the collaboration factor really helps. You’re combining their efforts in terms of strengths and weaknesses,” Popovich says. “Not only are they working together and supporting each other, but their ultimate product at the end of the class has different qualities and characteristics that it wouldn’t have otherwise.”

Once prospective students have a clear understanding of what the Music Technology component entails, many of them want to participate. “If someone hears the term ‘Music Technology,’ they immediately picture a recording studio or a sound board,” Popovich says.

two NVAA students working at DAW

Students Spread the Word about School’s Vast Offerings

Music Technology isn’t just about creating tunes on the computer; the program also offers physical instruments that students can learn as well. Popovich emphasizes the importance of promoting the program’s vast offerings: Students can create original music, learn digital production software, learn to play studio instruments like guitar and piano, perform their new songs on the school’s outdoor stage, and even distribute their music on streaming platforms like Spotify.

Fortunately, enthusiastic students are always ready to spread the word. Popovich says that his students are great at being “their own businessperson,” promoting what they’ve learned in the course. “They really do sell the program. They’re the ones who have that excitement, and they’re eager to share it with others,” Popovich says. “It’s always going to be better coming from them than from me.”

In the nine years since the Music Tech component began, the number of registered students has continued to grow each year. In recent years, even students who live outside of the Paradise Valley Unified District have begun commuting to Shadow Mountain High just to participate in Music Technology courses.

Because Arizona’s public schools allow for open enrollment, students outside the district can apply for NVAA. “They’re making their school day happen here, even if they’re not living close by,” Popovich says. “We have students from all over the Phoenix area. Some of them drive in or get a ride; it’s important to them, and they’re putting in the effort to make it happen.”

One of NVAA’s points of pride is its professional-level equipment setup. “Each student has a professional workstation with an Apple Computer with Ableton Live 12 Suite,” Popovich says. “They have access to studio instruments, audio interfaces and third-party signal processing plugins if they need it. They have the ultimate access to everything they need, just like in a professional setting.”

Popovich, who was recognized as a 2025 Yamaha “40 Under 40” music educator, says it’s important that “each student, regardless of skill level or experience, has everything they need in their setup.”

As a result, students at a variety of different musical levels have the opportunity to learn together, collaboratively.

student playing guitar while sitting at DAW

Interdisciplinary Collaboration

When Popovich discusses his Music Technology component, he keeps coming back to one word: collaboration. Not only are students working on projects together, but different departments in the school collaborate as well. On an individual level, even different parts of each student’s brain must work in collaboration.

Music Technology is a discipline that includes all parts of STEAM — science, technology, engineering, arts and math. It works both the logical, problem-solving side of the brain as well as the creative, artistic parts.

“A lot of it is incorporated naturally more than the students realize,” Popovich says. “If they’re making a beat in a workstation, they’re saying, ‘I want the kick drum to happen on these beats at this velocity,’” Popovich says. “They may not realize it, but they’re actually programming. They’re programming the software, so that when they launch this clip, it’s going to play this part for this long at this rate.”

As with many STEAM fields, music technology opens a lot of doors for interdisciplinary collaboration with other departments. Recently, the NVAA’s Music Tech program worked with the theater department to create a series of World War II-themed soundscapes for an upcoming show.

“I tasked one of our classes to build a project out of it. We talked about what soundscapes are,” Popovich says. “We communicated with the students in the theater program and the director for the show.”

Nick Popovich in NVAA studio wearing headphones
Nick Popovich

Then, using royalty-free music samples, Popovich and his students put together a series of soundscapes, sent them to the theater department and asked for feedback. After refining their soundscapes to the theater director’s specifications, they were utilized in the school play. This project helped students work on another element of STEAM: engineering. “The soundscapes were balanced and blended, but not too distracting from what was going on in the show,” Popovich explains.

The process of collaboration was educational in itself. “It goes beyond the creative recording instruments. It goes beyond arts and technical knowledge,” Popovich says. “It gave students an idea of what it was like to collaborate with the theater department and also opened their eyes to some new career pathways.”

Collaboration for the sake of professional development is also important to Popovich; he regularly invites guest artists from Arizona State University and local community colleges to give his students workshops, masterclasses and more.

“I really value the opportunity to partner with these organizations because it allows us to work with other people,” Popovich says. “Students might hear the exact same thing from me, but when a guest artist says it, it might register more because it’s not just me saying that same thing over and over again.”

Guest artists also help inspire students to look into their own musical futures. “I ask them a lot of questions about their experiences,” Popovich says. “I ask them, ‘If you were in these students’ position right now, what do you wish you knew?’”

students in NVAA Music Tech program sitting around desk and working at DAWs

Looking to the Future

One of Popovich’s biggest goals is to get his students thinking about how they will continue with music after high school. “From the very beginning, I try to instill in students that they have a choice — that there are two paths they can take with this education,” Popovich says. “One is continuing to make music as a lifelong skill — no matter how old you are, you can make music as a hobby.”

However, students also have a second option: They can pursue music as a career.

“We talk about the industry a lot, and how what we’re learning will give you a great foundation if you choose to pursue a career in the music industry after high school. They learn that there’s more than the performer you see on stage, or the person you hear singing in a song you’re streaming. What makes everything happen for those performers?” Popovich says. “Writing, mixing, mastering, producing: Those are all careers they can pursue.”

Popovich makes sure his students are aware of these career possibilities. At the beginning of the school year, before most students have even considered careers after graduation, Popovich shows them college-level classes that they can pursue after high school, like the popular music program at Arizona State University (the director of this program is another 2025 Yamaha “40 Under 40” educator, Erin Barra). “I’m on their website, showing them a degree at a university that’s 20 minutes down the road,” he says.

Popovich also wants his students to know that they can become disruptors in the music industry. In the past two decades, the music industry has evolved with the rise of streaming platforms and online distribution. Popovich challenges his students to think about what might be coming next.

“Right now, we’re talking about future technologies, like what’s happening in the world of artificial intelligence,” he says. “I want to make sure that they know there’s no reason anyone sitting in this classroom can’t be a pioneer in a future technology.”

Currently, one of Popovich’s greatest sources of pride is his current graduating class. “I have six students who are pursuing music after graduation,” he says. “Some are going to go into music industry studies at the community college nearby. Some are going into the popular music program at ASU. Some are moving onto the conservatory of recording arts and sciences.”

Most of all, he is proud of how each student is taking their own unique approach to a musical career after high school. “Six students, all pursuing music in their own way,” he says. “The course had an impact on that. It’s exciting to see them pursue something they’re truly passionate about.”

A Guitarist’s Guide to Reading Sheet Music and Tablature

I’m sure most of us, at some point, have contemplated learning a new language … even if it’s just a few key phrases to help us communicate during an exotic vacation.

There are an estimated 7,169 living dialects spoken in the world today. As guitar players, and as musicians, we also have several languages (fortunately, way less than 7,169 of them!) we can use to document, learn and share our music with others. The most commonly employed musical languages are:

  1. Formal notation
  2. Tablature
  3. Chord charts
  4. The Nashville numbers system

In this posting, we’ll take a look at each.

Formal Notation

Learning to read formal music notation can be a daunting task for many guitar players, and rightfully so. If you don’t understand the symbols, dots, stems and structures on the sheet of paper (technically called the manuscript), it all just looks like Egyptian hieroglyphics. However, there’s a difference between sight-reading, where you can decipher everything at a glance and play it as you do so, and basic notation reading skills, where you may need to review what’s on the written page several times before being able to play it accurately.

Developing the ability to sight-read music notation takes years of study and decades of dedication. If you have the desire to become a proficient sight-reader, you are most likely looking to forge a career that requires that very specific skill—for example, becoming a professional session player, orchestra pit member, transcriber, orchestrator or composer. For the rest of us, it’s sufficient to develop a basic understanding of the written idiom to help you learn, share and expand your musical knowledge.

Let’s start with the symbols, structures and signs that are used in formal notation and tablature.

The Stave and Treble Clef

Music notation.

The illustration above shows typical guitar notation and tablature. The top line (called a stave) is the notation. As you can see, it’s made up of five horizontal lines. Each of those lines, and the spaces in-between, represent a musical pitch, as indicated.

Guitarists read music on a stave that’s called the treble clef, sometimes also referred to as the G clef. It’s depicted at the very beginning of the stave by a shape that encircles the second line up from the bottom. This clef is also used to depict notes to be played by the right hand on a keyboard. (There’s also a bass clef, which appears beneath the treble clef, but this is used to depict notes meant to be played by bass or by the left hand on a keyboard, so we won’t be showing it in this blog post.)

Ledger Lines

Musical notation.

Ledger lines are short lines placed above or below the standard five-line stave that show notes that are higher or lower in pitch than the standard five lines and spaces.

Bar Lines

Musical notation showing bar lines.

The stave is divided into sections using vertical bar lines. These allow notes and rhythms to be grouped into smaller, easier to read sections called measures.

Time Signatures

Musical notation showing the time signature.

The time signature is placed directly after the treble clef sign. It defines the main pulse of a musical piece, and tells us how many of those main pulses are found in each bar (measure), as well as the note value that each main pulse receives.

The upper number describes how many main pulses are found in each measure, while the lower number describes the note value, or length of pitch each pulse will receive. In the example above, the “4” above the line tells us that there are four main pulses in each measure. The lower “4” tells us that each main pulse receives a duration of a quarter note. The four quarter notes ultimately add up to a whole note (one measure).

Pitch

Musical notation and tablature.

Musical pitch is shown on the stave vertically using dots. These dots also define how long a pitch is to be sounded (i.e., the duration of the sound).

Rhythms are laid out in a linear, horizontal form. Stems are used to define the pitch duration. Those stems, when subdivided into smaller durations, can be joined together using beams; this helps to group notes together in each main pulse. These groupings of notes within a main pulse makes them easier to read. We’ll talk more about rhythm shortly.

Stem Direction

Musical notation showing stem direction.

The stems attached to a dot that’s written on or below the middle line of the stave (the note B) are attached to the right of the dot, and point upwards. Stems attached to a dot written on or above the middle line are attached to the left of the dot, and point downwards.

Note Values and Rests

Musical notation showing rhythmic values.

As we’ve seen, each dot represents a pitch, rhythm and sound duration. As shown in the illustration above, there is also a symbol that represents the equivalent in silence. These are called rests.

Now let’s look at the note values used in written music, and the ways they can be subdivided to create shorter sounds. This process creates rhythm in the music.

Rhythm

Musical notation showing whole notes, half notes, quarter notes, eighth notes and sixteenth notes.

As shown in the illustration above, whole notes — the ones that are played and held throughout a whole measure — are the only notes that don’t receive a stem; they also have a hollow center.

A whole note can be halved by placing two hollow dots on the stave and adding a stem to each. These are called half notes.

Rhythmic values shorter than a half note are represented by a solid dot. For example, a quarter note is indicated by a stem attached to a solid dot; it has half the rhythmic value of a half note. That note duration can be halved yet again by adding a single tail to the stem to create an eighth note. Adding an additional tail to the eighth note results in a note duration of a sixteenth note, thirty-second note and so on, each played with half the duration of the preceding one.

Brackets

Musical notation showing brackets.

Brackets are used to group triplets together. A triplet consists of three notes played in the space of an eighth note (as in the first measure above) or quarter note (as in the second measure above).

Ties

Musical notation showing ties.

Curved lines called ties are used to join notes of the same pitch together. They’re used when you want to join notes at the end of a pulse to the note of the next pulse. You can also use ties to join notes across a bar line.

The Pitch Range of the Guitar

Musical notation showing the pitch range of the guitar.

As shown in the illustration above, a standard six-string guitar with 24 frets provides a possible pitch range of four octaves. The low E-string is located below the stave on a ledger line, and the high E-string at the 24th fret would be shown on a ledger line above the stave.

Guitar Tablature

Guitar tablature of the song "Ode to Joy."

Tablature (TAB) is usually written below the standard notation so that the bar lines, measures and rhythmic figures all line up. At first glance, guitar tablature looks very similar to the five-line musical stave; however, it has six lines representing the six strings of the guitar. (The low E string is on the lowest line.) Another difference is that the notes in tablature are indicated by numbers, not dots. The fret location number is written on the string on which it’s to be played, and placed directly under the rhythmic attack found in the standard notation. The great thing about tablature is that it defines exactly which string and fret location a note or phrase is to be played at. Often in standard notation, the music can be played in more than one fretboard location, which can be confusing.

To illustrate how it works, here’s a video of me playing “Ode to Joy” using the tablature above:

Chord Charts

A chord chart.

Chord charts are written on standard manuscript paper, with the specific chord name placed above the top line of the stave. Specific rhythms may be written below the chord; if not, the player can interpret the rhythm however they choose. Reading chord charts requires a good knowledge of harmonic structures and chord types.

Chords are often included on a manuscript that includes both notation and tablature. You may even see specific chord diagrams shown on fretboard diagrams above the stave. The notation that accompanies the video below is a good example of this.

The Nashville Numbers System

This system was developed to allow musicians to change the key of a song quickly without having to rewrite a chord chart. It defines the scale position of the chords in a song’s harmonic progression using numbers instead of specific pitches. Each of the seven chords in the harmonized major scale receives a number to represent their scale position within the scale. For example, the harmonized C major scale would be represented this way:

C     Dmi    Emi    F    G    Ami    Bdim    C

1       2mi    3mi    4     5    6mi     7dim    1

The Importance of Reading Music

Reading music allows us to play a composition exactly as the composer intended. A good reader then learns how to interpret the notation and add their own expressiveness to a piece.

Specifically, reading notation allows us to analyze a piece of music for a better understanding of the chord/scale relationship, as well as the phrasing, motifs and dynamic markings.

Tablature gives us the best of both worlds. It combines standard rhythm notation with fretboard locations — something we may understand better than recognizing a note on the stave and making that connection to the fretboard.

The Video

My Trading Licks video jam sessions illustrate how we can create, document and share music via notation and tablature. In this series of videos, I play a two-bar phrase, and you can then jam along with me in the spaces I’ve left for you to respond with your own phrases. In the video above, you’ll be playing over D7(#9), E7(#9) and A7(#9) chords. Either the D blues scale or the D minor pentatonic scale will work perfectly over all three chords.

Click here to view and download the notation and tablature so you can learn my licks and/or analyze why the notes are working so well over each of the chords. As mentioned previously, chord diagrams are placed above the notation so you can play rhythm behind my licks until it’s your turn to solo.

The Guitar

A smiling man playing a Yamaha SA2200 semi-hollowbody electric guitar with a sunburst finish.

The stunning Yamaha SA2200 semi-hollowbody electric guitar I’m playing in this video covers just about any style of music you can throw at it. Its laminated sycamore top, back and sides contribute significantly to the woody tones, and I love the highly figured glow of the sunburst finish.

The SA2200’s Alnico V humbucking pickups can also be coil-tapped for a single-coil tone, giving the discerning player six onboard pickup tones via a three-way switch, along with the push/pull taps on each tone control.

The Wrap-Up

We can use our ears to learn how to play the guitar, and watch videos to see how certain techniques are achieved. But when it comes to understanding the intricacies of a composition or documenting and sharing our ideas, nothing beats the ability to read and write music on the stave. And it’s not just guitar players that use the treble clef. Pianists, as well as mandolin, violin, flute, saxophone, clarinet and oboe players all read and share their music via the same clef.

The bottom line is this: Knowledge is powerful, communication is king, and removing any barriers to understanding the language allows the conversation between musicians to flow freely.

 

PHOTOGRAPHS COURTESY OF THE AUTHOR.

Check out Robbies other postings.

Bro Paul Brown

Bro Paul Brown on Playing Every Note with Gratitude

The award-winning keys player and producer shares how he was a once-destitute kid who found a lifelong home in music

Written by Lisa Battles

Memphis-based keys player, songwriter and producer Brother Paul Brown has an unforgettable spirit onstage and off – full of life and contagiously positive.

It’s in how he produces and plays with other artists, carefully enhancing their gifts without imposing his own. And when he shares his own stories, he affords that same kind of reverence and grace to earlier versions of himself, along with a lot of laughter.

His presence is as much about what he doesn’t bring as what he does. There’s no fear of being seen, no shame in his circumstances and no holding back the memories, whether heart-filling or heart-wrenching.

There’s also no fear of being heard, because he sees the lessons in all of it and wants to inspire others by sharing them.

Valuing lessons and progressions

Brown sets the scene for the story of his difficult early life by matter-of-factly stating that he wet the bed until his late teens before launching into the details and, most importantly, what he’s learned.

He was 12 when his mother died and his stepfather left him and his siblings to fend for themselves. The Department of Human Services sent them first to juvenile court and then to Tennessee Preparatory School in Nashville, a school for homeless youth.

As a teen, juvenile court guards and a dorm supervisor at TPS shamed him for bedwetting. One time, the dorm supervisor threw his mattress on the lawn with his name tagged on it for other students to see.

“It was just, oh, it was horrible. But she had this bright idea that if she did that, it would solve it. And of course it didn’t. But it was so humiliating, it made me strive that much harder to be better. Music was the one thing that I felt I could be really good at, and I felt like it was my purpose in life. That experience just pushed me harder,” Brown says.

Many years later, R&B artist Shirley Brown threw one of her high heels at him mid-show the first time he played with her. That was her way of checking him for inserting a little too much funk during one of her soft ballad breakdowns. While she missed, he says their conversation afterward taught a lesson that forever shaped his complementary style.

By then, a flying shoe only felt like an invitation to learn something after what he’d been through to find his way back to Memphis and be on that stage.

Finding a home in music at a homeless school

Despite it being a school for homeless youth, Brown found a home in music not long after he arrived as a preteen.

He credits the school for opening the world of music to him, with specific gratitude to two teachers who saw and nurtured him and his gifts. The first, Barbara Biggs, introduced him to the piano.

“What was so incredible is that she somehow realized how this instrument was gonna save my life. She just saw and felt how connected I was to it and fostered that. She would allow me to come in after school, sit down with me and show me songs, taking all this extra time. And I tell you, man, it just transformed my life,” Brown says.

At one point, a foster couple in Memphis took Brown, and the experience did not go well. They treated him poorly, he says, before returning him to juvenile court one night under the pretense of going out for pizza. He learned they’d told administrators he’d caused them trouble.

Sent back to TPS for the remainder of high school, deeply shaken and confused, Brown met Jerry Pickle, the second music teacher who took a special interest in him.

“He was a brilliant piano player. He saw how rattled I was, and he just took me under his wing and brought me back to life,” Brown says.

Pickle set him up with a dedicated space and time to learn instruments like sax, trumpet and flute. Brown formed a band and also played his first show ever in the school’s auditorium, using both the piano and organ to play Foreigner’s “Cold as Ice.”

His teacher also introduced Brown to country artist Louise Mandrell, who would become his musical sponsor for a time. She gave him a trumpet, had him play a couple of songs at a local appearance with her and took him on his first record store visit to buy a player and albums. Already a huge rock fan, he chose Black Sabbath, KISS and Foreigner.

As Brown began to thrive and get attention for his talent, things started changing for him at school. Mandrell’s sponsorship abruptly ended. They were each told separately that the other wanted that, which wasn’t true. About four years ago, they reconnected and have remained close since, Brown says.

The school also ended his other music privileges, so he left TPS, this time for good. At age 17, he scaled the dorm wall with a road atlas and his trumpet.

Memphis, the Mississippi River and expanding musical horizons

Brown ran away to Memphis and was homeless again, often sleeping in city parks while looking for work. Not surprisingly, someone stole his trumpet one night as he slept.

With survival as his priority, he pressed on to find a job. One of his brothers, Pete, told him where to get hired as a deckhand for boats hauling crude oil barges up the Mississippi River. While it took many tries to get the job, he eventually did and says he enjoyed the good money, especially being able to buy and practice instruments again.

“When I got on the river, I had nothing. By the time I left the river, it would take me two or three trips to get all of my music stuff. I had like three or four different guitars, amps, and I’d gotten myself a trumpet. Oh man, it was crazy. I already knew it was gonna be my career,” Brown says.

Things were looking up until one day, when the boat, with three barges attached, hit a bridge and almost sank. Brown asked for time off to mentally regroup. When denied, he quit. A month later, the same boat hit a lock and sank, killing three deckhands and the cook, he says.

Not long after, he married his first wife and started a family with her, having twin sons, Paul and Pat (the latter of whom passed away in 2020). Brown did odd jobs to make ends meet – car washes, building fences – until landing at a music store. That reconnection eventually opened opportunities to rehearse, play and meet other musicians in the Memphis scene of the mid-1980s.

He learned how to use a sequencer and arrange music while touring with a hotel-circuit pop-rock band. After their sets, he and the band’s drummer would jam late into the night, experimenting with other musical styles. The two of them moved back to Memphis above a recording studio, and more connections developed from that. He got his first publishing deal and started recording his first original songs, and other artists started picking them up.

A studio connection recommended him to The Bar-Kays after the departure of the funk band’s original keyboard player, Winston Stewart, who moved on to work with Shirley Brown. When Stewart left that gig, Bro Paul was a natural fit – at least after the shoe-throwing incident. He then worked with Hi Records’ soul artists, Ann Peebles and Don Bryant, and blues artist, Bobby Rush, the latter with whom he’d earn his first GRAMMY® Nomination in 2014 for producing “Down In Louisiana.”

“One memory I can still see in my mind’s eyes was Stax session guitarist and a true hero and mentor of mine, Bobby Manuel, and I at each end of that beautiful console, riding faders together on Ann Peebles’, Mavis Staples’ and Shirley Browns’ vocals and mixing those records with so much feel and love,” Brown says.

Returning to Music City and the greatest gift

Eventually, Brown met the woman who’d become his second wife, a paralegal named April who lived in Knoxville. In 2006, when a friend called and urged him to return to Nashville for a standing gig at the city’s B.B. King’s Blues Club, he and April decided to meet in the middle of the state and start a life together.

Brown landed the gig at B.B. King’s and picked up many others, while continuing studio projects and touring with established artists. He quickly became known beyond his musical abilities for his unwavering dedication.

One legendary example is the night he insisted on playing his gig with Mike Farris despite having an accident that took off the tip of his ring finger while unloading gear earlier in the day.

“When we talk about pivotal moments or an epic moment in my musical life, it’s like … That happened, and I still did the gig,” Brown says.

(Many years later, it was Farris who recommended Brown to play with Gloria Gaynor on her Grammy-winning gospel album “Testimony” in 2020.)

Over time, he and April grew apart and began the process of divorce in 2010. That ended abruptly when April called one day for help after a fall. He rushed to her aid, and they learned she had stage IV metastatic bone cancer. They stayed together during her treatment and journey afterward, during which time April discovered her own musical and artistic gifts.

Given a Native American flute as a gift during a cancer wellness retreat, April took to it naturally. She then tried her hand at oil painting and created beautiful works on canvas. She and Brown recorded an album together, “Elders and Ancestors,” released in 2015 and still used as a calming tool in many cancer treatment centers all over the world, he says. April transitioned in 2017.

“I watched her get so much out of cancer instead of getting beaten down by it. She gained so much and gifted me so much from it, just being able to take this journey with her,” he says. “She never looked at it as something that was taking life from her. She always looked at it as though it was giving her something, a gift, which gave me a gift.”

Brown says he learned an unforgettable lesson in humility, seeing how she used her newfound talents not for personal acclaim but to inspire others not to give up to cancer.

In the cyclical way he’s seen his work and life play out, he’s now working again with Trish Bowden, who helms the label that released that record.

This latest project with Bowden is a tribute album to blues singer Koko Taylor and will feature many talented guests. He says one of the things he cherishes most about gaining all of these experiences and perspectives is that he can bring them all into the studio to support and produce great vocalists.

“Humility is a big one for me these days. I feel a lot more humility in the things that I do and the things I accomplish, because I feel like what I’m accomplishing is for the good of other people, supporting artists and helping them be as great as they can be,” Brown says. “My sweetheart Janni Littlepage, who is an amazingly soulful singer, songwriter, pianist, garden designer and painter, is the same way. There’s so much selflessness to her, and she inspires me and so many others by what she does.”

A blues tour, a bluegrass show and a new band

For the past 11 years, Brown has been part of The Waterboys, a rock group founded in 1983 by Scotsman Mike Scott. They connected in 2013 through a Kentucky-based folk singer, bluegrass artist and radio show host, Michael Johnathon.

During their tour promoting “Down in Louisiana,” Bobby Rush and Brown played Johnathon’s show, “WoodSongs Old-Time Radio Hour.” They hit it off, and Johnathan invited Brown back to play with his band for several more shows. A big fan of The Waterboys and Scott, Johnathon booked the band and recommended that they have Brown join on organ.

“Recommended” may be an understatement. As Brown describes it, it took three persistent emails from Johnathan to convince Scott to give him a chance.

“We did the show, and it’s on film. It just turned out so beautiful. After that show, Mike Scott said, ‘I don’t know how or when, but we’re gonna work together again,’” Brown says.

One day and a year later, Brown received an email inviting him to be part of the group’s next album, and he’s been with them ever since.

With gratitude and humility, he’s got faith in being right where he needs to be.

“My playing to me speaks volumes in gratitude,” Brown says. “I get people who come up to me after a show and tell me how great they feel after watching me play, how much joy they feel. They ask me where that comes from, and I’ll always say the same thing. It’s gratitude. It’s gratitude. Every note that I play is just filled with gratitude … Sleeping in parks and the hardships – it’s all in there.”

The Three440 Artist Story Series takes you beyond the spotlight and into the real lives of Yamaha Performing Artists. Each story is a window into the creative process, pivotal moments, setbacks and victories that define an artist’s path.

Back to School: A Parent’s Guide to Renting and Buying Musical Instruments, Part 2

In Part 1 of this two-part posting, we discussed the benefits of playing a musical instrument and described some common parental concerns; we also talked about the positive impact that having an instrument has on a child’s lifelong appreciation of music. Here in Part 2, we’ll get down to the nitty-gritty and talk about choosing the right instrument, along with the pros and cons of renting versus buying.

Choosing the Right Instrument

In some instances, your child may already know which instrument they’d like to play, and going  with their instinct is usually the best course of action, since the motivation to learn will already be there.

But many times, beginners are undecided: they may have no particular instrument in mind, or they may only know the type of instrument they want to learn (i.e., “I want to play something I can blow into” or “I want to play something with a bow”). In those cases, you should encourage your child to try out several different instruments and see which one they like best. Yamaha offers several online resources to assist with this, including websites that describe various wind and string instruments, along with tips to help in the decision-making process. Your child’s music teacher can also be a great help in making this decision, so don’t be afraid to ask questions: They will likely have a good insight into the most beginner-friendly options and can advise you on instrument-specific considerations such as quality, accessories and proper care. They can also tell you if the instrument under consideration is available in different sizes. For example, Yamaha YVN Model 3 student violins are available in 1/2, 3/4 and 4/4 (full) sizes. If you get one that’s too large or too small for your child, that can impede their progress. Yamaha also makes a device called the “Fit Stick,” which allows a player to be measured without an instrument in their hands. The Fit Stick is simply placed under the chin; when the arm is extended out, the spot where the tips of the fingers land determines the proper instrument size needed. Contact Yamaha to get one free of charge.

Three student violins. The one on the left is three-quarter size, the one in the center is full-size and the one on the right is half-size.
Yamaha YVN Model 3 student violins come in three different sizes.
A part of a ruler that is used as the Yamaha Fit Stick.
The Yamaha Fit Stick.

All that said, you may not want to incur the expense of buying numerous instruments for your child to experiment with, and that’s where renting comes in.

Renting an Instrument

Renting can be a smart, flexible choice for many parents of budding musicians. It allows students to experiment with many different instruments at minimal cost to you — a “try before you buy” strategy that can save you money during that exploratory period. “I wanted my kids to play and try different things,” says parent Angela Slawson in the video below, “but it’s expensive to buy everything. Once [my children] picked the ones that they liked, then we bought them the instruments. So we rented to let them kind of explore.”

Most music retailers have rental programs, and your child’s music teacher can refer you to reputable music stores in your area. Many stores even offer a rental night at the start of the school year or the beginning of a new band or orchestra season, and you should try to attend. At these events (which are sometimes held in schools too), students can try out different instruments, and parents can learn about rental costs and options. A music store representative will be on hand to showcase instruments, answer questions and guide families through the rental process. Rental nights may also include presentations about the school’s band and orchestra program, along with opportunities to meet the band and orchestra directors. Sometimes there are even musical performances, making it both an entertaining and informative evening out.

Another major benefit to renting versus buying is that the supplier takes on the responsibility of maintaining and repairing the instrument, at no cost to you. Many non-musicians are unaware of the fact that all musical instruments require regular care to maintain their playability. For example, brass instruments such as trumpet, trombone and tuba need regular cleaning and swabbing, and while the tone holes of most woodwind instruments are covered by pads, some clarinet and oboe tone holes are instead covered by the fingertips of the musician, so they need to be cleaned regularly too. String instruments such as violin, viola, cello, upright bass and acoustic guitar are all made of wood and so are particularly sensitive to temperature and humidity changes, and may need special care during the winter and summer seasons, especially if you live in cold or humid environments. Most people know that acoustic pianos need to be regularly tuned and their keys cleaned periodically, but even guitars, drums, timpani and mallet percussion instruments such as marimbas, vibraphones and xylophones need regular care. These maintenance tasks can sometimes be performed easily at home, but if the instrument has been damaged, you’ll require the services of a trained luthier.

Buying an Instrument

Once your child has decided on which instrument they want to play, buying becomes a strong option, for numerous reasons.

The first is cost: The obvious advantage to buying is that it’s a one-time expense versus a recurring one. Resale value also factors in here, in case your child ever decides to move on to a different instrument or abandon their musical journey (hopefully not!). This is where purchasing a quality instrument — one that suits the player’s needs and level — becomes extremely important, because those are the instruments that last the longest and fetch the highest prices when resold. “I wanted to make sure we got [my children] something good, a quality instrument that will last because it’s an investment,” says Angela Slawson.

How can you determine quality? Your child’s music teacher and your local music store can provide advice and guidance, along with tips as to what to look for in a particular instrument. Yamaha offers a wide range of quality instrument and accessories for musicians at all levels, and our standard models are recommended by many educators for beginning band and orchestra students. What’s more, as your child’s skills grow, Yamaha has the products to help them continue their musical progress.

Quality instruments are not only easier to play, they also sound better. This is an important motivational factor for your child to want to continue learning and growing as a musician. There are few things more frustrating for a beginning music student than having to wrestle with an instrument that’s difficult to play and sounds bad too!

Finally, having a musical instrument they can call their own will give your child a sense of pride. “Once [my children] picked [what they wanted to play], we chose to buy the instrument because it was then their own,” Angela says. “There was a pride associated with, yeah, this is now mine. And I get to play with it whenever I want and however I want. It’s kind of music their way.”

When a child gets an instrument of their own, they will become motivated to care for the instrument themselves, which in turn will stimulate their desire to get better at playing it. And the better they get, the more satisfaction they will get from making music — it’s a circle of accomplishment that spirals upward.

So rejoice when your child announces that they want to learn to play a musical instrument, or come home from school with that note inviting them to join or audition for band or orchestra. View it as the start of a wonderful and fulfilling journey … and know that the process doesn’t have to be overwhelming!

 

Be sure to check out the Yamaha Parent Resources website.

 

Image of a girl playing violin with her mother smiling in the background, with a text overlay that reads "Orchestra Parents Start Here1"
Image of a students playing woodwind instruments, with a text overlay that reads "Band Parents! Find Instruments Here."

You Don’t Owe Social Media Anything

I guess their kids are just… better than mine? That’s the thought I had at 11:42 p.m. as I scrolled through Instagram when I should have been sleeping. The post was from a band director I didn’t know. I marveled (and seethed) at the perfectly angled photos of a perfect-looking rehearsal. Kids smiling. Neatly arranged chairs. Some caption about “grateful hearts and hard work paying off.” It had 217 likes.

Meanwhile, my last rehearsal ended with a kid getting their thumb stuck in their third valve slide ring. No photos. No hashtags. Definitely no gratitude in sight.

For a while, I let myself spiral. Maybe their band is just better. Maybe they work harder. Maybe I’m just not cut out for this.

I’ve had to remind myself of this more than once: Social media visibility and real-life value are not the same thing. Not even close.

I knew that the band director’s post didn’t show the full story. Mine wouldn’t have either.

woman holding measuring tape

Stop Measuring Your Worth by What Others Post

You already know that Instagram and TikTok aren’t real life. But for some reason, teaching makes us forget that.

Especially when you’re new. During those first few years, everything feels like a competition you didn’t even know you signed up for.

Who’s got the bigger band? Who’s pulling off the harder music? Whose kids are wearing the snazziest uniforms or posing with the cleanest downbeats?

And social media pours gasoline on that fire.

I remember sitting in a department meeting my second year, wondering if I should be doing more — more posts, more updates, more … something. A colleague said, “Your program isn’t real unless people can see it.” I wrote that down in my notebook like it was gospel. I believed it for a long time.

But it’s not true. Or at least, it’s only a little true.

Your program is real every time you unlock the door and say hi to the first kid who walks through it. Whether anyone sees it or not.

Those posts you’re comparing yourself to? They don’t show the full picture. They don’t show the 17 reminders it took to get kids in the right shirts. They don’t show the broken reeds, the forgotten mallets, the student crying in the hallway because of something that has nothing to do with band but still showed up in your room. Even if a post shows a band that’s a well-oiled machine, it doesn’t show the 10 to 15 years it took to get to that “overnight success.”

Social media doesn’t show you, sitting alone after school, staring at a schedule and wondering how you’re going to make it all fit.

You’re comparing your worst day to someone else’s highlight reel. It’s not fair, and it’s not helpful.

Also, half of those highlight reels are scheduled weeks in advance. I’ve done it. I’ve posted a glowing photo of my band right after a rehearsal where I wanted to hurl a music stand through the window (our room is on the second floor, by the way).

We’re all faking it a little. Remember that.

woman taking selfie

Social Media Is a Tool, Not a Requirement

Here’s a secret that took me longer than I’d like to admit to figure out: You don’t have to be on social media to be a good teacher.

Yes, it can help with recruitment. Yes, it can help with advocacy. But it’s not mandatory for your program to survive, and it’s definitely not mandatory for you to survive.

There was a stretch where I posted everything. Concert photos, pep band hype, fundraisers, kids moving stands. I was chasing “engagement” without really knowing why. Likes went up. Followers went up. My stress went up.

I noticed I was spending more time crafting captions than crafting lessons. I cared more about whether the lighting was good on a picture of my trumpets than whether they were ready for the concert.

That’s when I realized: This isn’t for me. This isn’t for my kids. This is for … who, exactly? Other directors? The admin scrolling through at night?

My students didn’t need proof that we were doing good work. They needed me to be present enough to actually do the work with them.

Now? I post when it feels useful. When there’s an alumni update someone might care about, or a concert announcement that helps get butts in seats. Not because I owe anyone proof that we’re trying hard.

If you love posting and it lights you up? Great. Keep going. If it drains you, distracts you or makes you question your worth? Opt out.

Your program won’t vanish. Your kids won’t stop learning. You’re allowed to be a teacher, not a content creator.

guitar instructor in front of class with students seated in front of her

Focus on Your Actual Students, Not Imaginary Audiences

This sounds obvious, but it’s worth saying out loud: Your job is not to impress strangers on the internet. In fact, the majority of these people will never even see your group live and only watch about 15 seconds of the Facebook livestream.

Your job is to show up for the kids who are in your room. The real ones.

The ones who forget their music stands. The ones who play too loud. The ones who ask you every Friday if there’s rehearsal even though they’re already in the room.

They don’t care how many likes you get. They care if you notice them. If you listen to them. If you show up, over and over, even when you’re tired or frustrated or convinced you’re the worst teacher in the building.

I had a clarinet player once — sweet kid, always late, never had a pencil, couldn’t count to save their life. Every week felt like starting over. But then, senior year, they came to me after the final concert and said, “Thanks for not giving up on me. Band’s the only place I felt like I wasn’t screwing up all the time.”

That didn’t happen because of a Facebook post. That happened because I kept showing up in the room.

You can build a solid program and change kids’ lives — and no one on the internet ever has to know. (Pssst — yes, it really does happen if you don’t tell anyone on the internet!)

The people who matter will notice.

two women sitting in front of computer

Your Value Isn’t Tied to Visibility

It’s easy to forget this when everyone’s busy “building their brand.” But teaching isn’t content creation. What matters isn’t how many people follow you.

It’s measured in the kid who finally nails that scale. The senior who says thank you. The parent who tears up after the concert. The alumni who comes back to visit after college and tells you that your class still helps them get through hard days.

None of that shows up in your analytics. But that’s the stuff that sticks.

Remember, there are teachers changing lives in classrooms who no one ever sees. They are quietly and consistently doing their job without anyone clapping for it. You can be one of them.

The teachers who make the biggest difference usually aren’t the ones posting the most. They’re the ones so busy doing the work that they don’t have time to curate it.

If that’s you? You’re not behind. You’re exactly where you should be.

And if you really need the exposure? Get an approved parent to do this for you (just check with your district first). This saves so much time and energy that you can put back into your program in the way that only you can do.

Photo by Monkey Business / Shutterstock

You Don’t Owe Proof of Your Good Work

You don’t need to prove your worth with posts. You don’t need to keep up with anyone else’s highlight reel.

The work you’re doing — the frustrating, imperfect, joyful, exhausting work — is already enough.

Keep showing up. Keep teaching. The right people are paying attention.

And they don’t need hashtags to find you.

#IfWeHadADollarForEveryLikeWeCouldStopFundraisingSoMuch