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Yamaha Smart Pianist App Version 2.0

The free Yamaha Smart Pianist app was first introduced in the summer of 2017, alongside the debut of the CSP Clavinova — the first new Clavinova line in over 30 years. Unlike previous Clavinova models, the CSP is intended to be primarily operated with Smart Pianist, since there are few buttons on the instrument itself.

One of the most appealing features of Smart Pianist is the way it gives players the ability to operate their instrument with a device that everyone is already familiar with: their own smartphone or tablet. Even though many Yamaha instruments have the benefit of actual tactile buttons on their panels (important for live performance and ease of use), being able to control the instrument with a smart device is very compelling for many people. That’s why the decision was made to expand Smart Pianist compatibility to a large number of Yamaha digital and hybrid pianos beyond the CSP Clavinova.

Smart Pianist version 2.0 (available from the Apple app store and from Google Play) works with newer model CLP Clavinovas, SILENT Pianos™, TransAcoustic Pianos, AvantGrand, P-Series digital pianos and some Arius Pianos, in addition to the CSP. The only requirement is that the Yamaha instrument’s firmware must also be upgraded to version 2.0.

Version 2.0 of the app does many things, as we will see shortly.  However, one thing it does NOT do is add additional content to the musical instrument. In addition:

  1. It does NOT add new Voices.
  2. It does NOT add new Styles.
  3. It does NOT add additional Songs.

Voices, Styles and built-in Songs are various types of content built in to the hardware of the instrument. For example, the CFX and Bösendorfer sounds in your Clavinova are contained in the ROM memory within the instrument — they are not in the app. Smart Pianist simply gives you the ability to control those sounds.

The Smart Pianist app is “smart” in that it knows what instrument it is connected to, adjusting itself to only display and operate the content and features that are contained within that particular instrument:

side by side screens of Smart Pianist app.

In addition, since a CLP Clavinova does not contain any accompaniment styles (as does a CSP), the Style option magically disappears in Smart Pianist:

Screenshots of app showing difference.

New piano-centric features like the Aliquot Resonance and Body Resonance found on CLP instruments (and not on CSP ones) do appear, complete with new high resolution graphics and explanations:

Screenshot showing piano room setting.

Another benefit of Smart Pianist is consistent operation, despite the fact that each instrument has its own unique user interface. Note that when the app is connected to instruments that have built-in controls, the physical buttons themselves are disabled. (“Communication” appears in the screen of the instrument to indicate this.) However, you can easily disconnect Smart Pianist at a moment’s notice by pressing a convenient EXIT button on the instrument’s front panel:

Photo of control panel.

Although Smart Pianist does not add content, it does add extended functionality to non-CSP instruments. The most ground-breaking feature — and one that I explored in detail in a previous blog article — is its Audio to Chord technology, which evaluates the songs in your smart device’s Music Library to create equivalent chord charts, which you can then play along with over the instrument’s built-in speakers:

Screenshot for smart pianist for song "Just the Way You Are".

(Note that the CSP can also convert this chord chart into a Score that activates Stream Lights above the keys of a CSP — a way cool feature that is not available on other instruments.)

As with the previous versions, Smart Pianist 2.0 also lets you save your favorite setups using a registration feature or by uploading your recorded songs to an integrated Dropbox account. You can also use the app screen to see the score of any MIDI file and program the pedals of your instrument to turn the pages of that score. You can even load and play songs via the app wirelessly if you use a UD-WL01 wireless USB adapter (available separately from Yamaha).

Since Smart Pianist adapts to the instrument it is connected to, features of version 2.0 vary somewhat from instrument to instrument. For a detailed specification and list of compatible instruments, click here.

In short, Smart Pianist 2.0 adds enhanced features to a large number of Yamaha hybrid and digital pianos, along with consistent operation using one convenient app. If you have one of those instruments and an iOS device, I highly recommend that you check it out!

 

Check out these related blog articles:

Learn to Play Your Favorite Songs

How to Add New Songs to Your CSP

Kooky Karaoke

Getting the Most Out of Audio to Score

Venova: How Can a Plastic Tube Sound Like a Saxophone?

You may already know that the Yamaha Venova is a fun instrument that blends the simplicity of a recorder with the sound of a saxophone. But have you ever wondered what kind of engineering magic it takes to give a plastic tube the sound of a saxophone? Believe it or not, it’s not just because the Venova uses a real sax mouthpiece and reed (soprano in the case of the YVS-100 model, alto in the case of the YVS-120, and tenor in the case of the YVS-140). There’s actually a lot more going on inside that crazy looking body than you may realize!

Back in the early 1990s, Yamaha was looking for a way to reproduce the sound of a saxophone in the VL series synthesizers. Unlike the sample-based synthesizers that are common today, VL synths emulated different instruments by mathematically recreating a physical model of their sound. This was a groundbreaking technology that opened up all sorts of new possibilities for synthesizers, but it also required a lot of processing power, especially for the computer chips of the era.

Unfortunately, the mathematical formulas needed to accurately model the sound produced by the conical taper of a sax are extremely complex and overwhelmed the processors available for synthesizers back then. However, it turns out that there’s a shortcut. If you take a relatively simple model for a straight tube, then add the model for another straight tube coming out at a 90-degree angle, the waveform that’s produced is very similar to the waveform of the conical body of a saxophone. This “split pipe” model was much easier to reproduce, and ultimately formed the foundation of the mathematical formula that was used in the VL series synthesizers.

Diagram of one cone and one longer thin pipe with a smaller pipe attached at one end at a 90-degree angle to long pipe.
The waveform of a conical saxophone body can be reproduced by two straight tubes in a “split pipe” design.

It turns out that this isn’t just a mathematical formula – you can actually build a physical instrument with those same characteristics and produce the same sound!  After several years of prototyping and refining in the Yamaha R&D labs, the Venova is the finished product. Using a real mouthpiece and reed helps with the feel and response, but it’s really that split-pipe design that gives the Venova its sax-like sound. The straight cylindrical pipe has been scrunched up to make the instrument shorter and bring the holes closer together to make the fingerings easier to reach, which is why we have all these weird-looking bends along the bottom, but otherwise this is the physical representation of that split pipe synthesizer model.Gif showing the construction of the Venova compressed body.

This unique design is so innovative that in 2017 the Venova won the top Grand Award in Japan’s prestigious Good Design Award competition. This was a tremendous achievement, both because it was the first time that Yamaha won the grand prize, and because it was the very first time that a musical instrument had been honored with the top award in the competition’s 67-plus year history.

 

Click here to see and hear the Venova in action.

The Do’s and Don’ts of a Successful Concert

Few opportunities in education foster accountability through true and authentic presentation of student work in real time better than a well-planned and executed concert performance.

It is an outstanding way to showcase your music program and provide a genuinely enjoyable cultural experience for your community.

Careful consideration of all concert elements like engaging the audience, inviting student input and thoughtful pacing will assure a wonderful performance. What follows are some key do’s and don’ts that — with some planning, patience and creativity — will help you captivate everyone involved.

Song Selections

There are many factors to consider when deciding what to perform with your musicians.

DON’T pick music that is too technically challenging.
DO select pieces that showcase and expand your students’ skills.
DO create a program that the students feel comfortable presenting and that they feel is worth their time and effort.
DO consider letting students have some input into the musical selections.

You develop their trust and encouraging critical thinking skills by involving them in decision-making. In the end, you would use your expertise when evaluating their input, but the exercise can be rewarding for both you and your students.

Attention, Please

Many times, we as educators fail to take into account the people in the audience. This important constituency at most school concerts consists mainly of parents. They are both our most discriminating and our most supportive group.

DON’T assume they know everything!
DO take time to discuss audience etiquette with them in a friendly and enjoyable way.
DO make them feel that proper concert behavior is important to the students and parents.

Consider having a student read a short script detailing audience etiquette including the structure of selections with multiple movements, when to applaud, appropriate sound and noise levels (especially mobile phones and any small child that would like to lend his or her voice to the performance), and entering and leaving the venue. This simple yet important introduction can make the concert more enjoyable for everyone.

A Musical Adventure

A concert isn’t a jog on the treadmill; it’s a roller coaster ride!

DON’T perform selections that are too stylistically similar or that use similar tempos.
DO consider having a theme for your program.

The theme doesn’t need to be too literal or constraining. Choose a particular historical period, movie category or genre. Include the theme when marketing your performance on posters and social media and in email or school publications. This process can be a fun and exciting way to create anticipation for your performers and your audience.

DO take your audience on a journey.

Consider beginning with something short and high energy, then following it with a selection that is slower and more lyrical in nature, each with different tonal coloring. If you include an intermission, perform something energetic beforehand to keep your audience excited for the second half. Be sure to end the show with an exciting selection to tie a bow on the concert but leave your audience wanting more. If you plan ahead with this idea in mind, you’ll keep your students and audience engaged and lost in the music.

A Critical View

Ask students to openly evaluate their performance post-concert and share their perceptions of the total experience.

DO remember that your students or performers have the highest stake in the program. This experience is truly all for them.

Students can be extremely perceptive and insightful when we give them a voice.

In the End

The more we are willing to stand back and consider all of the elements involved in concert programming, the better the view gets!

DO remember that thoughtful planning and programming is an important part of our job.
DO keep the focus on providing students with the best environment for them to be successful.
DO remember that we learn as much from the process of detailed analysis and reflection as we do from the preparation for the performance.

Now … go get ’em!

Photo Courtesy of Christopher Ferrell

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Jeff Coffin: Professor Rock Star

Jeff Coffin remembers listening to AM radio in the car as a child and being attracted to the emotional component of music. In fifth grade, he chose to play the saxophone in the school band program, or rather he believes that the saxophone chose him.

“I think [the saxophone] is very close to the human voice, which is one of the reasons it appealed to me,” says Coffin, a three-time GRAMMY® Award winner.

“I felt like I was able to emulate the voice.”

This initial attraction produced a passion for and a dedication to music that would lead Coffin to an incredible professional career: playing with both Béla Fleck and the Flecktones and the Dave Matthews Band (DMB), forming his own group — Jeff Coffin and the Mu’tet — and teaching music at the collegiate level and in clinics around the world.

Stick With It

In middle school, long before starting his professional career, Coffin wanted to “say goodbye” to his band program and music altogether. “All of my friends were deciding to play sports, which I also did, and I was like, ‘Man, I’m kind of done [with band],'” he says.

His director, Arthur Lagassee, asked him to stay at least through the annual Christmas concert. Out of respect for Lagassee, Coffin stayed and never looked back. “I can’t imagine what my life would have been like had I quit band,” he says.

To keep young students interested in music, Coffin encourages directors to make rehearsals creative and fun. “[Students] want to have something that interests them. Get them improvising immediately. Get them doing call and response and get them listening to different kinds of music. Open them up and talk to them.”

In seventh grade, Coffin began playing with Lagassee’s trio, a defining moment in his musical career. “I got the bug,” he says. The bug was powerful enough to keep him involved in music throughout his high school years and land him in the music education program at the University of North Texas.

On Tour

Jeff Coffin with students

After college, Coffin moved to Nashville, Tennessee, and began running jam sessions while teaching private lessons on the side. As luck would have it, a musician who knew Béla Fleck attended one of these sessions. Impressed with Coffin’s talent, he introduced him to Fleck, who then asked Coffin to go on tour with the Flecktones. Coffin spent the next 14 years as a Flecktone, during which time the group would often open for the Dave Matthews Band. In 2008, when DMB saxophonist LeRoi Moore was injured in an accident and later died, Coffin took his place with the band. “The Flecktones had been taking some time off,” Coffin says, “so, with [their] blessing, I took the Dave Matthews gig.”

During his time outside of these groups, Coffin also started his own band: Jeff Coffin and the Mu’tet — an ensemble that has been comprised of the same people for about 16 years and has recorded 10 CDs. “Being a leader is the most difficult thing I’ve ever done,” Coffin says about the Mu’tet. “I have to deal with all the merchandise, I have to deal with the assistants, I’ve got to deal with management, club owners, booking agents. There’s a plethora of things that I have to do that [the other members do not]. And I have to get up on stage and be the lead guy.”

Despite the difficulty of leading a band, Coffin consistently thinks outside the box and is a true innovator in his professional career. For years, he has used pedals on his horns, just as a guitarist would, to alter the sound of the saxophone and give himself more of a sonic pallet to choose from — because why should guitarists have all the fun?!

The sounds he was able to create with the pedals inspired him to learn a unique skill — playing two saxophones at once. “It’s fun, it’s a cool sound, it’s interesting, it’s experimental, it’s visually appealing to people, but it’s just a tiny part of what I do,” Coffin says.

On the Flip Side

To further his musical expression, Coffin composes and started his own record label, Ear Up Records. The company name derives from Coffin’s belief that listening is one of the most crucial components of musicianship. “The philosophy of the label is that it’s all handpicked by musicians, and it has to do with the artistic integrity, not the commercial potentiality of it,” he says.

In art as in life, Coffin takes advantage of many opportunities for personal growth. In his spare time, for example, he explores his creativity as an avid photographer. This pursuit of personal growth gave Coffin new insights as an educator.

Outreach in Cuba

In 2015, Coffin traveled with Caleb Chapman and his afterschool youth band to Cuba to record several big band tunes, resulting in the album “Jeff Coffin and Caleb Chapman’s Crescent Super Band: The Inside of the Outside.” Coffin plans to donate the proceeds from the CD toward musical gear for Cuba’s School of Music at the National School of the Arts.

The nearly 600 students living at the school have very little equipment, Coffin says. “It’s not like they have a bunch of reeds or a bunch of mouthpieces or horns to choose from,” he says. “They get what they get, and that’s what they deal with. They’re incredible musicians, so we want to help in any way that we can with that.”

For teachers who work in schools or with students who don’t have much in terms of musical equipment, Coffin’s advice is that it comes down to the practice and refinement of fundamentals. “Ultimately, it’s not the horn, the mouthpiece, the neck or the reed,” he says. “It’s the passion and understanding that’s behind what’s being played.”

Tailor Your Teaching

Jeff Coffin speaking and holding a saxophone

In Coffin’s latest gig as a professor of jazz studies, he teaches saxophone studio lessons and works with the top jazz ensemble at his university. The most important part of his teaching process is talking to his students about what they want to learn in order to tailor his lessons.

“Get to know them as people, not just as students,” Coffin says. “They are fertile minds and are looking for direction and guidance. Don’t make it about you. It’s all about them. There are many ways to reach students, and it’s our job as educators to expand the way we educate to fit the way the student learns.”

When he’s not busy rocking out on stage or in the classroom, Coffin leaves his stomping grounds in Tennessee and travels the world, giving clinics, master classes and lessons. “I involve the students from the very beginning of the clinic, and we talk about a wide variety of things — from why we do long tones to the aesthetic nature of music and how it relates to us as sentient beings,” explains Coffin. During these sessions, he encourages a lot of questions. “I try to get the students to be curious and to draw ideas and concepts out of what I present to them,” he says. “I basically allow them to be creative in their thought process and to provide a safe space for them to ask questions — no matter how ‘far out’ those questions might be.”

These clinics have given Coffin the opportunity to travel off the beaten path to unique places, including Havana, Cuba, and Tuva, a republic of Russia located in southern Siberia. “I’m really fortunate that music has taken me to a lot of very unique and unusual places around the globe,” he remarks. “I’m very thankful every day for that.”

Learn While Teaching

For students wishing to pursue a career in professional performance, Coffin says that fundamentals are key. His three-volume book, The Saxophone Book, discusses what Coffin calls “The Big Five” of fundamentals: listening, tone and dynamics, articulation, rhythm and time, and harmony.

Through his presentations and in his university classes, Coffin feels he learns as much as he teaches. “We are there to learn together, and I feel that I am a student most times, and they are the teachers,” he reports. Yet even as a prominent performer and educator, Coffin will always consider himself to be, above all, a student. “Stay open and realize that you have a lot to learn,” he says. “The moment you stop being a student is the moment you need to stop teaching.”

Top Photo Alysse Gafkjen for Yamaha Corporation of America

Bottom Photos © 2017 Carol Mackay Photography, All rights reserved

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Kevin Sedatole

The Importance of Subdivision

In the last five years of my teaching, I have emphasized the importance of subdivision for performers.

I have told my students to place themselves in the subdivided beat that they need to be in before they begin playing. That usually means one rhythmic denomination smaller than the one they’re actually performing.

Subdivision prior to playing is the remedy for many challenges beyond rhythm. It produces more precise beginnings and better tone quality, intonation and evenness.

Ask any professional musician about subdivision, and that person will probably say that it is one of the most important aspects of his or her playing.

My conducting colleague and friend, Kevin Noe, is a major disciple of subdivision. He has made me see the light on this vitally important aspect of performance. I use this concept in my own score study and with all ensembles I conduct.

Remember, it’s not subdivision while you play, it’s subdividing before you play!

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Douglas Droste

Technique vs. Emotion

Early in my conducting career and marriage, my wife, Amanda, and I were talking to one of my colleagues about a major orchestral work. 

He was going on and on about the conducting technique required to lead such a work.

Amanda, who is not a conductor but a fine singer, started grilling my friend. “How does it make you feel?” “What does it make you think of when you conduct?” “Can you describe your feelings about this section?”

This conversation served as a “lightbulb” moment for me.

I, too, was very concerned with the technique of music making and often forgot the powerful emotional aspect. As educators we get wrapped up with festivals, travel, class schedules and student behavior among many things, and this emotional element can get pushed aside.

After that conversation, I knew I had to dig deeper to fully appreciate all that music had to offer. Since then, when studying a score, I constantly look inward and feel how the music is speaking to me. The conversation immediately helped my conducting, and it also confirmed that I made a good marital choice!

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Cheryl Floyd

Don’t Be Afraid to Ask

I was teaching general music at a private middle school in Tampa, Florida. Shortly after I was hired, the headmaster informed me that it was traditional for the 8th grade class to do a musical in the spring.

The musical that year would be “Damn Yankees” because the youngest son of George Steinbrenner, the owner of the New York Yankees,  was in the 8th grade class.

During that fall, my husband Dick and I were attending a fundraising dinner for the University of South Florida. At one point, Dick leaned over and said, “That’s George Steinbrenner at that table!”

I jumped up and marched right over to Mr. Steinbrenner’s table. I introduced myself and told him that we needed a few things for our production of “Damn Yankees.” He grabbed a napkin and wrote down everything I requested including uniforms, hats, bats and balls.

Within a week, all the items arrived at the school in time for the production!

So dream big and never be afraid to ask!

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Kevin Ford

Begin with a Question

What has led to the greatest growth in my students and in my teaching was developing the mindset of a conceptual teacher.

As a young educator, I provided entirely too much information to my student performers.

Priding myself on showing up prepared, I made sure to research and detail every nuance, and as a result, rehearsals were driven solely by my preparation.

All my energy was directed toward what information I could provide, leading me to make every musical decision.

What was missing was a collaborative effort between my students and me. This challenge became especially evident as we began new pieces of literature. I found myself repeating information, and the inconsistencies of previous works would continue to be prevalent. Unfortunately, falling into the trap of this way of teaching is commonplace as the pace of the rehearsal moves rapidly, appearing as if you are getting things done efficiently and effectively.

More Questions than Answers

However, when I would watch master teachers rehearse various ensembles, I noticed a common characteristic. Initially, more questions were asked than answers provided. For example, rather than specifically stating the areas of concern between rehearsals marking B to C, they would insightfully prompt reactions that resulted in the performers reaching the correction on their own.

At first glance, this method seemed to extend the rehearsal. However, as the ensemble continued, it was evident that going through this process in a collaborative manner provided the opportunity for students not only to retain information but also to apply the learned concepts to any piece of literature.

Seeking Student Input

In my own rehearsals, I have found this technique to be especially beneficial in developing the students’ ability to play with artistry and expression. Now, rather than specifying exactly how I think a phrase should be shaped, I always begin with a question, objectively seeking their input regarding the architecture of a phrase and encouraging students to think like artists and to make creative choices.

Through this approach, the performers seem to possess a greater investment regarding the macro and micro development of a piece of music, ultimately leading to more memorable and fulfilling performances.

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Dr. Rodney Dorsey

Positive Working Relationships

One of the most important lessons I’ve learned during my career is the significance of positive working relationships.

So much of our success as teachers and conductors is directly related to our ability to establish positive working relationships with our students and colleagues. When we understand that concept and act on it, we can create experiences that support and enhance the overall education of our students. When we work with our colleagues in the best interests of our students, we can truly provide the students with meaningful musical experiences.

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Music Education in Japan

As educators, we can always glean new insights from the teaching practices in other countries.  Japanese schools, for example, strive to take excellence in music education to a new level. They emphasize an early appreciation of music, with mandatory classes in elementary school and junior high.

In Japan, kindergartners can be seen marching in perfect step during school ceremonies, and elementary school students can be heard performing difficult concert repertoire such as Alfred Reed’s “Armenian Dances” — usually a high school band piece in the United States — with enviable accuracy. By the time musicians reach the junior high and high school levels, they’re ready to participate in the All-Japan Band Competition, one of the nation’s largest symphonic band contests.

One school that consistently wins awards at this competition is Kashiwa Municipal Senior High School. Its 263 musicians average 70 performances per year, and its ensembles are known for utilizing cultural instruments such as the three-stringed shamisen, similar to a guitar. The key to the band’s success is efficiency.

“The most important factor is to systemize the practice … not to waste one second,” says Shuichi Ishida, music director of symphonic band at Kashiwa. “Even if the band director is absent, by strong systemization, it will be possible to let the band practice with the same quality as [when the] band director is present.”

What sets apart Japan’s music education programs to create high performing instrumental students, even at young ages?

Create a Systemic Approach

At Kashiwa Municipal Senior High School, there is no band class during the school day; instead, band members stay after school for three hours on every weekday for band practice.

Students are not expected to practice beyond those three hours a day. Because many homes in Japan are very small, students are unable to practice at home. “I am thinking first of all to motivate children, so that they can work on practicing proactively,” Ishida says. “I try to draw talent with voluntary participation in practice rather than imposed practice.”

During practices, Ishida prioritizes the basics rather than just running through the pieces they plan to perform. “We start with basic training [with the] ensemble even [if] we do not have enough time,” he says. “The sound is totally different with basic training.”

To keep practices efficient, Ishida recommends simplifying instructions to help students maintain concentration. “If directors can talk to students with easy words [and] short sentence[s], it works for students’ better understanding,” he says.

To further help students understand musical concepts, Ishida uses the Yamaha Harmony Director, a keyboard that helps students learn how to fit individual notes into chords. “Almost all Japanese school [bands have] it,” says Ishida. “Some [schools have one] for each section.”

Students at Kashiwa participate in various ensembles. “[Students] graduate experiencing both concert and marching band,” he says.

Additionally, all music students are expected to be in parade bands.

Offer Many Performance Opportunities

The more opportunities students have to perform for an audience, the more motivated they will be to improve. Ishida’s students participate in marching and concert band competitions as well as regional band festivals. Beyond these contests and typical concerts, students play at corporate events, senior citizen homes, and at elementary and junior high schools to inspire younger musicians.

Additionally, Ishida suggests that students watch live performances. He invites Kashiwa alumni who play professionally to come back and visit the school. “Live performances of these closest professional players … can engage students the most and raise their motivation,” he says. Ishida also brings in Yamaha Artists for clinics and joint performance opportunities. “These experiences make a big difference,” he explains.

Partly because of its varied performance opportunities, few students leave the band from year to year. “With the consciousness of all members [feeling included], few students quit on the way,” Ishida says.

Remove Financial Barriers

No matter their geographic locations, school bands need money to function effectively, but Ishida strives to minimize any fees that individual students need to pay.

To accomplish this goal, Ishida seeks out sponsorships. “We organize [support] by civic groups, local companies and Lions Clubs,” he says.

As a result, the band is able to set a maximum student fee for overnight trips at 1,500 yen, which is less than $15. “The shortfall has been received as a subsidy from Kashiwa City and the aforementioned support groups,” he reports.

By making music accessible to everyone, developing a strong practice ethic and keeping students motivated with ample performance opportunities, Ishida has developed an approach that can improve any school music program — no matter where it is in the world.

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Jeff Coffin’s Words of Wisdom for Educators

In Jeff Coffin: Professor Rock Star, we learn how Coffin draws his teaching techniques from his career as a soloist, leader and performer with several groups including Béla Fleck and the Flecktones and Dave Matthews Band.

He provides the following advice to fellow music educators.

Teach Students as Individuals: “Talk to them and get to know them as people,” Coffin says. “Remember that they are people first, and that your influence is a lot of times profound.

Become a Better Listener: “I think that with listening, you can have everything, and if you’re not listening, you’ll end up with nothing,” Coffin says.

Serve the Music: “Be a wide enough musician to be able to go into a situation and be convincing and be authentic enough that it works,” Coffin says. “Being able to play well will get you called once. It’s the other things that get you called back.”

Never Stop Being a Student: “We are all students, and we are all teachers,” Coffin says. “I probably learn more from my students than they learn from me, and I think they learn a lot from me.”

Photos (c) 2017 Carol MacKay Photography, All Rights Reserved

This article originally appeared in the 2017 V3 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Steinberg Videos, Part 4: How to Compose Music with Chords

Offering pristine sound quality, intuitive handling and a wide range of advanced tools for complete music production, Steinberg Cubase is one of the most popular digital audio workstations out there. In this series of videos, we’ll show you exactly why!

In this installment, host Andrew Shravemade demonstrates how to use the Cubase Chord track and Chord pads — powerful creative tools that allow you to quickly and easily write and produce your own music … even if you can’t play an instrument! Included are step-by-step instructions for building intricate chord progressions by playing just single notes and for editing the data to get everything in perfect time. In just minutes, you’ll be able to create your own great-sounding backing tracks. Check it out:

Click here for Part 1: “How to Do Your First Recording In Cubase”

Click here for Part 2: “How to Do Editing In Cubase”

Click here for Part 3: “How to Get Started In Cubase AI and LE”

 

Click here to access the full YouTube Cubase AI/LE Music Production Essentials playlist.

Click here to find out more about Steinberg Cubase.

Turning a Gift Into a Career

I consider myself blessed to have turned music into a career.

Like most grade school kids, I started out playing band instruments before transitioning to guitar in my early teens. But I never studied music in college, and after graduating with a Marketing/Management degree, I worked in commercial lending at a bank for a few years. Making a life with music seemed like something others did. So how in the world did I end up not only doing just that, but working with some of the very same artists I grew up listening to?

The only answer I have is that being able to create music is a gift I was given; in fact, I believe it’s one of the reasons I was put on the planet. While that may sound overly deep, it’s how I truly feel. Music brings me a sense of deep satisfaction that my previous life in banking did not.

This journey did not happen overnight. There is a sense of right time, right place and the ever elusive thing called luck, which always seems to occur when preparation meets opportunity. After making the decision to leave banking, I found myself drawn to recording, mixing and production, and fortune shone upon me when I crossed paths with the great jazz fusion guitarist Al Di Meola, who gave me my first job in music — at first assisting on just about anything that needed to get done on the road and in the studio, and later traveling to many parts of the world and making records with him. This gave me the opportunity to observe artists like Al and others at the top of their craft do what they do, and the observing, learning and applying of those skills still pushes me to work hard every day.

All the while, I honed my own musical abilities until I eventually received an assignment from the Nickelodeon TV network to compose some tracks for their international library. That led to other opportunities to get my work on television. One show led to another, and then another. Over the years I’ve composed rock, metal, funk, acoustic country, and just about every other genre there is, conjuring up every kind of emotion you can name. Sometimes I have to write a variety of sounds and styles in the same day, literally minutes after each other.

The fun part of creating music for television is the challenge to get the tracks to fit the emotions and pace of the show. Slow, bluesy acoustic tracks might not work for a fast-moving crime scene, but if the camera is focused on someone sitting on a country porch pondering whodunit, it might be just right. Hard rock might not be a good fit for a documentary about Alaskan ice floes but will work perfectly for one about race cars. Next time you’re watching a show, focus on how the music helps the flow, pace and energy of each scene. Then try to imagine the same show with no music, period. It might not work at all. That’s just one example of the power of music.

If you’re planning a career in music, I cannot understate how important it is to know your gear. Because of all the time and effort I’ve put into learning the ins and outs of my DAW and all the plugins and instruments I use, my brain doesn’t even have to think when I’m creating music. It just does.

I also make a point of learning something new just about every day. That can mean almost anything. For example, I might take the time to create a new Line 6 Helix® patch for guitar or study some new tunings. I might test out some drum loops I’ve never explored or learn some keyboard chords I’ve never used before. And I’m always experimenting with new mics, preamps and ways to record everything from a full drum kit to a simple shaker. The more you know, the better prepared you’ll be when your brain calls upon you to get the part done. Again, I don’t have to think about it. I’ve already done it, learned it and stored it away for quick recall.

I’ve always believed that creating music is what I call “life deep.” That means that the G chord I learned when I was 14 still applies today, many years later. And building upon that by learning, say, a whole variety of G chords (Gsus, Gm7, G6, for example), you create a palette of knowledge that keeps expanding your skills. Getting better at your craft is a lifelong pursuit, whether it’s what you do for a living or what you do for fun.

 

Check out Rich’s other postings.

Using Reverb and Delay In Live Sound, Part 2

In Part 1 of this article, we talked about the basics of reverb and delay — two important effects that add spaciousness to a sound. Now let’s describe how exactly they can be added to your mix and give you some tips on how best to use them in live sound.

Return to Sender

Adding reverb or delay to a sound (or group of sounds) is almost always accomplished with something called a send, which takes some of the audio from a channel (or channels) and routes it either to a built-in effect or to an output on the mixer, where it can be patched to an external effect. These sends are usually called aux sends (short for “auxiliary”), although they are also sometimes called Effect [or FX] sends). The original unprocessed sound is called the “dry” signal, while the added reverb or delay effect is called the “wet” signal.

For example, the effect send on a Yamaha MG06X mixer consists of a simple on/off pushbutton that sends the signal to the effect. The aux sends on more advanced Yamaha models like the MG16XU use rotary knobs, as shown below; in that particular mixer, you turn up the AUX4/FX knob in order to send the signal to the effect. The use of rotary knobs allows you to apply the effect (in differing amounts) to more than one channel. (To learn more about aux sends, check out this blog posting.)

Graphic illustrating dial settings.

Once the signal is sent to the effect processor, digital technology does its thing, creating a reverb or delay effect. But now we have to bring that effect back into our mix, almost like it’s a new signal — and in fact it really is a new signal. That’s where an effect return comes in. An effect return is like a mini input dedicated to an effect.

Effects returns normally have level controls and various routing options, such as panpots. The effect return on the Yamaha MG06X has both a level control and a switch. Bring up the level control to return the effect to your mix. Use the switch to choose between the different effects.

What Program Should I Use?

Generally speaking, you should use short reverbs and delays on fast songs, and longer reverbs and delays on slower songs. That’s because, when a band is playing at a fast tempo, a long reverb or delay will make the mix “muddy” and reduce the clarity of an instrument by stepping on the original sound.

Here are some suggestions for using reverb and delay on specific instruments:

Drums: Reverb almost always works better than delay for drums. Start by adding a small hall to the snare drum and see if you like the way it puts the drum into an imaginary space — but don’t add too much or the snare will lose impact. You can do the same for toms. Avoid using reverb on cymbals or high-hat because it will make them too “splashy.” Reverb on a kick drum is generally a bad idea because it makes the bottom end of your mix muddy and you’ll lose clarity on both the kick drum and the bass guitar.

Percussion instruments like conga and bongos can benefit from a bit of short room reverb to dramatizes the “slap.” Long reverb on a tambourine works for ballads where the tambourine is playing on the two and four, but avoid it if the tambourine is playing eighth or sixteenth notes, or is being played on an up-tempo song.

Vocals: You can use reverb or delay on a lead vocal — or both! For ballads, a hall program on the lead vocalist generally works well and adds the sense of depth you get from being in a large room. If you want something more intimate, try a small room program. A plate reverb on vocal can emphasize the highs of the vocal sound but be careful about adding too much plate — especially on sibilant vocalists — because it can emphasize “s” and “t” sounds.

If can view the actual delay time, start at around 250 ms, with enough feedback to get two or three repeats. At faster song tempos, try shorter delay times; at slower tempos, try longer delay times. This prevents the delay from interfering with the original vocal and making the song’s lyrics difficult to understand. You can also briefly switch on a long, rolling delay to emphasize a word at the end of a lyric — but be sure to turn it off so that the delay doesn’t cover up the vocal.

Background vocals can be fattened up with a doubling effect (i.e., a very short delay, around 30 ms) but keep it subtle so that it doesn’t make the vocals sound sloppy. Ditto for doubling on a lead vocal.

Guitar: Delays work great for giving guitar solos a sense of continuity but ask if the guitar player is already adding their own effects because you don’t want to overdo it. On rhythm guitar, really long delays with a lot of repeats will result in a sound similar to The Edge from U2.

A bit of reverb on a rhythm guitar will help it “sit” in your mix and blend well with other instruments. Try a room type reverb with a short decay or an ambient program. This is especially useful when you are mixing outdoors because there are very few natural reflections in an open space and so guitars can sound very “dry.”

Keyboards: A small hall or medium-size room reverb works great on piano to add depth and size. A bit of short room reverb on an organ sound works nicely to add a sense of width and space. Delay works well for synth solos … especially if you’re in a prog-rock band!

Horns: A small room or an ambient program makes horn stabs more dramatic. Longer rooms or halls work well for sax and trumpet solos. Delays can be useful for horn solos but tend to work better when the tempo is slow and instrumentation is sparse. If you’re working with a ska band, you can get away with a short delay on the horns

Bass: For the most part, stay away from using reverb or delay on bass. It reduces definition and adds clutter to the low end. An exception might be if you had a fretless bass taking a solo in a ballad — in which case adding a little hall reverb can elongate the note endings in a very flattering way.

 

Check out our other Tools of the Trade postings.

Click here for more information about Yamaha mixing consoles.

Layering Guitar with Studio Response Technology

There is nothing quite like walking into a well appointed state-of-the-art recording studio. Living and working in Nashville for 17 years gave me the opportunity to witness some of the world’s finest tracking rooms.

All those consoles, outboard gear and microphones costing millions of dollars! Add to that the custom designed acoustic treatments and the in-house instruments, including fine grand pianos, vintage organs, guitars, basses and drums and you can understand why recording time is such a precious commodity.

Like so many musicians these days, I track most of my projects at home on a computer-based system. I have a couple of tube preamps and nice microphones that I can use for capturing acoustic guitars and amp cabinets but quite honestly, the amp modeling and effects I can get direct from the Line 6 Helix® sound just as good. I rarely record vocals or other acoustic instruments, so some of the outboard processors and microphones in my studio are, frankly, losing their relevance.

The Question

Do actual microphones and tube preamps sound better for recording guitars than digitally modeled mics, amps, speaker cabinets and guitar pickups? The simple answer to that is … it’s subjective. If you have a quiet environment, an excellent microphone and preamp, and the engineering skills to use them well, you can get amazing results. Owning a great guitar and having the necessary chops to track all of your parts cleanly while monitoring through headphones is also a major factor.

Of course, I love the sound of a miked acoustic guitar, especially to capture the percussive aspect of the instrument — but honestly, the hassle and time spent setting up the signal chain sometimes outweighs the sonic benefit of the end result!

Enter Studio Response Technology

Yamaha have spent decades developing innovative onboard guitar pickups. The latest Studio Response Technology (SRT) powered systems combine mic modeling technology and under-saddle piezo blending systems. SRT models the sound of the acoustic guitar being recorded with carefully selected high quality microphones and preamps in a studio environment.

The SRT2 pickup systems in Yamaha A Series guitars feature the modeling of two classic microphones: a Royer R122 active ribbon model, along with a Neumann U67 large diaphragm condenser (on the A5/A3 rosewood models) or a Neumann KM56 small diaphragm condenser (on the A5/A3 mahogany models). When you consider that, together, these mics can cost well over $10,000, it makes a compelling argument to own an amazing guitar that features those modeled tones … at a fraction of the cost!

Yamaha SILENT Guitars™ also feature SRT systems that are optimized to produce the body resonance and tone of a full-size acoustic guitar. They faithfully reproduce traditional acoustic guitar sounds for direct recording (i.e., without an amplifier) as well as live performance and headphone practice.

My Process for Layering Guitar Parts

Open bodied electric guitar on its end in front of a control panel with buttons and knobs and a display screen with word "Yamaha SLG2008" visible.

Layering guitar parts is an art form and requires careful orchestration and execution. Planning each overdub ahead of time will be well worth the time you’ll save re-recording parts. Make sure your timing is impeccable: If in doubt, record the part again until it sits perfectly with the groove. Pay close attention to dynamics and feel; this is a recorded performance, not just a robotic execution of parts. Last but not least, tuning is not overrated! I tune after every take because there is nothing worse than capturing the perfect performance only to find it’s slightly out of pitch.

I thought it would be educational and fun to record and film the sound of the SRT-powered SLG200S steel string SILENT Guitar, layering a variety of modeled acoustic guitar parts combined with the Line 6 Helix. I used the SRT system to provide the blended piezo/mic models and Helix for the modeled preamp and effects.

The Video

Here’s a video of me layering a number of parts with the setup described above:

The chord progression I play in the opening section of the video is G – Bm7 – Cadd2 – D/F#. This can be analyzed as a I – III – IV – V progression in the key of G. The tonal center (resolution point) of this progression is G Ionian.

The Parts

Guitar Parts 1 and 2 – Strumming

I like to capture rhythm guitar parts in “open” position first. The bass notes and open strings give me a clear sonic picture of the lowest and most open tones. I can then create and build complementary overdubs from there on up the fretboard.

If you listen carefully to the intro you’ll hear that I’ve double-tracked the initial rhythm guitar part and panned the first pass hard left and the second (doubled) part hard right. Spreading the initial guitar parts wide in the stereo field gives me a great sonic platform for further added layers.

I used the blend control on the SRT system with a 60/40 ratio in favor of the mic modeling. This setting gave me more “air” in the tone. EQ on the guitar was set flat and a touch of reverb was added in Helix.

Guitar Part 3 – Fingerpicked, Capo 2nd Fret

Here, you’ll notice that I have a capo on the 2nd fret and I’m playing different chord shapes to facilitate still being in the key of G. The F shape is actually G; the Am shape is Bm; Bb is C; and the C shape is D. Using capo techniques like this enables you to raise the pitch of the chords and consequently separate the frequency range of multiple guitars in a mix. I created additional space in the audio spectrum by fingerpicking the third guitar part, adding some EQ (a boost of 3.0 dB at 2600 Hz with a Q width of 0.88, along with rolling off the lows at 100 Hz), a sprinkle of reverb and panning the guitar to 10 o’clock in the audio field.

Guitar Part 4 – Fingerpicked, Capo 5th Fret

The capo is now placed at the 5th fret and I’m playing a D shape to give me the G; a partial of F#m7 to give me the Bm; a G shape for the C; and an A shape for the D chord. You’ll notice how using the capo introduces complementary voicings that have a wonderful musical magic to them. If you understand the CAGED guitar system and can analyze harmonic structures, you’ll be able to apply capo parts like this in any key. Well worth the study and practice!

I panned this guitar part over to 2 o’clock in the mix so that it occupies its own space on the right hand side and I carefully adjusted volume and reverb for clarity and overall balance, as well as adding a little gentle EQ: a 4.0 dB boost at 1000 Hz with a Q width of 2.00, and a 3 dB boost at 260 Hz with a Q width of 0.10. I also increased the blend ratio to 80/20 in favor of the mic modeling for all of the fingerpicked parts to introduce more “air” and defined tonality.

The Slide Melody

On listening to the rhythm parts I could hear a simple slide melody in my head, so I took some time to locate the notes on the guitar. I find that singing new melody lines for guitar instrumentals yields the most natural and unique results for me and prevents muscle memory from dictating the creative process.

Notice how the first half of my slide melody is played near open position on the 3rd and 4th strings and the second half of the solo is played further up the fretboard on the upper strings. These are all conscious musical choices that add variety and tonal progression to the music.

The SRT settings for this guitar part were in favor of the piezo pickup, with a 60/40 blend. This gave the slide more presence and less air than the other guitar parts. I also added a touch of compression, overdrive, delay and reverb from the Helix to help the slide notes sustain and sit front and center in the mix.

The Wrap-Up

I hope this musical example has inspired you to experiment with the latest modeling technology. When you consider the cost, time savings and creative results, it’s a technique well worth considering for your recording projects.

Photographs courtesy of the author.

Check out Robbie’s other postings.

 

Click here for more information about the Yamaha SILENT Guitar.

Click here for more information about the Line 6 Helix.

Three Reasons to Upgrade Your Sound System for Modern Gaming

You’ve had a long day and it’s time to relax in front of your TV and play your favorite video game. The start screen appears and you begin. But there’s one problem: The sound is thin. You can’t hear enemies as they approach and the explosions don’t correlate to the rumble intensity on your controller. The audible excitement level just doesn’t seem to match what’s on screen.

The good news is that there is an easy solution: Instead of relying on your TV speakers alone, add a sound bar or sound bar and subwoofer combo for added punch. Or, if you already have a sound bar, upgrade to a 4K AV receiver and/or 5.1-channel surround sound system to take your gaming experience to the next level.

If you’re thinking that your TV’s speakers or a set of headphones are good enough for your gaming needs, allow me to change your mind. Here are three reasons you should upgrade your sound system:

1. Cinematic experience

Games are like movies now, so if you want to experience the game the way it was designed, you’ll need to listen to the dialog and sound effects on a powerful audio system in addition to viewing the video on a high-resolution big-screen TV.

Popular and massively attended events like the E3 Gaming Expo are evidence of the importance of video games in today’s world. Modern video games not only capture and display stunning 3D visuals in 4K and HDR but also give you the option of hearing back the audio soundtrack on a 5.1-channel surround sound system, often with Dolby Digital support. Since most modern game consoles utilize PCM (Pulse Code Modulation) lossless audio format, surround sound is often used by game designers to make the gaming experience even more immersive. For that reason, before getting a sound bar you may want to double-check its compatibility with multi-channel PCM. Most AV receivers do, however, support the format, so all you need to do is properly configure your gaming console to enable surround functionality.

2. Nuance

Depending on the game, there are different elements that game designers highlight to elevate the game-playing experience. First, there’s the underlying musical score. Much like a film, this supports the main narrative of a story game, or it can represent characters with individual leitmotifs. To get the full range of what the composer is going for, you’ll want quality speakers and a subwoofer.

A surround sound system is also important for hearing dialogue, ambient noise and sound effects, especially when they’re split between left, right and rear surround speakers. How else can you hear an enemy sneaking up behind you, or experience the sound of explosions as you speed away from disaster in your digital sports car? Fighting and survival horror games benefit from surround sound as well, letting you hear character subtleties like breathing or creepy laughter coming from all around you.

3. It makes you feel like a kid

Remember the feeling of going to your first concert or watching that first blockbuster on the big screen and the “wow” factor that came with it? You can get that same feeling from modern video games if they’re supported by a powerful audio and video playback system. Upgrading to something more fitting to the developer’s vision allows you to better experience well-crafted, immersive stories in real time.

Technological advancements have made quality sound more affordable than ever before — and, of course, your surround sound system can be used for more than just gaming, including watching movies and listening to music. So what are you waiting for?

 

For more information, check out these blog articles:

Home Theater on a Budget, Part 1: Starter System

Home Theater on a Budget, Part 2: Intermediate System.

Don’t Disturb This Groove

Creative people need privacy. But privacy is not an easy space to find with this thing called life going on all around us.

Even when we find we have some (privacy), we can’t take for granted that the magical portal will open to the Zone — the place where we are unquestionably and most definitely at Peak Performance. “On Our Game,” as sports marketers would say.

There’s no GPS for getting into the Zone. The map changes daily. And there’s no guarantee that just because we’re available we get to go in. Sometimes it takes weeks before we receive the nod. So when I’m lucky enough to have been granted entry and my hubby knocks on my writing room door to see when we’re having dinner, I’m not happy. That’s the knock that could kill the Muse.

But let’s be fair. When he’s in his studio composing, I knock on his door too. Funny, he gives me the very same look. 🙁

What to do? Never intrude? Live alone? Get creative only when no one’s home? Yes, but the doorbell still rings. Sirens still scream. Lawnmowers still blow. Sometimes the gardener even waves through my office window just to say hi. Friendly gardener.

I love hotel rooms. No doorbells, no lawnmowers, no robo-calls. I make 24/7 use of those “privacy please” signs. Last time I was in New York I opted out of new linens and towels for three days. Leave things as they are lest it change my point of view. I’m not that dirty.

In his 2016 memoir Bruce Springsteen writes about a rule he had when his kids were little: If he was writing he was not to be disturbed. Hey, he could have been working on “Thunder Road” and we might never have heard it. That would be sad.

One day his wife Patti told him (and I paraphrase), you’re going to miss it. And he asked miss what? And she said the kids … waking them up, getting them off to school. It’s gonna be over in the blink of an eye. He changed the rule. Started making them breakfast. Good boy, Bruce.

Big choice. What songs did the world live without because of that choice? Then again, maybe he wrote better songs because of that choice or because he’s the kind of man who would make that choice.

Moving on. The people in my gym think I’m antisocial. And I am. Ideas come when I’m moving. When the blood is flowing. So don’t talk to me. Seriously. Pretend we don’t know each other. And don’t take it personally.

In fact, I use my wireless earbuds as a deterrent even when I’m not listening to music. If you see those Shrek-like things in my ears and still try to engage, I will give you the stink eye. If you persist I will stop the treadmill, remove one Shrek-like thing and give you my undivided attention … which will most definitely make you feel like you’re annoying me. Because you are.

My apologies. I should wear a T-shirt that actually says, “Don’t talk to me.” As a matter of fact, I’m going to Google it. I’m sure it exists.

A t-shirt with the phrase "Please Don't Talk To Me"

There you go. At least it says please.

Let’s face it. Being in the Zone is blessed. Mystical. Elusive. However, when you’re fortunate enough to have found yourself there, don’t give it the time of day. Just carry on. Keep streaming whatever stream of consciousness earned you a ticket in the first place. After all, the Zone has a mind of its own. It is temperamental. Give it too much deference and it will disappear as quickly as it came.

Woman with her back to us sitting in a chair facing a computer screen with a professional microphone and studio setup.

To prevent these precious moments from slipping away, my husband and I have developed a signal for when we absolutely need each other’s attention: We get in each other’s peripheral line of vision, silently flap our fingers to our palms twice and then leave the room, as if to say, in the subtlest of ways, I know you’re in deep … need to talk … when you take a break … bye. OK, so it does put a bit of a blip into our concentration but certainly not as jarring as a bam on the door or a shout across the house: “I’m going to the market — what do we need?”

Ah … he just went off to play tennis. I’m home alone! Woohoo! Hey, I just learned how to record my own vocals — something I’ve resisted for decades. What was I waiting for? Our home studio is empty and soundproof. I think I’ll get busy.

Hail to the Zone. May you find it often. And stay for as long as you can.

 

Check out Shelly’s other postings.

How to Enjoy Great Outdoor Sound Without Disturbing Your Neighbors

Have you ever wanted to relax in your backyard while enjoying music from your outdoor speakers but couldn’t due to complaining neighbors? You’re not alone. Fortunately, the solution is simple: add more speakers.

That may sound counterintuitive, but theme parks have long adopted this method for allowing their patrons to hear music clearly during a parade without having to blast it loudly. The strategy requires you to add a speaker every five to ten feet, which allows you to keep the overall volume down while your music remains clearly audible anywhere in the yard.

Equipment Needed

To create the perfect ambience for yourself or your guests during a summer party, you’ll need the right tools for the job. Start the process by creating a basic system in your yard with a two-zone AV receiver such as the Yamaha RX-V685 and a pair of outdoor speakers. If this isn’t sufficient to cover your entire yard at moderate volume levels, consider adding another amplifier to power more speakers.

AV receiver angled to show front and left side.
RX-V685 MusicCast AV receiver.

The reason you’ll need a second amp is to ensure that the extra speakers don’t overload the AV receiver — something that could potentially damage your equipment, or worse. As an example, the RX-V685 has a minimum impedance rating of 6 ohms per speaker. Adding another amp that has 4 ohm drive capability (such as the Yamaha WXA-50 MusicCast wireless streaming amplifier) will allow you to safely add up to four more 8 ohm speakers for low-volume, full coverage music in your backyard without any danger of overload. As a bonus, the WXA-50 also provides MusicCast capability for wireless control. For more zones, and ultimately more speakers, check out the Yamaha AVENTAGE line of receivers.

Two speakers, one horizontal and one vertical.
NS-AW194 high performance outdoor speakers.

You’ll also need the right outdoor, all-weather speakers to execute this plan. To start, try up to four of the reasonably-priced Yamaha NS-AW194 high performance outdoor speakers. They offer a versatile design for ease of installation and provide outstanding sound quality with each speaker rated at 8 ohm nominal impedance.

Setup, Placement and Positioning

To get the most from this multi-speaker approach, there are several things to consider. First, decide where the speakers will go. Then you’ll need to plan out where to run speaker wire and how each speaker will be mounted. Some areas you can use include the eves of the house, a fence or a pergola if you have one. To learn more about mounting outdoor speakers, check out our blog article How to Mount Outdoor Speakers.

If you intend to listen in only one part of the yard (in a patio sitting area, for example), it’s recommended to mount the speakers around the perimeter of the area facing inward towards the center. Just be aware that controlling sound outdoors is more difficult than indoors, especially if you’re located near a highway or busy street. But using this method will help cut through environmental noise and at the same time reduce the need to blast the music at high volumes.

Drawing of outdoor patio with pergola and how multiple speakers mounted and focused on area under pergola would focus sound waves.
For an optimal outdoor listening experience, be sure to point the speakers inward.

Wireless Control

If you’d like to control your speakers wirelessly using a mobile device, check out the free MusicCast Controller App, which is compatible with any MusicCast-enabled device. (Look for the MusicCast logo to ensure compatibility.) If you have a receiver without MusicCast, the WXC-50 pairs well with any legacy AV receiver or Hi-Fi system to allow you to select and listen to your favorite streaming services through the MusicCast app. To get an idea of other practical applications for using MusicCast outdoors, check out our blog article,Wireless Amp Turns Outdoor Speakers into MusicCast.

Once you’ve put in the work, you’ll have a powerful outdoor speaker system that both sounds great and contains your music so that only you get to hear it … and not the neighbors next door!

Note: The setup described in this article is merely a suggestion. We recommend that anyone unfamiliar with how to set up a system like this consult an expert installer to ensure that proper precautions are followed.

Off-Season Care and Maintenance for Percussion Instruments

After a long season of percussion activities, it’s time for a much-needed break. Of course, this includes your percussion equipment.

Every ensemble can (and should) be proactive in protecting its equipment. Your gear has taken a lot of stress and strain, but the good news is that keeping your equipment in top competitive shape for next season is a matter of following these four steps.

Four Key Steps

1. Take Inventory: Take a complete inventory of all the equipment at the end of each semester. This will help eliminate the question of “what do we actually have” and will help cut down on “disappearing” equipment during the down times.

2. Designate a Contact: Designate a specific individual to be responsible for all of the instruments during the off-season. This person’s job will be to make sure that maintenance checks for all instruments are performed. Oftentimes, the care and maintenance of percussion equipment after a show is overlooked. The best way to ensure that instruments are ready for the next event is to make sure that the ensemble staff members are diligent about post-event care.

3. Find the Proper Environment: Keep all musical instruments in a cool, dry environment all year. Extreme temperature changes creates extra wear and tear on the equipment, so, for example, do not leave battery percussion in an equipment truck for any length of time. All instruments should be kept under some form of supervision or security at all times to ensure the integrity of the equipment. Due to extreme weather during the winter, improper storage — especially in the Midwest and eastern part of the United States — can do significant damage to percussion instruments.

4. Keep it Clean: At the end of every season, the entire battery should be thoroughly cleaned. Take the heads off each drum, clean each part, and then re-lubricate everything with lithium grease as the drum is reassembled. After doing this, place clean drum covers on the drums before storage. Drums should be stored in Field-Master™ hard cases or Battery Packs™ for optimal protection. As noted in #3, all equipment should be stored in a secure, cool and dry indoor environment.

Care Details for Specific Instruments

Snare Drums
  • Each drum should be carefully inspected and cleaned while being disassembled and then reassembled.
  • Wipe down each drum with a soft cloth, including the hardware and the shell.
  • The tension on both the top head and bottom head should be reduced by half. (During storage, the heads should be taut to keep the tension rods in place.)
  • For the snare guts, the vertical adjustment should be loosened by three or four turns.
  • If the drums have an MTS unit, it should be stored in the off or down position.
  • Ensure that any hardware attached to the drum for the carrier is tight and in working order.
  • Take note of any missing or corroded parts that may need replacement.
  • Place a clean drum cover on the drum and then place the drum in a hard or soft case.
  • Each drum should be stored in a secure and cool environment.
Multi-Toms
  • Each tom set should be carefully inspected and cleaned while being disassembled and then reassembled.
  • Wipe down each drum with a soft cloth, including the hardware and the shell.
  • The tension on the head should be reduced by half. (During storage, the heads should be taut to keep the tension rods in place.)
  • Make sure the spacers and tenor rails are tight and in working order.
  • Take note of any missing or corroded parts that may need replacement.
  • Place a clean drum cover on the drum and then place the drum in a hard or soft case.
  • Each drum should be stored in a secure and cool environment.
Bass Drums
  • Each drum should be carefully inspected and cleaned while being disassembled and then reassembled.
  • Wipe down each drum with a soft cloth, including the hardware and the shell.
  • The tension on both heads should be reduced by half. (During storage, heads should be taut to keep the tension rods in place.)
  • Take note of any missing or corroded parts that may need replacement.
  • Place a clean drum cover on the drum and then place the drum in a hard or soft case.
  • Each drum should be stored in a secure and cool environment.
Hardware and Carriers
  • Wipe down all parts with a soft cloth.
  • These items can be left stacked neatly in an indoor facility.
  • Take note of any missing or corroded parts that will need to be replaced prior to the first camp.
  • Do not store hardware or carriers in the cases with the drums because they can damage the finish and hardware over time.
Keyboards
  • Store keyboard instruments in a cool, dry indoor place to avoid extreme heat or cold. Improper winter storage may do significant damage to any instrument.
  • Do not keep keyboard instruments on an equipment truck for any length of time.
  • Ensure the integrity of the instrument by keeping it under some form of supervision or security at all times.
Marimbas, Vibes and Xylophones
  • Wipe down the bars with a soft cloth — avoid the use of any chemicals.
  • Take the bars off the instrument and store them in a cool, dry place up off the floor and wrapped in a soft blanket or, better yet, in a dedicated instrument bag designed to prevent any sliding or shifting that may occur in blankets.
  • Avoid storing any objects on the wood frames or the accessory bars.
  • Wipe down the wood and metal frame with a soft cloth.
  • Take note of any missing or corroded parts that may need replacement.
  • Check all cords and replace any that are worn or frayed.
  • Place a clean cover on the instrument for storage.
Timpani
  • Wipe down the bowls and heads with a soft cloth — avoid the use of any chemicals.
  • The heads should be left in tune — do NOT adjust the tension of the heads.
  • Pedals should be in the forward or “toe down” position to keep the tension on the heads.
  • Take note of any missing or corroded parts that may need replacement.
  • Place a clean cover on the instrument for storage.
Bells
  • Wipe down the bars with a soft cloth — avoid the use of any chemicals.
  • The bars do not have to be removed from the instrument frame.
  • Store the instrument in its original, closed case. Do NOT store the instrument lying flat on top of another mallet instrument, such as a xylophone, marimba or vibraphone.
  • The instrument should be stored flat in a cool, dry room.
Chimes
  • Wipe down the tubes and heads with a soft cloth — avoid the use of any chemicals.
  • Take note of any missing or corroded parts that may need replacement.
  • Check all cords and replace any that are worn or frayed.
  • The instrument should be stored upright in a cool, dry room.
  • Place a clean cover on the instrument for storage.
Concert Snares and Concert Toms
  • Wipe down each drum with a soft cloth, including the hardware and the shell — avoid the use of any chemicals.
  • The tension on the drum heads should be reduced by half. (During storage, drum head should be taut to keep the tension rods in place.)
  • For the snare guts, the vertical adjustment should be loosened by three or four turns and in the off position.
  • Store in cases — preferably hard cases, if appropriate sizes are available.
Concert Bass Drum
  • Wipe down each drum with a soft cloth, including the hardware and the shell — avoid the use of any chemical.
  • The drum head should remain in tune and does not have to be loosened.
  • Place a clean cover on the instrument for storage.
Miscellaneous Hardware
  • All hardware should be cleaned with a soft cloth.
  • Stack the hardware neatly in an indoor environment.
  • Tighten all parts before storing.
  • Take note of any missing or corroded parts that may need replacement.
  • Hardware tends to “disappear” during the off-season because the parts and pieces are small — a full inventory list of your equipment will help cut down on replacing lost items.

All this work at the end of every season will help ensure that your musical investment is protected, and that the band is ready to play when the next season rolls around!

Vibraphone Lessons with Rusty Burge, Part 2: Using Patterns in Improvisation

Here’s the second installment in our series of video lessons on vibraphone performance technique by Yamaha Performing Artist Rusty Burge.

Percussionists are taught patterns at their first lesson. They use patterns to learn paradiddles, flams and other rudiments. Their usage can also help in developing a vocabulary for jazz improvisation, as Rusty shows in this video:

Below are the first two patterns from the video. Make sure to practice these in all keys and modes!

Pattern #1:

Four measures of musical annotation.

Pattern #2:

Four measures of musical annotation.

 

Rusty Burge is Professor of Percussion at the Cincinnati College-Conservatory of Music and is also a member of Percussion Group Cincinnati, with whom he has performed extensively throughout North America, Europe and Asia. He was formerly principal percussionist with the West Virginia Symphony and plays extra with the Cincinnati Symphony. Burge received his undergraduate degree from the Eastman School of Music and a master’s degree from CCM, where he teaches percussion and jazz vibraphone in addition to directing the CCM Steel band. He has performed with Peter Erskine, Ted Nash, Rich Perry, Dave Liebman, Rufus Reid, Steve Allee, Roland Vazquez and Michael Spiro. His new book, Method for Vibraphone, will be released this coming fall.

Click here for Part 1 in this series: Pedaling Technique and Grips.

Click here for Part 3 in this series: Basic Jazz Voicings.

 

Click here for more information about Yamaha vibraphones.

Catch A Wave

With summer fast approaching, this seems like an appropriate time to take a short break from exploring the many facets of music and focus instead on a more basic topic: sound itself.

So what is sound, anyway? Some people are surprised to learn that it’s actually two things — a physical phenomenon and a perceptual one, as the Oxford dictionary definition states:

Sound (noun): Vibrations that travel through the air or another medium and can be heard when they reach a person’s or animal’s ear.

The physical component is the vibration, and the perceptual component is how we hear the sound. The former is what we’ll be discussing here, and it is, of course, factually objective — when a vibration occurs, it occurs, no ifs, ands or buts. On the other hand, the latter is completely subjective. In other words, if your parents hear a sound that is loud and jarring, you may well perceive that same sound as being of only moderate volume and quite pleasing. This has been the basis of generational wars since time immemorial (I can distinctly remember my mother sniffily calling The Beatles’ music “noise” — as misguided a pronouncement as her contention that they would “never last”) and I talk more about that in this posting.

Musical Sound

The primal source of every sound occurs when a physical object is moved or otherwise disturbed from its resting state. In the case of musical sounds, that object might be a human vocal cord or a reed pulsating because a column of air is pushing by it, or it might be a skin or a string being struck or plucked.

Circular ripple in water.

In response, the gaseous or liquid molecules around the object (i.e., air or water) are shifted from their resting state, which in turn shifts the molecules around those molecules, back and forth in a fairly regular pattern. The resulting vibration causes a sound wave to be produced. This is easily observed by dropping a pebble into a pond. Ripples fan out from the central source of the disturbance, spreading far and wide until they run out of energy.

Of course, this is a highly simplified explanation of what’s actually going on. For one thing, all sounds actually consist of a series of interlocked vibrations called overtones and undertones — these are what give sounds their distinct tonal character, or timbre. In addition, musical sounds are characterized by the presence of an easily detectable predominant frequency (called the fundamental frequency), which gives it a distinctive pitch, and the overtones and undertones tend to be whole number multiples (or divisions) of that pitch. I talked about this at some length in my previous blog posting The Numbers Game.

Recorded Sound

Up until the end of the 19th century, you had to physically be within earshot of a sound in order to hear it. But by the late 1800s, thanks to the advent of recorded sound (developed by Thomas Edison, along with several other less famous innovators), millions could enjoy a concert — or at least a scratchy rendition of it — not just the few hundred people crowded into the theater or auditorium where it was performed.

As the delivery medium for recorded sound evolved from the vinyl record to magnetic tape to digital files, the processes required to get that initial vibration from its source to its final destination (our ears) have become increasingly convoluted. Devices such as the recording lathe, microphone, loudspeakers and recording/playback heads had to be invented in order to convert sound energy to electrical and magnetic energy.

Things got even more complicated with the advent of digital recording in the 1970s — the delivery medium of choice to this very day. As shown in the illustration below, the original movement of air is converted by a microphone to an equivalent (i.e., analog) electrical signal and then sent to an electronic component called an analog-to-digital converter (A/D for short), which produces a series of equivalent ones and zeroes (digits). These can then be further processed digitally before getting stored to hard drive, flash drive, or other computer medium. From there (following any additional digital signal processing [DSP] you want to apply), the stream of digits is fed to a digital-to-analog converter (D/A for short), which converts it back to — you guessed it — an analog electrical signal, which is then routed to a loudspeaker, which converts it back to physical vibrations of air that we finally perceive as a sound.

Diagram of transition from analog wave to digital and back to analog.

Whew! It’s amazing that what we end up hearing is even vaguely similar to the original sound … but it can actually be remarkably close. And, of course, one of the cool byproducts of digital recording is that it allows us to not only hear the sound with our ears but view the sound with our eyes. For example, here’s a wavefile of the Beach Boys singing “Catch a Wave” (not coincidentally, the title of one of their early hits):

Sound wave.

 

Can you make out the three syllables? (“Hard” consonants like “k” and “tch” cause increased density in the waveform, so you should find the first one easily, but “a” and “wave” kind of flow into one another, so it’s a bit trickier.) This kind of visual feedback makes it easy to edit and “comp” performances together — something that was difficult to do on magnetic tape (since physical cutting with a razor blade or scissors was required) and completely impossible when recording direct to vinyl disk.

So if a tree falls in a forest and no one is around to hear it, does it make a sound? Well, it definitely makes a vibration (but only because it falls in a forest; if it fell in outer space, it wouldn’t even do that), but whether or not it actually makes a sound is open to debate — and that’s something I talk more about in this posting.

 

Check out Howard’s other postings.

Electric Strings: The Power of Plugging In

Many years ago I was presenting a workshop entitled “The Power of Strings: Plugging In!” at a statewide music educators conference. The participants were all music teachers who had never played electric string instruments but were either planning to purchase some for their schools, were simply curious … or, in one case, outright skeptical.

I started off by displaying the chart below and described the setup I’d brought with me, which consisted of my 5-string electric Yamaha violin, plugged into several effects pedals, similar to those used by electric guitarists. I demonstrated plugging in to both a single instrument amp as well as going through a complete PA system with two speakers.

Diagram on The Power of Plugging in.

Then I played some of my original music (I started out as an improviser and eventually became a composer so I would have something to play on my electric viola!) while pointing out the different effects and techniques I use to achieve the sounds that make it seem like I have a whole ensemble playing with me.

Here’s some background, before I get to the fun part of the story:

There are many kinds of pedals, some of which have a single effect. Digital delay, for example, creates a delayed playback of your original note — kind of like an echo, only you can adjust the length and number of repeats. Reverb, which changes the ambience (from playing in your living room, for example, to playing in Carnegie Hall) is another common effect, as is a pitch shifter (which adds harmonies, changes octaves, etc.). Other effects, like flange, wah or chorus add a modified signal to the original, resulting in different textures; allowing you to do things like creating a “wah-wah” effect similar to a trumpet player using a mute to cover and uncover the bell.

What kind of effects you use and how you use them are a matter of personal (and practical) preference. For my composing and performing, I usually use several effects at the same time. For that reason, I employ what are called “multi-effects” pedals that allow me to control the different settings (parameters) of multiple effects. I also use a “looper” pedal that allows me to record a phrase or idea on the spot, play it back, add layers on top of the original “loop” and then continue playing over the loop and layers.

For those just starting out, I suggest getting a couple of single effect pedals. Plug your instrument into one, then into the other, then into an amp (this is called a signal chain). Experiment with the sounds, create rhythms, make up strange or exotic melodies and harmonies. Then switch the order of the pedals and see (or, more accurately, hear) what happens!

Okay, back to my story:

During my presentation, I demonstrated my setup using several electric instruments (including 4- and 5-string electric violins — the latter being my personal favorite), and explained how I use the different pedals to change sounds (adding delays, reverb, pitch, etc.) and to create rhythms, textures, harmonies and loops.

Some of the teachers asked questions such as: “What repertoire can the students play with this kind of setup?” Well, try playing Bach or Mozart through a distortion pedal with some digital delay and see what happens! In fact, any kind of music can be played through pedals. It’s also a great opportunity for the students to make things up (i.e., improvise) and create their own original music.

Towards the end of the workshop, I set up “playstations” in each corner of the room where the teachers could plug in (there were electric violins, a viola and a cello) and try it out for themselves. Each station had one effects pedal, and headphones were plugged into an amp or mixer, which kept the overall sound level down and also gave the players the freedom to try different things out without feeling self-conscious.

All but one of the teachers eagerly headed for a “playstation.” When I asked the lone holdout why she didn’t even want to try it out, she said she wasn’t “buying it,” that she didn’t see any purpose. After assuring her that she would not go deaf (tip: always start with the volume down on headphones or speakers and gradually turn up the knob) and that no one would know whether she stepped on a pedal or just played a Bach cello suite without any effects, she went and sat down and started playing. A minute or two later I went to check on her and saw that she had a big smile on her face as she swayed and tapped her feet. I don’t know which effect(s) she tried, but I’m pretty sure after that, she “bought it”!

Photo credit: Tina Fineberg

Steinberg Videos, Part 3: How to Get Started in Cubase AI and LE

Offering pristine sound quality, intuitive handling and a wide range of advanced tools for complete music production, Steinberg Cubase is one of the most popular digital audio workstations out there. In this series of videos, we’ll show you exactly why!

Here, host Andrew Shravemade covers basic Cubase concepts, including making sure you know where your files are stored and where to go whenever you need a helping hand. He also shows you how to add MIDI, VST Instrument and Audio tracks as well as demonstrating how to record a track and walking you through some of the editors. You’ll also learn how to instantly import loops and samples into your project and let Cubase do all the hard work in terms of time-stretching loops so that they fit snugly into your project tempo:

Click here for Part 4: “How to Compose Music with Chords”

 

Click here to access the full YouTube Cubase AI/LE Music Production Essentials playlist.

Click here to find out more about Cubase AI.

Click here to find out more about Cubase LE.

Mastering AI Fingered Mode

There are a total of seven fingering modes offered by Genos, but the deepest and most flexible of these is called “AI Fingered.” This mode is awesome for not only playing live, but for songwriting as well, and once you get comfortable with it you’ll be churning out rich, thick chords using only a couple of fingers.

To understand how it works, we must first understand what Style playing is. The “Styles” in Genos are a mixture of accompaniment and rhythmic backing patterns from a variety of different musical genres (i.e. pop, jazz, country, etc.). The Genos Style Engine analyzes your fingering of chords in a designated keyboard range (usually, but not limited to the left hand) to generate backing tracks that recreate the sound of a full band or orchestra. So if you play a C Major triad, for example, the band plays in C; switch to an F Major triad and the band plays in F.

Let’s start by working with a Pop Style called Songwriter Ballad. To select this style, you can either use the touch screen or the physical STYLE Button to enter the Style section:

A finger pressing a button marked "Style".

Next, select the “Songwriter Ballad” Style, then hit the EXIT button:

Menu on a screen.
A finger presing "exit" button.

You’ll now want to change the Fingering mode to AI Fingered, which resides in the “Split and Fingering” menu. Press the Menu Button, then select Split & Fingering:

A finger pressing the menu button.
Finger pressing "Split and Fingering" on a screen.

If it isn’t already selected, change the Fingering mode to AI Fingered on page 2/2 and then press CLOSE:

Menu on screen.

Important: Note where the split point is, as this will determine where Genos will track the chords you play in the left hand. If necessary, the range can be easily changed in this screen:

Menu on screen.

When you’re satisfied with the split point, press the EXIT button twice to return to the Main Display.

The last step before we start playing is to make sure the ACMP (Auto-Accompaniment) button is lit. (It’s located just above and to the right of the joystick.) This is important because if the button is not lit, you will only hear the Drums and Percussion of a Style and no chord tracking will take place:

Finger pressing button marked "ACMP".

Now start the Style playing back by pressing the Style START/STOP button (the button on the far right of the Style Control Section):

Finger pressing button on electronic keyboard panel.

One of the coolest features of AI Fingered mode is the ability to play simple three-note triad chords using only two fingers; it also lets you play more complex jazz chords using only three fingers. For example, just playing C and E results in a C Major chord:

Two fingers playing electronic keyboard with lit up buttons on panel above.

Or you can play the full C Major triad of C, E, G:

Hand playing electronic keyboard with buttons lit up on panel above.

The right side of the Style field in the Main Display will always show you in real time what chords are being generated:

Screen displaying "Songwriter Ballad".

Next, let’s try generating a C minor chord using only two fingers, C and E♭:

Hand playing an electronic keyboard with panel buttons lit up above.

Now this is where things get interesting and a little deeper. If I want to play a C Major 7 chord, instead of using four fingers, (as I would on a piano), I can play it with only two. Play C and the B above it and you’ll hear the band is now playing C Major 7. (This can also be seen in the Style field as well.)

Hand playing electronic keyboard with buttons on panel above lit.

How about a bluesy chord like a C7? Once again, this is a four note chord when played on a piano, but on the Genos it can be played with only two fingers — C and B♭:

Hand playing electronic keyboard with buttons on panel lit above.

Let’s go even deeper and play a C7 9 Chord. The chord tracking within AI Fingered mode is so advanced, you don’t even have to play the root of this chord for it to be recognized — just as a pianist playing with a bass player would do. So if you play E, B♭ and D (essentially the 3rd, 7th and the 9th), the accompaniment is playing a C7 9 chord:

Hand playing electronic keyboard with buttons on panel above lit.

To play a Cm7 9, simply hold down B♭, D and E♭, and presto, you’ll hear this juicy and delicious jazz chord:

Hand playing electronic keyboard with some of the buttons on panel above lit.

The last chord we’ll demonstrate is what’s affectionately referred to as a “slash” (or compound) chord. This is a chord with its bass note (inversion) indicated by the addition of a slash and the letter of the bass note after the root note letter. To change any chord to a “slash”/ compound chord in AI Fingered mode, simply play the note a whole step below the root. For example, to play a C/Bb chord, simply hold down the root (C) and play the Bb a whole step below it:

Hands playing electronic keyboard with some of buttons on panel above lit.

This is shown in the Style Field as follows:

Screen showing "Songwriter Ballad".

Keep in mind that all the chords demonstrated here in the key of C can be easily recreated in any key. The notes may change, but the formula always stays the same.

As always, the key to deepening your understanding of AI Fingered mode is to simply experiment: Play different two- or three-note combinations and listen to the chords that result. Have fun!

 

Click here for more information about Genos.

Home Theater on a Budget, Part 2: Intermediate System

In the first article in this four-part series, we learned that creating the perfect home theater experience on a limited budget is an entirely realistic goal. In this installment, we’re going to level up.

Here are some tools to assemble a quality intermediate level home entertainment system at an affordable price.

AV RECEIVER

Front face of an AV receiver with a wireless remote on right and the antenna on left.
RX-V485 AV receiver.

Because it is the centerpiece of every home theater system, an AV receiver needs to handle the bulk of your entertainment needs. The Yamaha RX-V485 provides an exciting home theater experience with powerful 5.1-channel surround sound, complete with Zone B functionality that lets you listen to 3.1 channels in your Main Zone while sending stereo sound to two speakers in Zone B.

MAIN SPEAKERS

Two stereo speakers next to each other - one with the filter cover on; the other with the speaker and subwoofer exposed.
NS-333 bookshelf speakers.

Designed specifically for home theater applications, the Yamaha NS-333 bookshelf speakers are an ideal match with the RX-V485. They allow you to properly implement its CINEMA DSP 3D feature and capture all the subtleties of surround sound in all of your favorite content.

CENTER CHANNEL SPEAKER

Horizontal speaker.
Yamaha NS-C444

The main purpose of a center channel speaker is to boost dialogue, leaving the other speakers to capture background noise, explosions, music and other elements occurring on screen. A good choice here is the Yamaha NS-C444 which is designed to help deliver the Dialogue Level Adjustment and Dialogue Lift features in the RX-V485, allowing all dialogue to come through clearly, regardless of other sounds it may be competing with on-screen.

SUBWOOFER

Small square speaker.
Yamaha NS-SW100

A quality subwoofer is a must for any home theater setup, since it allows you to feel the low-end action such as explosions, fight scenes and car chases. The Yamaha NS-SW100 powered subwoofer delivers all that and more, with a special Twisted Flare Port that adds clear, tight bass sounds to your favorite content.

ACCESSORIES

As with any home theater system, make sure to leave room in your budget for speaker wire, HDMI cables, speaker stands and other accessories you might want to include with your system.

Now the only thing you’ll have to do as you enjoy your new home theater system is to decide where to rest your feet!

Part 3 of our “Home Theater on a Budget” series, covering advanced systems, can be found here.

 

Click here for more information about Yamaha AV products.

Five Saxophone Facts You May Not Know

Here are five cool facts that even many sax players don’t know about their instrument.

1. It Has a Unique History

The saxophone is the only instrument in wide use today that was invented by a single individual — a musical instrument designer named Adolphe Sax, hence the name saxophone.

Sax was born in Belgium in 1814. He was a versatile musician who could play many wind instruments and he set out to create one that would not only embody the soloistic and lyrical nature of a woodwind but also be better heard among brass instruments. In 1846, his invention, the saxophone, was patented in Paris.

Fun Fact: Though a creative and enthusiastic person, Sax was not the luckiest child. Numerous accidents during his youth almost ended his life! These include falling from a third story window, being burned from a gunpowder accident, swallowing a pin, nearly drowning, and being poisoned three times.

2. There Once Were Fourteen Different Saxophones

Adolphe Sax thought the saxophone would be capable of fitting in with a variety of ensembles, and so he made them in a range of sizes; from the sopranino in the high range to the contrabass in the low range. (He also invented the saxhorn, a brass instrument with valves similar to today’s flugelhorn and alto horn.)

However, of the fourteen different types Adolphe invented, there are only four types in widespread use today. In pitch order they are, from high to low, the B♭ soprano, E♭ alto, B♭ tenor and E♭ baritone. Each of these saxophones has a range that spans two and a half octaves.Graphic representation of the relative sizes of saxophones.

3. It’s the Only Brass Woodwind

From its earliest days, the saxophone was always made of brass. However, because it generates sound with a single reed, it is classified as a woodwind. The only other metallic woodwind is the flute, which was made entirely of wood at first — something that’s sometimes seen even today.

4. It’s All About Bringing Balance

Because the saxophone was designed to bridge the gap between brass and woodwinds, it plays an important role in creating tonal balance. Not only does it serve to blend the divergent tones of these two groups, but it can also help support both high and low woodwinds. Due to this degree of versatility, it plays an important role as a middle voice in a large ensemble.

5. It Has a Dynamic Personality

The dynamic range of the saxophone is the widest of all the woodwinds. Because it has a conical bore and not a cylindrical one (in other words, its tube becomes progressively narrower toward one end, as opposed to a clarinet, where the diameter of the tube remains relatively constant), the saxophone can produce a sound that is surprisingly similar to the human voice. This gives it a wide range of emotional expression and makes it ideal as a solo instrument, so it should come as no surprise that the saxophone features prominently in the history of jazz music. Less well known is the fact that the sax often plays an important role in classical music too (particularly in the works of French composers), and is used in a wide range of instrumental groupings, including chamber groups, orchestra, and wind ensembles.

Bonus Question: What’s the Difference Between Jazz and Classical Saxophones?

Though the principles of the instrument are the same, the qualities of a saxophone can be different in jazz as compared to classical music. With jazz, the ideal saxophone allows players tremendous freedom of expression, and so they tend to prefer an instrument with a larger bore (that is, one with a more dramatic taper). The raspy tone and cutting power of a jazz saxophone contributes to the texture of the music and helps the instrument stand out during soloing.

In contrast, classical saxophonists must perform with many other instruments in the orchestra, and so they tend to prefer an instrument with a clean, refined tone and crisp articulation. Generally, classical players prefer a more gradual taper as it gives more precise control over pitch and dynamics.

However, the differences between a “Jazz” and a “Classical” saxophone are subject to opinion. There are numerous examples of jazz saxophonists using a “Classical” instrument and vice versa. The only way to know which works best for you is to try both.

Two saxophones side by side.

The mouthpieces are even more different. A jazz saxophone mouthpiece is relatively wide, with thin walls and a large chamber that gives the player tonal flexibility. In contrast, a classical saxophone mouthpiece is designed with a more narrow space to provide greater control. However, one mouthpiece can be suitable for multiple genres. For example, some jazz soprano saxophonists prefer a classical mouthpiece for its clean tone. Changing the mouthpiece will have a drastic effect on how the instrument plays. Everything from the tone, sound quality, pitch, and articulation will be different. The cork on the end of a saxophone neck allows a variety of mouthpieces to be attached so that players can change them depending on the sound they wish to achieve.

 

This posting is adapted from the Yamaha Musical Instrument Guide.

For more information about Yamaha saxophones, click here.

Line 6® Videos, Part 2: Helix® LT

In this video, Paul Hindmarsh takes you on a tour of the Line 6® Helix LT® guitar processor. Featuring the same powerful dual DSP processing and award-winning HX Modeling technology found in the flagship Helix Floor and Helix Rack guitar processors, its streamlined design and hardware configuration make it a less expensive alternative for budget-conscious guitarists who still want to access the power of Helix.

Ready to check out some of the great Helix sounds? Click these links:

Helix Sound Samples: Electric and Bass Guitar – Part 1
Helix Sound Samples: Electric and Bass Guitar – Part 2
Helix Sound Samples: Electric and Bass Guitar – Part 3
Helix Sound Samples: Electric Guitar – Part 4
Helix Sound Samples: Electric Guitar – Part 5
Helix Sound Samples: Bass Guitar – Part 6

Click here for Part 1: “HX Effects”

Click here to find out more about Helix LT.

Four Metronome Exercises for Developing Timing Skills

Musicians are supposed to have good timing. But do you just practice with your metronome or do you interact with it during your practice sessions?

Correctly used, a metronome should act as an accompaniment partner. In this article, I’ll offer four exercises to help improve your timing while using a metronome.

There are many different kinds of metronomes and they come in all shapes and sizes, including classic pendulum and digital models; many musicians use an app on their phone for that purpose. It really doesn’t matter what kind of metronome you own. You just need to make sure you have one and that you use it regularly.

A Metronome Is Not Just Something To Listen To

Most people use the metronome only as a passive device — in other words, something to listen to — and it’s true that most musicians need to be able to play along with one, especially in studio settings when you are playing along to a click track. But if you have difficulties playing in time when there isn’t a metronome or click track accompanying you, the reason may be that you have only developed your listening skills, not your timing skills.

Strategies for Developing Timing

In order to effectively develop timing skills, you need to add space between metronome clicks. Here are four strategies for doing so in conjunction with this downloadable exercise sheet.  As you continue to work on your timing, be sure you practice this worksheet at different tempos:

1)      Add space between beats

 – Instead of having 4 clicks in a 4/4 measure, put your metronome on half notes and have two clicks per measure.

 – Set the click to just the downbeat of the measure.

 – Set the click to the downbeat of every other measure or every 4 measures.

2)      Moveable pulse

 – If you are using half notes as your pulse, practice with the half notes on 1 and 3 as well as 2 and 4.

 –  If you have one click per measure, move the click to start on beat 2 of the measure instead of the downbeat.

 – Put the metronome on quarter notes, but when you start your phrase, think of the click as being on the “ands” of the beat instead of the downbeats.

3)      Create subtractive loops or patterns

 – Program a loop into a sequencer program (such as GarageBand or Cubase, etc.) and create a 4-bar loop. On the fourth bar, instead of having a measure of groove, leave it blank.

 – Next, practice with two bars of groove and then two bars of space.

4)      Put space between your metronome and your instrument

– Put the metronome on the other side of the room with a recording device. The metronome should be loud enough so that you can hear it when you are not playing. Once you start playing, you should only be able to hear yourself and not the metronome. Play back the performance on your recording device and listen to how well you performed with the metronome. I have found this approach especially beneficial when practicing excerpts.

Once you start thinking about your metronome as an accompaniment partner instead of always being a dictator (“you will always play on every beat with me”), your timing skills will begin to blossom!

 

Click here for more information about Yamaha classic pendulum metronomes.

Click here for more information about the Yamaha ME-55BK clip-on digital metronome.

Advice from Yamaha Master Educator Dr. Travis J. Cross

From Another Angle

The first time I ever participated in a conducting workshop, the clinician tried to get me to conduct the shape of a multi-bar phrase, rather than every single beat and note along the way.

The teacher was outstanding, but I just couldn’t get it — either I wasn’t yet ready as a musician and conductor, or the concept wasn’t explained in a way that resonated.

The next summer, I observed a colleague conduct the same piece at a different workshop. A different clinician demonstrated the same concept, and I instantly realized what the other person had been teaching me the previous year.

Through those two experiences, I first understood the dual value of different approaches to addressing the same issue and the passage of time — because we all learn in our own way, and we are never the same student (or teacher) when we step on the podium again.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Richard Floyd

It’s All About the Music

I will never forget, as a young director, walking into an all-state band rehearsal.

My intent was to pick up a few rehearsal pointers. To my surprise, what I observed transcended all that I thought rehearsals were about.

Simply correcting notes, rhythms, balance, tuning and so on were not the priority. Certainly the conductor was addressing those elements of craft as necessary but always in the context of serving and enriching the music.

In simplest terms the rehearsal was about the art of making music as opposed to the craft of perfecting the “notes on the page.”

That experience totally recalibrated my vision for what my role must be as an educator and conductor. It was a life lesson I have never forgotten and, to this day, is core to what I hope to achieve each time I step on the podium.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Tips from Trumpeter Allen Vizzutti

In the blog post, The Many Faces of Trumpeter Allen Vizzutti, involving family, band directors and other musicians has been key to Vizzutti’s career and success.

His experience has shown that making connections are crucial for musical success. Here are some of Vizzutti’s top tips for educators:

1. Build A Strong Network. As Vizzutti was getting his foot in the door as a musician, the majority of his early jobs came through word-of-mouth recommendations from his teachers, professors and classmates. Band directors can help students build their own networks by connecting them with music opportunities outside of the school, whether at camps, community ensembles or on tours.

2. Find A Balance. From his experiences teaching clinics and master classes, Vizzutti has found that the best way to engage students is by introducing them to classical and jazz, in addition to popular music. Vizzutti also recommends that ensembles practice sight-reading skills.

3. Seize Opportunities. When Vizzutti was in high school, his band director encouraged him to connect with Doc Severinsen, who was an invaluable mentor throughout his entire career. Seek out opportunities to have professional musicians perform or conduct a master class for your students.

4. Encourage Music In The Family. Vizzutti’s father was his biggest influence growing up. Similarly, Vizzutti’s encouragement helped his daughter pursue music professionally. As an educator, you can advise parents to be involved in their children’s musical development.

Photos by Rob Shanahan for Yamaha Corporation of America

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

The Many Faces of Trumpeter Allen Vizzutti

As a teenager in Missoula, Montana, Allen Vizzutti received the rare opportunity to befriend one of his idols.

Doc Severinsen, trumpet player and bandleader for NBC’s “The Tonight Show Starring Johnny Carson,” gave a guest performance at Vizzutti’s high school. With the encouragement of his band director, Vizzutti played a solo for Severinsen, who eventually became one of his most important mentors.

Since then, Vizzutti’s career has grown in depth and breadth. He has appeared throughout the world as a soloist and guest performer with symphonies, military groups and renowned artists ranging from Chick Corea to Chuck Mangione to Woody Herman. Vizzutti has played for Hollywood movie soundtracks and conducted clinics throughout the United States, Europe and Asia. He has recorded both classical and jazz standards as well as his own tunes. He also composes pieces for other musicians to perform.

Vizzutti sees music as a language that transcends age. “Musicians young and old have the power to make somebody feel good by playing something beautiful,” he says. “That’s a powerful tool.”

Music in the Family

Like many musicians, when Vizzutti picked up the trumpet at age 7, he started taking private lessons. He had the added benefit of living with his teacher — his father, who also owned the local music store.

His father’s guidance included regular tips to improve technique, which evolved into lifelong performance habits. “Dad instructed me to practice without using the right-hand finger hook,” Vizzutti says. “To this day, my awareness of mouthpiece-on-embouchure pressure is acute and has helped me immensely.”

Through weekly lessons and quick tips from his father, Vizzutti also experienced an overall joy that comes from music. “We had a lot of fun playing duets,” he says.

During his clinics, master classes and residencies, Vizzutti now stresses an early appreciation for all types of music, especially classical and jazz. He recommends that parents and educators encourage students to seek out different genres of music. “They will not be taking anything away from their favorite pop and rock music by listening to classical and jazz, and they will become more sophisticated musicians as a result,” Vizzutti says.

Vizzutti and his wife, Laura, a professional pianist, applied these same concepts when instructing their own three children. With consistent musical guidance at home, all of them continued with music into adulthood. Their daughter, Gabriella, teaches percussion at the St. George’s British International School in Rome and plays violin in community orchestras.

Though the Vizzuttis occasionally perform together, they have also maintained separate solo careers.

Crucial Connections

Allen Vizzutti holding trumpet

Vizzutti discovered the importance of surrounding himself with topnotch musicians during high school when his parents sent him to the summer program at Michigan’s Interlochen Center for the Arts. Around this time was also when Vizzutti met Severinsen. “His power and endurance were a revelation to me,” Vizzutti says. “He did suggest I play more aggressively, bang the valves down hard and practice Herbert L. Clarke’s ‘Technical Studies’ every day, which I have done.”

Meeting Severinsen showed Vizzutti the importance of guest musicians in schools. “Anecdotes about the pro music business are of interest to most students,” Vizzutti says. “Guest artists are a powerful source for excitement and inspiration.”

Additionally, while Vizzutti was still in high school, his band director helped him find performance opportunities beyond school and community ensembles. Before leaving for college, Vizzutti joined his director on a performance trip to the United Kingdom.

While at the Eastman School of Music in Rochester, New York, Vizzutti earned a gig performing with the Greater Bridgeport (Connecticut) Symphony after a professor’s recommendation.

Vizzutti values all of this early exposure and recommends that educators help their students find similar types of experiences.

Vizzutti advises directors to “schedule as many concerts as [they] can manage” within their own schools. “Students enjoy playing concerts,” Vizzutti says, so these performances can keep them continually engaged.

In the Studio

Because Vizzutti built a strong network as a student, he immediately found work upon moving to Los Angeles after college. Vizzutti worked on television and movie scores, including recordings for “Starsky & Hutch,” “Star Trek: The Motion Picture” and “Back to the Future.” These jobs came mostly from word-of-mouth recommendations. “Your network has to work well enough that, out of the blue, you’ll get the first call,” he says.

To secure high-profile jobs like these, musicians must first earn a reputation for being reliable and easy to work with, then always be at the top of their game when performing. Band directors can help their students develop a strong work ethic and good attitude. “The important aspect is how well do you get along with everybody?” Vizzutti says. “Is it fun to have you?”

When performing for a movie soundtrack, a musician should expect the unexpected and always be ready to sight-read. According to Vizzutti, educators should emphasize sight-reading as often as possible with their students. “I’m a fan of programs that move through more music in terms of sight-reading,” he says.

Now living near Seattle, where a lot of video games are produced, Vizzutti often records for the video game industry.

New Methods

Along the way in his performance and clinic work, Vizzutti noticed that a lot of trumpet method books were lacking more difficult keys and more contemporary music, so he decided to develop two new methods of his own.

“The Allen Vizzutti Trumpet Method” (books 1, 2 and 3) has many duets and etudes while his “New Concepts for Trumpet” focuses on breaking down specific techniques like double tonguing. Vizzutti describes “New Concepts” as a book that would help young players since its difficulty ramps up gradually and “Trumpet Method” as great books for players who want a challenge.

Overall, Vizzutti recommends that band directors work with brass students on focusing their airflow. “Most kids don’t use steady, smooth airflow, and that is what needs to happen,” he says. “Blow with lips close together, not pursed or tight; don’t buzz. High notes are a result of fast air moving through a small aperture, not blowing hard. Have students practice some things very softly to learn aperture control by feel.”

Fun and Fundamentals

Allen Vizzutti playing trumpet

Vizzutti’s philosophy to always perform at your best has helped him not just as a performer but also as a clinician. Regardless of location, age group or even audience size, Vizzutti makes sure to always give a top performance. “I play the same way for five people or 5,000 people,” he says. “Sometimes I walk into a gymnasium, and the whole school’s there, or it might be five trumpet players in a room.”

He advises educators to add some pizzazz to their lessons to keep students engaged. “I empathize with the fun factor,” he says. “When I was younger, a more military style was normal. Now, programs are very loose and fun but productive.”

To achieve a fun-yet-productive environment, Vizzutti suggests that educators balance classical and popular music as well as vary the amount of time spent on each piece. “I mix moving through literature quickly and working on important pieces over longer periods,” Vizzutti says.

To keep music education going strong, Vizzutti suggests that school programs get exposure in as many ways as possible both inside and outside of their own buildings. “I want to encourage music educators to keep up the fight in terms of how difficult it might be to find funding,” he says. “Play in the cafeteria for 10 minutes at lunch, do public mall playing, go to the park. Get in front of the public and make sure they know what’s going on in your program. That support can remind administrators these programs are vital.”

Whether he’s conducting a master class or swapping tips with a music teacher, Vizzutti focuses on ensuring that students understand music’s lifelong benefits. “My philosophy is to remind them to keep music in their lives as long as possible,” he says.

Photos by Rob Shanahan for Yamaha Corporation of America

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Explore Nontraditional Music Programs

Like most secondary music educators, your teaching credential probably allows you to teach K-12 music — anything from elementary classroom music to high school band.

We each have our specialties, but many secondary instrumental educators have found success and great personal satisfaction by learning about and providing more comprehensive and inclusive music-making opportunities.

Three Ways to Engage Students

Larry Livingston, chair of the conducting department at the University of Southern California’s Thornton School of Music, speaks fervently about his trio of recommendations that allow for the awakening, engaging and challenging of even more students in our incredible, life-changing art form.

1. Broaden the base

2. Teach so that students will be able to continue to enjoy music-making without us

3. Acknowledge and honor ALL music

Be More Comprehensive

In serving our school populations most efficiently, Livingston recommends considering the following when developing a more comprehensive music program.

1. Do our programs reflect our demographic?

2. Are we maximizing the kids and music relationship?

3. Is it OK to demythologize classical music?

The traditional approach to school-based, music-making requires students who want to be musicians to play a traditional instrument in a traditional ensemble. But this may not be as powerful as a new school of thought—give students the opportunity to explore the power of music in their lives.

The music education experience should instill students with passion and provide them with the power for music-making that will encourage them to continue their experiences well after they leave our ensembles–no matter what the genre.

Mariachi Success

One example that addresses all of the above is evidenced by the growing popularity of mariachi programs. Schools with a large Latino demographic have found great success in engaging students, parents and local communities by implementing standards-based, traditional mariachi programs. Students are not only participating in school-based mariachi programs, but they have also begun to form their own ensembles outside of the school day within the community. Monaco Middle School in Las Vegas, has a successful program that serves almost 600 students.

More Success Stories

Other examples of successful programs that are gaining traction by introducing more students to the joy of music-making are listed below.

World Drumming at North Attleborough (Massachusetts) High School

Taiko Drumming at Crespi Carmelite (California) High School

Music Technology at Huntington Beach (California) High School

Hip Hop at Clark Street (Wisconsin) Community School

Ukulele with the Langley Ukulele Association in British Columbia

Enrollment is overflowing in classes like those listed above. Through these types of experiences, even more students are discovering the life-fulfilling joy that music-making provides — no matter the genre.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Phase Out Phasing Problems

Any elementary-level science class teaches students that sound and light travel at different speeds; in the context of marching band, this abstract concept becomes a real challenge.

Directors may be faced with a frustrating mystery when the ensemble seems to be doing everything perfectly in the band room, yet it sounds so off on the field. The problem simply boils down to that science lesson.

So how do students and conductors overcome the basic physics of time and space in order to produce a flawless, perfectly synchronized show across the whole field? Try these tips from leading marching instructors.

Listen or Watch?

The most important factor is to give students clear and precise instruction on when to listen and when to watch.

“That really is the major key — whether you watch or listen,” says Greg Bimm, who has been director of bands at Marian Catholic High School in Chicago Heights, Illinois, for 40 years. “In every circumstance, the acoustics are a little bit different. It depends on how the music is scored, where the pulse comes from; it depends on what people are playing immediately before.”

Setting a few broad guidelines based on the musicians’ positions on the field can be a good start.

“Generally, for us, a rule is if you are in front of the drum line, then it’s a listening zone,” says Daniel Berard, Yamaha Master Educator and director of bands at Fossil Ridge High School in Fort Collins, Colorado. “The farther forward you are on the field — for us it’s between the 40-yard lines and the front hash — that’s a listening zone. The farther back, we’ve designated as watching zones.”

Fossil Ridge has about 200 members and has been a consistent Colorado state marching band finalist and won the class 5A championship in 2012 and 2013.

Find the Pulse

Ask students to discover what the time feels like within the context of the music rather than relying on a downbeat.

“Developing as an ensemble all comes down to how well the ensemble develops its sense of pulse,” Berard says. “If the students aren’t always tied to a Dr. Beat [metronome] in rehearsals that does allow a little bit of independence for the students.”

For a smaller group, like the 50-student Archbishop Alter High School band in Kettering, Ohio, consider relying completely on the feel and sound. The Alter band, which has won the Mid-States Band Association A class championship every year since 2012, has done away with the visual role of a drum major entirely, instead allowing students to feel the beat of the music from set percussion points. “We use grounded percussion that we put on the field,” says Todd Tucker, director of bands. “That pulse from our percussion stays in one place. We always know this is where the pulse is and where the beat is coming from.”

Fossil Ridge High School Band

Interpret Visual Downbeats

In those bands that do have conductors and drum majors, try different watching techniques for students in different sections. “We might tell somebody to play the downbeat when you see the ictus [or beat] is even with the conductor’s shoulder instead of their sternum,” Berard says. “It allows people who are farther back or farther out to account for that sound delay and play slightly ahead of what their peers who are close to the front or the center are playing.”

Another way is to tell students to watch the hands. “Anticipate exactly where the drum major’s hand is going to be, and you play at that instant,” Bimm says. “If we use the term ‘play on the front side of the hands’ to the end zone people and ‘play dead on the hands’ from the back 50, we never missed [the beat].”

Plan Ahead

Archbishop Alter High School Band

Issues can also be handled before players even get on the field by keeping the spacing problem in mind while creating the drill. Look out for certain musical passages such as complex melodic tradeoffs between sections where phasing issues will stand out more. “Most of the time, it starts with really studying the musical score in conjunction with writing the drill,” Tucker says. “So we take it section by section with the score, and there’s a lot of preparation.”

However, don’t adjust the music or drill just to make things easier. Finding the right balance takes a deep knowledge of your band. “It really is an analysis,” Bimm says. “Knowing where the strong voices are going to come from and making sure I get them in the right place, so I can create as few of those problems as possible. But I try not to overcorrect. I try not to compromise the visual integrity, just so they can play together.”

Through Bimm’s leadership, the Marian Catholic band — currently with about 250 members — has been a finalist in Bands of America Grand Nationals competition every year since 1984.

Change Things Up

If something isn’t working, don’t be afraid to change the setup. “You have to be aware if something doesn’t get staged quite appropriately,” Berard says. “Have the freedom to re-orchestrate things, so that maybe the people who are more focused and featured in the drill can be more featured and focused in the music … even if it’s not quite what the original voicing might have intended.”

These changes might even mean adding aids such as microphones and speakers directly into the drill setup. “We write our music with speaker placement in mind,” Tucker says. “We do things like panning the melodies in the speakers from side to side … to ensure that the kids can hear each other and reinforce what they need to hear in certain areas of the field.”

Don’t Lose Hope

If you’re still having trouble with phasing issues, know that you’re not alone. Don’t be afraid to look for outside help. “There are some great YouTube resources from people who have really taken this to the extreme and demonstrated how this time delay really manifests itself,” Berard says.

A quick search of “marching band sound delay” will give you a plethora of great ideas.

No matter how long it takes, solving these problems is not impossible. “Be patient,” Bimm says. “Keep working at it because you will find a solution. Sometimes it’s just a keyword you say, and it strikes a chord with the kids.”

Photos © 2017 Marian Catholic High School Band, Courtesy of Matt Black and Ken Muszinski; Fossil Ridge High School Band, Submitted by Band Parents; Archbishop Alter High School Band by Tim McHenry

 

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Develop Student Leaders

When I began teaching in 1994 at Tarpon Springs (Florida) High School, seven students attended rehearsal.

The school had one performance ensemble, and the band room only opened for one period during the curriculum day. Since then, we have grown to nearly 300 students and have 10 separate performance ensembles.

Tarpon Springs won the Bands of America Grand Nationals marching band competition in 2014, the WGI Sport of the Arts color guard championships in 2016, the National Band Association Program of Excellence Blue Ribbon Award in 2016 and top honors for its Wind Ensemble in several national festivals.

Emphasize Leadership

The collaboration among our students, parents, administrators and teachers to collectively place an emphasis on leadership and a growth-based mindset directly shaped the progress of our program. An active and empowered student leadership council made the difference in the expansion of our organization and more importantly impacted the personal development of each of our students.

In 2009 the Tarpon Springs Leadership Conservatory for the Arts (TSLCA) became an official magnet program for students throughout Pinellas County. Presently, every student at the TSLCA takes a yearlong leadership course, music theory and music composition/technology in addition to performance ensemble courses. Just recently, we added the leadership curriculum to Tarpon Springs Middle School, creating a continuous program from grades 6 to 12.

Our student leaders hold one another accountable for the way we prepare, practice and perform. Students lead, inspire, motivate and communicate with their peers. The curriculum objectives on teaching life skills enable students to attain excellence in all aspects of their lives and positively impact the lives of the people around them.

7 Habits

We target freshmen with our yearlong leadership curriculum because it pushes them to think past just today and focus on what they would like to achieve over the next four years and beyond.

We teach the following student leadership habits, adapted from Sean Covey’s “The 7 Habits of Highly Effective Teens.”

• Habit 1: Be Proactive – “Take responsibility for your life.”

• Habit 2: Begin with the End in Mind – “Define your mission and your goals in life.”

• Habit 3: Put First Things First – “Prioritize, and do the most important things first.”

• Habit 4: Think Win-Win – “Have an everyone-can-win attitude.”

• Habit 5: Seek First to Understand, then to be Understood – “Listen to people sincerely.”

• Habit 6: Synergize – “Work together to achieve more.”

• Habit 7: Sharpen the Saw – “Renew yourself regularly.”

Through this course and intense self-reflection, each student experiences a paradigm shift. For instance, rather than practicing their instruments because we ask them to do so, students practice because they become self-driven toward achievement. Each student enters every rehearsal with his or her own set of goals and leaves every rehearsal with a new set of goals.

Leadership Workshops

small band from Tarpon Springs High School performing on stage Leadership lessons don’t stop after one year. At Tarpon Springs, we require student leaders and potential candidates for our leadership council to attend six spring workshop sessions taught by band staff. We meet with them after school before they can run for a leadership position including band president, overall vice president, grade-level vice presidents, drum majors, section leaders, historian, secretary, publicity and other roles.

At these workshops, we explicitly cover our standards for all leadership expectations and operational procedures. These meetings also provide a terrific opportunity for students to provide their input about the music program. This type of feedback gives them ownership to solve the challenges of the organization.

In addition, we set up one-on-one interviews with each leadership candidate. The student explains his or her expectations of the desired position. We address our wishes for that position and make recommendations to help each person become a successful leader.

Effective Communication

An effective student leadership team serves as the liaison between the directors and the other students in the organization. Our student leadership meets as a council with the directors at the beginning of each week to discuss goals, concerns and objectives. The directors receive feedback as well as delegate responsibilities.

Student leaders then initiate the necessary steps to ensure that the students in their sections are properly prepared for upcoming performances. Well before each actual event, the leaders relay to students and parents all pertinent details as well as the expectations of each individual member.

In addition, we guide our student leaders to keep the directors aware of concerns within the organization and to offer their suggestions on how to improve them. The individuals on the leadership team will not always agree, but you can assist them in learning the art of compromise and instill in them the importance of supporting one another regardless of their personal feelings.

Teamwork and Excellence

Communicate to your students that the organization can only succeed when all students are succeeding. Enable students who are excelling to help inexperienced students with their individual struggles. I assure you that this model of peer excellence will be contagious. The need to promote and foster this concept should be an educational priority for you.

Student leaders must be devoted to excellence at all times and conduct themselves with integrity in all aspects of their lives: within an academic classroom, socially at a party, on social media and in the music building.

Ultimately, providing leadership opportunities for students empowers them to take responsibility for their own excellence and inspires them to be creators, risk takers, innovators, artists and leaders who will not only make a positive difference in their own lives but also in the world.

Bottom Photo Courtesy of the Tarpon Springs Leadership Conservatory
 

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

 

Advice from Yamaha Master Educators Kevin Sedatole and Gary Lewis

Kevin Sedatole: Only You Can Do the Music

Early on in my college teaching career, I was trying to prioritize what aspect of teaching to focus on.

I remember [Professor] John Whitwell preaching to our music education students, “Only do the things that only you can do.”

What he meant was, only you can do the music — selecting, studying and teaching. You must be able to find students, parents and patrons who will be invested in your program and rely on them to do things that are not musical. This takes a lot of educating, tutoring and monitoring, but ultimately it will pay off. It allows you to spend more time with the music, ultimately making you a better teacher.

This lesson impacted on me, and it has stayed with me. I’ve watched many of my mentors do this as they deal with students, staff and colleagues. Invest in the people you work with and let them do their work, so you can do yours.

Gary Lewis: Focus on Artistic Matters

I remember hearing [famed saxophonist/composer] Bob Reynolds talking about trying to “do only the things that only you can do.” The context was focusing on the musical aspects of being a conductor/educator and finding ways to delegate as much of the administrative work of the job as possible. There are others with the skills to do much of the “administrivia” surrounding our positions, but we as music educators are the ones who are trained to deal with the musical and artistic issues. We should try to delegate as many of the non-musical tasks as possible in order to focus our energies on artistic matters.

While this advice is helpful in dealing with the “busy work” consuming us, I also aspire to a different, more musical application of the same idea. As conductor/musicians we should focus on the things that “only we can do” while on the podium too, such as interpretive matters, musical gesture, line and architecture, etc. The musicians themselves, once we provide them with the skills, are perfectly capable of taking responsibility for the ongoing pulse.

I once heard Simon Rattle tell an orchestra, “Look, I don’t have time to do my job AND yours!” As Gustav Meier often said, “Death to the beat!” Let’s empower the musicians with whom we work to take responsibility for what they can do and free ourselves to conduct the music, not the beats.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Marguerite Wilder

Remembering the Enthusiasm and Passion of a Beginner

After three weeks of beginning band, an aspiring fifth grade trombone student in my class attended an after-school band time.

Ben’s song choices utilized the playing of mostly 1st, 3rd and 4th position notes; I helped with the slide position when he performed long 6th position notes.

After playing several songs for me with great success, Ben attempted another song on the page — this one with, unfortunately, very different results. My comment was, “Oh, my goodness that was a train wreck with boats and planes involved.” He laughed and said that he knew that and would practice more. Then I pointed to yet another song in the book and asked him if he could play that one. He placed his hand over his heart and excitedly told me it was his favorite trombone song in the whole world.

Group of elementary school age children in band practice with a spotlight highlighting the female trombone player.

The song was “Hot Cross Buns.” Why was it his favorite? There were three important reasons, he explained earnestly:

1. Mom came running into his room and praised Ben when she “finally” recognized a real song;

2. Ben and Mom visited a neighbor’s home where Ben again performed his beloved “Hot Cross Buns” to great acclaim; and

3. Ben and Mom called Grandma in Minneapolis and he played her “Hot Cross Buns” over the phone. (Thank goodness Grandma was not wearing her hearing aid at the time!)

What a wonderful experience! I’m happy to report that Ben went on to perform many other “new favorite trombone songs in the whole world” during his distinguished career as my first chair trombonist for the next eight years!

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Craig Kirchhoff

Technique is Secondary to the Music

In the spring of 1973, I took my high school band  to the University of Wisconsin-Madison for a clinic session with H. Robert Reynolds, then Director of Bands at the University of Wisconsin.

Forty-four years later I can still recall the repertoire that that my band — the John Marshall Junior-Senior High School Symphonic Band — performed that morning: Second Suite in F by Gustav Holst, Trauersinfonie by Richard Wagner, and American Salute.

Following our short performance and Bob’s hour-long clinic, he escorted me to lunch. I was surprised and touched to find him extremely complimentary about the band and our performance. I specifically remember him commenting upon the band’s excellent intonation, ensemble, control of articulation, dynamics, balance and technical facility.

I was feeling quite elated about Bob’s positive evaluation until he looked at me, paused for what seemed to be an eternity, and said the following: “Now that you have accomplished all of this, when are you going to start worrying about the music?”

At that moment, the earth seemed to stand still.

I can attest to the fact that it was a very long and conflicted 90-mile bus ride back to Milwaukee. That day changed my entire philosophy about teaching and band conducting. Today, that startling moment of revelation continually reminds me of the daily challenge in rehearsal to remember that technique must always be the “servant,” and music the “master.”

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Larry Gookin

Say Something

When I was 15, my high school band director, Don Lawrence, told me to “say something” when I was playing a trombone solo with the jazz band.

That simple comment has remained at the foundation of my career in music as a conductor, performer and educator.

To “say something” implies there is more to music than playing what’s on the page. A performer must discover the emotional content of the composition and interject his or her own personal feelings into the performance in order to “say something.”

There are numerous published books dealing with emotion and meaning in music and the art of expressive performance. Recently, I’ve enjoyed reading two books by David Whitwell — “The Art of Musical Conducting” and “American Music Education: The Enigma and the Solution.” Both support the belief that music is the language of emotions.

If as music educators we believe this to be true, then our selection of literature, rehearsal priorities and educational purpose will take on a unique direction, one that will make a profound difference in the lives of our students, just as it did mine when I was 15.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Anthony Maiello

Watch How Successful Musicians Conduct Themselves

In my 52 years as a music educator, I have had many wonderful opportunities to grow and learn about music and life.

One of the key factors I can attribute my profession and personal growth is by being around good people who are also good musicians.

By doing this, I was able to learn much about teaching and performing music, but also about how it relates to life in both general and specific ways.

Observing prestigious successful musicians and how they conduct themselves in both musical and nonmusical settings has taught me many great “tricks of the trade.” Their influence has helped me engage others and share my passion for music with people of all ages.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Advice from Yamaha Master Educator Daniel Berard

Be You

Always strive to be the best version of you, but be you.

I’ve been very fortunate to have had wonderful influences, both personally and professionally, and there was a point in my career when I thought that if I just copied those people, their words, their gestures, their mannerisms, etc., I would be successful.

However, in trying to be someone or something I thought I should be, I was missing what I brought that was unique and authentic.

The most authentic version of you can be the most influential version of you. It allows you to bring your best to your students, while showing them that you are learning and growing all the time as well. And that, to me, is where the most dynamic learning occurs.

This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

The Practicing / Jamming / Creating Trichotomy

One of the most difficult conundrums musicians are faced with is how to use our time effectively. We all want to practice to get better. We all want to create something that inspires us and share it with others. And we all want to enjoy playing music just for the love of it.

In a world full of responsibilities and distractions, it can be difficult to find enough time to satisfy all three. I work as a full-time software developer, and I have several hobbies, including playing keyboard instruments, so I definitely struggle with this.

When I want to create new music, I often feel guilty about not practicing enough. As a result, I put off creating music for another time, but then when I sit down to practice, my focus doesn’t always last as long as I would like. That’s because I can’t keep myself from jamming and just enjoying playing the instrument. Sometimes I can’t even stop myself from constantly switching the piano sample I’m using while practicing, or changing the amounts or types of reverb, or tweaking the EQ or envelope parameters. It’s frustrating knowing that, while all this playing around can be helpful in a creative way, it’s really getting in the way of what I should be doing.

The bottom line is that it’s difficult to maintain discipline and focus on the right things …but that’s exactly what it takes. It’s no surprise then that whenever you read an interview with a great musician you’ll find they almost always speak of three things: their work ethic, their practice habits, and the amount of time they commit to their instruments.

Practice

Let’s start by talking about practice. There is no substitute for it and no getting around it. But what many people do not realize is that you can accomplish many things in 15 minutes of good practice, and almost nothing in three hours of bad practice. Bad practice occurs when no goals are set, nothing specific is identified to work on, and (importantly) when you don’t practice to a metronome or record yourself. In my experience, when you are engaged in bad practice, you tend to slip away and begin to just jam to whatever music you already know and enjoy, to play the same passages you are familiar with, and lose focus on improvement. This isn’t necessarily a bad thing … as long as you aren’t substituting it for practice.

So you should always approach practice with a plan. Here are a few tips for effective practicing:

1. Set a time limit and stick to it. It doesn’t matter if it’s 15 minutes or three hours. Your practice time is your practice time. Try setting an alarm, even if you have to set one for each separate practice activity within the overall time allotted.

2. Have goals or activities planned. For example, jazz players are often advised to learn the 2-5-1 chord progression in every key — a very worthwhile goal. In that case, you should have a practice activity dedicated to an exercise around playing that progression.

3. Practice what you don’t know. Don’t practice the parts you know because you know them, practice what you don’t know. Use a recording/playback app or device to loop and even slow down difficult passages so they become second nature.

4. Log your practice. The simple act of writing down what I did (or didn’t do) has had more impact on my commitment than any other single factor.

5. Make it a game. Practicing shouldn’t just be a challenge, it should be fun too. For example, once you can perfectly play a passage at a certain tempo ten times in a row, take the tempo up a notch, then keep doing so until you completely run out of steam.

Finally, and this is specific to keyboard players in particular, but 6. Practice playing the instrument, not the keyboard. Most keyboards and plugins have several modes, functions and settings … and they also often offer thousands of sounds to choose from. Unless you are specifically working on creating new programs or setting up your rig for live situations, you shouldn’t be distracting yourself with the many sounds and features of the keyboard or plugin. Just choose one sound that’s appropriate for the type of music you’re playing for the duration of your practice time and imagine that it is physically the only instrument in the room.

Create

Creating music is the most time-consuming activity. As a keyboard player, I usually construct recordings of multiple instruments layered into an arrangement. I use Steinberg Cubase as my primary tool, and my workflow usually begins with a very short and simple idea that I build on and keep adding to until I’m satisfied I have something to mold and polish into a finished recording. For creating sounds, my favorite go-to instrument is the Yamaha MONTAGE (since replaced with the MONTAGE M). I’m mostly a “preset” guy, in that I usually use the factory performances with just a few tweaks to my preferences. I do occasionally like to dive in and create new sounds as well, especially when I’m working an analog synth, or on an instrument with a very intuitive interface such as the Yamaha reface DX. But, as I said, this can sometimes be very time-consuming: I can spend hours just tweaking a few settings on one sound to get it where I want it before ever even making a melody with it. Even after making the recording, I find myself editing the MIDI data to get velocities to sound more natural, correct my terrible timing, create loops for sections, or program the things that I simply cannot play well by hand. And this is just the tip of the iceberg!

Jam

All of which leads to the central question: How does one find time for all of this? Jamming seems like the obvious first casualty. It’s fun, and it can spur your creativity, but as far as accomplishing a goal it’s usually not much more than a time bandit. My advice is: Jam when you feel like it, but schedule time to practice and to create, and honor that commitment. It’s much easier to find time for something when you don’t leave it to chance or when you get the inspiration you need to begin.

How you manage the split is up to you. If you perform live, practice will and should get the majority of your attention. If you’re regularly publishing songs to the cloud or elsewhere, then more of your time should be spent on creating. But most importantly: Keep playing music!

Altered Tunings, Part 2

In Part 1 of this two-part series, we looked at some popular alternatives to standard guitar tuning, including such favorites as drop D, double drop D, D-A-D-G-A-D, and a couple of open tunings (which produce the sound of a full chord without your having to put a finger on the fretboard). For each of those tunings, you have to alter the standard pitch of either one, two or three strings on your guitar.

In this article, we move on to tunings that require you to retune four, five and, finally, all six strings. We’ll start with some additional open chords, and then wander further afield into tunings that some might find a bit more odd. Again, all tunings are presented in typical pitch order, from lowest string to highest.

Retune Four Strings

E-A-C#-E-A-C# (Open A)

You’ve got to admit this tuning has a cool symmetry: the top three strings mirror the bottom three strings, only an octave higher. Although the bottom two strings stay the same as standard, the detuning of the other four strings makes the whole thing sound surprisingly low, which is probably why most players who use this tuning have a capo handy.

Bob Dylan put a capo on the 3rd fret when he used open A for his song “One Too Many Mornings,” which is referenced in the example below. If you choose to do as he did, note that what you hear will actually be in the key of C rather than A:

Five measures of musical annotation.
C-G-C-G-C-E (Open C)

What’s the difference between tuning your guitar this way and playing in open A capoed up to the 3rd fret (as in the previous example)? You don’t have the same cross-string symmetry as before, but you do get a high E, which adds brightness to the guitar’s tone, and a low C, which balances out that brightness with extra heft. This is a particularly nice tuning for slide playing, and it also responds well when you throw in a little dissonance, as Jimmy Page learned when he used it on Led Zeppelin’s “Friends,” the inspiration for this example:

Four measures of musical annotation.

Retune Five Strings

C-G-C-F-C-E (Csus4)

Just one note has changed here from the previous tuning, but that whole-step descent for the 3rd string is a real mood shift. The presence of an interval of a fourth (represented by the F) gives this tuning a modal flavor similar to D-A-D-G-A-D, but you don’t have the same kind of major-second interval between two adjacent strings. And that ringing major third (C to E) on top makes the sense of key less ambiguous than it is when you tune to D-A-D-G-A-D. It’s not sad-sounding exactly, but it is reflective. This is one of many unusual tunings that were employed by the late great British troubadour Nick Drake; this example was inspired by his “Place to Be”:

Two rows with a total of 5 measures of musical annotation.
B-F#-B-E-A-E (B modal)

Anyone who uses altered guitar tunings has to reckon eventually with the master: Joni Mitchell, who employed about 60 different ones over her career, many of them unique to her. In Part 1, we checked out her use of open E, but that’s pretty normal stuff compared to this low, ominous tuning, which distinguishes her song “The Magdalene Laundries.” There’s no clear third to be found in this example, making everything sound hauntingly unresolved:

Five measures of musical annotation.
B-D-D octave-D unison-D octave-D unison (“Iris”)

The most bizarre tuning of our dozen was discovered by the Goo Goo Dolls’ Johnny Rzeznik, another guitarist who’s fond of messing around with his tuning pegs. He’s playing it on the band’s massive late-’90s hit “Iris,” and that sound of a single note ringing in three octaves with two unisons is pretty distinctive.

To make it completely clear what you do here: The 6th string goes down a minor third from standard, the 5th string goes down a full fifth, the 4th string stays the same as standard, the 3rd string goes down a fourth, the 2nd string goes up a minor third, and the 1st string goes down a whole step. Tuning that 2nd string all the way up to D can be a little hair-raising; if you want to use this tuning regularly, you might want to consider setting up a guitar especially to handle it:

Four measures of musical annotation.

Retune All Six Strings

C#-F#-C#-E-G#-D# (C#m9/11)

This is one of my own discoveries; other players may have used it at some point, but I am unaware of who they might be. It’s the only tuning out of our 12 examples that you can immediately tell is in a minor key, but it’s not quite an open chord — at least not one you’d play all that often. You need to put a finger or two down on a fret before it really starts yielding melodic returns, but when you do, it’s memorable, as demonstrated here:

Four measures of musical annotation.

Of course, these short examples give you nothing more than a brief introduction to what altered tunings can do. To really understand what these examples can do, you’ll have to dig deeper. Ask yourself the following questions: How do the chord shapes you’re used to playing in standard tuning adapt (or not) to different tunings? What other shapes can you try?

Altered tunings can be inspirational and a wonderful boost to creativity. They give you a chance to break out of old routines, throw away the rule book, and just have fun. So next time you put new strings on your guitar, don’t tune them up to standard immediately — stop at a random point on the way and give a couple of strums. Maybe you’ll hear something that’s interesting but not quite right to your ear. Turn the pegs until it does sound right, and then see what that sound brings out in you. With a little time and imagination you’re bound to come up with a number of exciting ideas of your own.

The audio examples in this article were performed on a Yamaha FG-TA guitar. For more information on how they were recorded, check out our blog posting “How to Record TransAcoustic Guitar Effects.”

 

Click here for more information about Yamaha guitars.

Five Great Father’s Day Gift Ideas

We all know the struggle: You need to buy a gift for someone special but the only things you can think of are the usual — stuff that they either already have or don’t really need. And when you consider the gift recipient’s individual tastes, hobbies and technological needs, this can be even more challenging.

So this Father’s Day, why not get a head start and get dad something he’ll both love and need? Here are five gift ideas that any music / home theater lover will appreciate all year round:

Image of the preamplifier.
Yamaha WXC-50 streaming preamplifier.

1. Hi-Fi Upgrade

If your dad is a lover of vinyl and already has a classic home Hi-Fi system complete with a turntable and stereo receiver, you might want to consider helping him update his system with the latest technology that allows for streaming music. Check out our blog article: How to Add Streaming to Your Legacy Audio System.

 

View of a small table small plant, vase of flowers and a small cylindrical speaker next to them. The lower shelf has books adjacent to a subwoofer just slightly smaller next to a chair with a small piece of rug in front and a landscape painting above.
Yamaha MusicCast SUB 100 subwoofer.

2. Home Theater Enhancements

Enhance your father’s home theater experience with a surround sound system, either by updating or adding to it. If price is an issue, refer to the first in our Home Theater on a Budget series of blog articles, which talks about how to assemble a low-cost starter system. We also have an article here that describes how to add wireless surround speakers to simplify an existing system.

 

3. Streaming Services

For dads who love to watch movies or TV shows, you might consider buying them a subscription to one of the many streaming services out there.

4. Musical Instrument

Why not help your dad reignite his love for music? Whether he’s a first-timer looking to learn guitar or an experienced pianist looking to purchase his first digital keyboard, we offer plenty of options to explore.

Guitar on flat surface. Keyboard on a stand.

Air popper popping popcorn and it falling into a serving container.

5. Popcorn Popper

If he’s already set up with a home theater system, maybe what your dad needs is a better way to enjoy the experience. Why not get him a popcorn popper? They’re reasonably priced and can be enjoyed by the whole family on movie night.

 

Now all you need to do is drop the hint and hope your dad gives you the info you need to buy him the perfect Father’s Day gift!

 

Creating EDM in Genos

Genos is our newest and most powerful Digital Workstation keyboard ever. Whether you use it for songwriting, live performance or recording, Genos will help inspire your musical creations.

Is EDM music your thing? Here’s a video that shows how Style sections can be used to build energy in the arrangement:

Going for more of an ElectroHouse style? No problem — Genos has got you covered:

 

Click here to find out more about Genos.

 

Five Tips and Tricks for Motivating Your Child to Practice All Summer Long

Summer break is a charmed time for students. It’s a carefree period when they can get some rest, spend more hours at play – and in the process often forget about practicing their instrument! As a parent, it’s great to watch your kids enjoy themselves and spend more time outdoors and with their friends. But how can you encourage them to also keep up their musical skills so that they don’t lose their pace of progress during their time off?

Here are a few tips and tricks to motivate your child to keep playing during their summer break, and have them primed and ready for the next school year.

1. Set Goals

Talk to your budding young musician about their playing and ask them if there is something they’d like to be able to accomplish on their instrument. Maybe it’s mastering a scale or improving their vibrato, or memorizing a piece that they worked on previously. Find what appeals to them and discuss it as a potential goal. If a young player can articulate achieving something that is on their mind, they are more likely to go for it.

2. Encourage Them To Build A Repertoire

One of the most exciting things to do as a player is to go to a sheet music store (or online), peruse the titles and pick out new repertoire to work on. New music can really get their imagination going, so talk to your child about which pieces they’d like to try and learn – even if it’s a pop tune that you personally don’t care for. You can ask their teacher for a recommendation, but generally speaking, a motivated  player will have a good idea of what they are able to tackle. Aim high!

3. Establish A Visual Cue

This may sound like an obvious suggestion, but having your child’s instrument visible in their room, or in the place they would normally practice is helpful. You can even try putting it out on an instrument stand so that it is easy to pick up and start playing at any time. (Just be careful of heat, dust and/or passers-by to prevent damage.) Sometimes a simple visual cue is the difference between walking past a case sitting on the floor and feeling the urge to put in a solid playing session.

4. Have Them Play With Others

Are there other kids in the area who are musicians? Ask your child if they know of any other kids they’d like to play with and arrange a jam session or a reading session. Help them organize repertoire, instruments, gear (like stands, chairs, etc.) and a place to play – maybe with the goal of getting a concert out of it by the end of the summer!

5. Do It In Short Spurts

It is summer, after all, and practicing is about quality, not quantity. Encourage short-spurt practicing – maybe just 15 minutes at a time to work on something in a focused manner. It could be just working on a scale or étude for 15 minutes, then coming back later in the day to work on something else.

Last but not least, always encourage playing in any way possible. Refer to it as simply “playing” and not “practicing,” which can sound like a chore. Associating playing as a year-round activity sets your child up for the best chance of success as a musician – and as someone who has the ability to enjoy making music for years to come.

 

Check out these related articles:

The Benefits of Bringing Electric Violin to Summer Camp  

What’s the Difference Between an Electric Violin and a Silent Violin?

Using Reverb and Delay In Live Sound, Part 1

Two of the more fun audio tools are reverb and delay — effects that are used to add a sense of space to your mix. Let’s look at each, and then see how you can best use them in live sound.

The Basics

Reverb can be described as the sound left over in a room after the source stops. What do we mean by that? Let’s say you walk into a quiet, empty church and clap your hands. The handclap itself only lasts a fraction of a second, but then there’s an explosion of sound created by it being reflected off the walls, ceiling and floor. Those reflections create a reverberant sound, which we call reverb for short.

The amount of reverb produced depends on how big the room is and how reflective the surfaces are. What’s inside the room changes the character of the reverb, so an empty room will have a longer reverb time than a room that’s filled with people — because people and their clothing absorb sound. Reverb is very “dense,” meaning that there are so many reflections happening closely together that you don’t hear them separately. They’re kind of mushed together.

This is different from delay, which is sometimes called echo. Delay is also sound being reflected from a surface, but with delay you are able to hear a distinct repeat of the sound. For example, maybe you are watching a baseball game. You hear the crack of the bat, and then a moment later you hear it a second time. That’s because the sound hit the other side of the stadium and bounced back to you, creating a sort of duplicate. The repeat — the delay — is usually lower in volume than the original, and probably not as bright sounding.

Delay and reverb are really useful in both live mixing and in recording. They add a sense of space or distance to a sound, or can be used creatively to emphasize a lyric or the end of a solo by repeating it or making it last longer.

In the old days, reverb was created using live chambers, vibrating metal plates or springs, each of which  produce distinctly different sounds. Delay was primarily created using analog tape machines, which sound great but are expensive and difficult to maintain. Nowadays we use digital processing to create reverb and delay effects such as those built into the Yamaha MG X/XU Series mixers.

Reverb Types

As an example, the entry-level Yamaha MG06X mixer provides several different reverb “programs” (types) such as Hall, Room, and Plate.

– Hall: simulates the environment of a concert hall. Hall reverbs tend to sound big, and last longer.

– Room: simulates the sound of a large room like an auditorium. Room reverbs are shorter than halls and sound smaller.

– Plate: simulates the sound of a vibrating metal plate. Plate reverb was very popular in the 1970s. It tends to sound thin and emphasizes the high frequencies of a sound.

The intermediate-level Yamaha MG20XU adds a few more reverb programs such as:

– Ambient: creates the sense of a small space around a sound. Ambient programs are much shorter and “tighter” than a hall, room or plate reverb.

– Early Reflection: This effect is not quite reverb since it includes only the shortest reflection paths. Imagine you are in a tiled bathroom and clap your hands. You wouldn’t hear a long washy reverb; instead, you’d hear a very short, tight series of reflections from the tile. This a good example of the early reflection effect.

– Gated reverb: This is an effect that was really popular in the 1980s, especially for snare drum. Gated reverb is non-linear, meaning it does not behave the way you’d expect. Normally, bigger rooms produce longer reverbs. With a gated reverb, the room sounds big but the end or “tail” of the reverb is cut off by a noise gate instead of fading smoothly (see the Tools of the Trade blog posting How To Use a Noise Gate.)

Delays

Delay effects are usually defined by two things: delay time and number of repeats.

Delay time is the amount of time before you hear the first repeat or echo. The number of repeats is exactly that. Longer delay times give the illusion of distance. If you shouted “hey!” at the wall of a handball court, the sound would reflect back at you a fraction of a second later. If you walked farther away from that wall and tried it again, it would take longer for your voice to reach the wall and bounce back to you. Delay time is usually expressed in milliseconds, abbreviated “ms.” One millisecond is 1/1000th of a second.

The delay time can usually be dialed in as a specific number, and it interacts with another important control called feedback. More feedback produces more repeats, but beware that adding excessive feedback to a delay can produce some unpredictable results like out-of-control looping echoes that get uncontrollably louder and louder.

Many different effects can be created simply by tweaking these two controls. For example, short delays (around 20 to 50 ms) produce a doubling effect. “Slap” delay like you hear on recordings from the 1950s is created using a slightly longer delay time of around 50 to 125 ms. Long, rolling delays have a delay time of 300 ms and up, often with a good deal of feedback.

As an example, the Yamaha MG06X provides three delay programs:

– Short: this produces a doubling effect

– Long: longer delay times than the Short delay.

– VO Echo: intended for use on vocals.

Reverb and Delay Parameters

Reverb and delay programs usually provide a number of adjustable parameters. This is a simply a fancy word for some aspect of the effect that you can tweak. For example, when you choose REV HALL 1 on the Yamaha MG10XU, the Parameter knob allows you to change the reverb time to suit the music you are mixing. If you choose the DELAY program, then the Parameter knob will allow you to adjust the delay time.

More advanced mixers like the digital Yamaha TF1 show the delay time in ms and give you separate control over delay time for the left and right channels. This allows you to do things like create “ping-pong” delays (delays that bounce between the left and right channels). The TF1 also allows you to create a rhythmic delay by entering song tempo in Beats Per Minute (BPM), or through “Tap Tempo,” a feature that lets you tap a button in time to the music, with the onboard computer automatically calculating the delay time based on your tapping! If your mixer doesn’t have those features, don’t be discouraged — you can always set delay or reverb time by ear.

In Part 2, we’ll talk about the way reverb and delay is added to a mix, and describe some creative applications, including instrument-specific tips.

 

Check out our other Tools of the Trade postings.

Click here for more information about Yamaha mixing consoles.

The SILENT Guitar Speaks

Stylized image of an electric guitar with clear body on a guitar stand with control panel in foreground.

My first experience with a Yamaha SILENT Guitar™ was back in 2012 while filming a new guitar instructional course. We wanted to capture the sound of a classical/nylon string guitar as quickly as possible and a first-generation SLG100N was on hand in the studio. I turned the instrument on, set all of the controls to center detent, tuned up using the onboard tuner, set input levels and we recorded the guitar using its onboard reverb and delay effects for a little ambience. The session ran smoothly, we captured some great sounds that day and the guitar looked much better than I did on camera!

Since then, I’ve been a fan of the SILENT Guitar, using my SLG200N for studio sessions, live performance and travel.

SILENT Guitars are packed with features, including a chromatic tuner, reverb, chorus, tone controls, an SRT mic and piezo blend control, and an aux input for smartphones and MP3 players. Monitoring all of these features via the supplied headphones makes this the ultimate guitar for everything from rehearsal warm-ups to late night jamming with tracks. They can also be used for stage performances without the fear of feedback because there isn’t a sound hole to produce those resonant frequencies … making them the ultimate loud guitars too!

Pairing It with Helix

The Yamaha SILENT Guitar technology is proven and well established, but how does it pair with the new modeling technologies of the Line 6 Helix® guitar processor, for example, and how do you create a classic nylon string tone for studio and stage?

My first instinct is to consider the instrument and its properties in order to determine what the signal chain needs to be to produce a great sound. In the case of the track shown in the video at the end of this article, I felt that all I needed to add to the already pristine nylon string sound the SILENT Guitar was producing was a little more presence and sustain.

Accordingly, I used the Helix Rack and created a signal chain consisting of Deluxe Compressor (to even out the dynamics and add sustain), followed by the Studio Tube Preamp with a low gain setting (to keep the signal nice and clean). Next came two 2 x 12 cabinet models with Celestion blue and silver speakers, with models of ribbon mics placed 1.5″ from the cone to retain depth in the tone. Then I added a sprinkle of dual delay run in series to soften the effect, with Chamber reverb in parallel added to taste, depending on the guitar part. Here’s a screenshot of the final chain:

Screenshot of control screen.

(To produce a nylon string finger-style sound, consider using less ambient effects and for the top line melodies add more effect to let the notes sit nicely in the track.) The SLG200N controls were all set “flat” and the blend control placed evenly between piezo and mic modeled sounds. No onboard effects were used. A stereo output from Helix was connected to my computer’s audio interface and from there, to my DAW (Digital Audio Workstation) software.

Signal chain routing and rerouting is also super simple. Let’s say you’d like to hear the compressor after the studio preamp instead of in front of the amplifier. Simply select the compressor block, press the “action” button and toggle the effect sideways to a new location.

No need to use a patch bay or move pedals on a pedalboard: Edits can be made in seconds, auditioned and saved to taste.

Going Steel

Switching over to the Yamaha SLG200S steel string SILENT Guitar couldn’t be easier. This model offers the same controls and dimensions of the SLG200N, except it uses acoustic steel strings so it inherently sounds like a steel string guitar. (It’s louder than an SLG200N too!)

I ran the SLG200S into the same exact Helix guitar patch as the nylon string SLG and tweaked the effects. Chamber reverb was switched to Hall reverb for a smaller, less ambient sound and I dialed in the delays to match the tempo of my track. I was then able to save the edited sound in a new location in Helix as a steel string acoustic guitar template.

Electric guitar with open body on side on table next to sound boards and sound equipment.

The Wrap-Up

Yamaha SILENT Guitars paired with the Line 6 Helix will replicate the same sound consistently due to the technologies producing the sound. Edits can be made, saved to your preferred setlist and the only elements that will fluctuate will be your performance … and that is something we can all appreciate and use creatively for years to come!

The Videos

Here’s my demo of the SLG200N:

And here’s a video of me at a recent Pro Dealer workshop for Yamaha Guitars, where an attendee asked me to add a little overdrive to the sound I was demonstrating on the SLG200S. I leaned down to the Helix floor unit, added a new block in my signal chain for an overdrive and played a gritty delta blues:

Photographs courtesy of the author.

Check out Robbie’s other postings.

 

Click here for more information about the Yamaha SILENT Guitar.

Click here for more information about the Line 6 Helix.

Guide to Brass Mouthpieces, Part 4: Weights and Finishes

(This is the final installment in our four-part series about brass mouthpieces.)

In Part 1 we talked about choosing the right mouthpiece for your needs.

In Part 2 we explored the impact of the mouthpiece cup and rim dimensions.

In Part 3 we examined how the hidden dimensions of the throat and backbore affect the sound and feel of the instrument.

So far we’ve looked at the obvious physical characteristics of mouthpieces — the various shapes, sizes and cuts that most players focus on when deciding what to use. But there are other aspects of a mouthpiece that may also affect the sound and feel, including the underlying material, the overall weight and mass, and the external finish. While the impact of these features may be less dramatic than the size of the cup or the openness of the backbore, they are still important to consider in your search for the perfect fit!

Material

The vast majority of brass instrument mouthpieces today are made from — you guessed it — brass! Brass is relatively easy to work with and has acoustic properties that make it an obvious choice as the base metal. If you’re a brass player, chances are most of the mouthpieces you’ve ever played are primarily brass underneath their shiny silver exterior. But brass isn’t the only option. While not especially common, it is possible to make mouthpieces from any number of different materials, each of which will have a different impact on the sound, feel and responsiveness.

Some older mouthpieces, especially French horn mouthpieces, were made from nickel silver. This is a very hard material compared to brass, which tends to keep more of the energy from your lip buzz focused into the instrument (instead of being partially absorbed by the mouthpiece itself). The resulting sound was generally considered to be more powerful, but also very bright and cutting. Some more modern mouthpieces have been made from other “hard” metals similar to this, such as stainless steel and even solid Sterling silver, both of which tend to provide similar powerful but brilliant-sounding results.

Other manufacturers have experimented with completely different materials, including various types of woods and plastics. These mouthpieces tend to have opposite characteristics from the hard metal options, with sounds that are perhaps less powerful or brilliant, but with a warmer tone. Non-metal mouthpieces also have some advantages in extreme weather conditions, since they are less likely to freeze or burn the lips in very cold or hot environments. Some players may feel that these mouthpieces are more comfortable on the face, especially during extended playing sessions, and they also provide an option for anyone who is allergic to metals or finds that their skin is easily irritated by regular mouthpieces.

Weight and Mass

Close-up of a custom mouthpiece.
Heavy mouthpiece with extra mass behind the cup.

When compared to a standard mouthpiece, a mouthpiece that has extra material added to make it heavier will generally have a more focused and powerful sound, but without as much of the cutting brilliance you’d find if it had been built using a harder metal. This can be especially useful for players who need to make their sound project without the benefit of microphones or amplification, but want to preserve a warm tone quality. The trade-off for this extra potential power may be slightly reduced flexibility and agility, so articulations and lip slurs might require some extra effort.

This extra weight is commonly added to the back of the cup and around the throat, giving these types of mouthpieces an unmistakable profile. If you’re trying to be heard over a 50-piece string section and a regular mouthpiece isn’t getting the job done, a heaver mouthpiece may give you the extra boost that you need!

Finish

Silver plating is by far the most common finish for brass instrument mouthpieces. When properly applied, silver plating is extremely durable and will provide many years of reliable performance. Silver is also relatively affordable, keeping the overall cost of the mouthpiece reasonable.

A gold-plated finish will make a mouthpiece considerably more expensive, but there are some benefits that make this more than just a flashy luxury. For many players, a gold-plated rim and cup feel smoother and more slippery on the lips, with less of a grip on your skin than silver. This can actually help improve lip flexibility and control, and may be more comfortable if you play long sessions. Gold is also less reactive than silver, so it keeps its natural shine much longer without tarnishing. In addition, anyone that finds their skin breaking out in a rash with a standard silver-plated mouthpiece may find that gold plating alleviates that kind of allergic response (although if you think you’re having an allergic reaction it’s always best to check with your doctor!)

One thing that a gold-plated finish probably WON’T do is change your sound. It’s a common misconception that gold plating makes a mouthpiece sound darker or gives the player a warmer tone than silver, but the reality is that the very thin layer of gold has such a small impact on sound that for most players it’s essentially not an issue. The gold may FEEL more comfortable, and it’s a very impressive look to be sure, but if there’s a difference in sound from a silver mouthpiece, chances are it’s because some other characteristic has changed.

 

Click here to learn more about the extensive lineup of Yamaha mouthpieces.

Pros and Cons for Pickups, Microphones and Electric Strings

We orchestral string players are used to playing acoustically … until we’re asked to play in a situation where the sound from our instrument isn’t going to project enough or cut through a louder group of instrumentalists.

The good news is that there are a few different ways to solve the problem. One rather drastic option is to add a pickup to your instrument, but doing so may require a physical alteration that could degrade the instrument’s sound or decrease its value. Other options, which are far less invasive, include using a mic — either by placing a microphone on a stand a distance away or with the use of a clip-on mic. Alternatively, you can simply play an electric string instrument instead.

So which works best? Let’s look at the pros and cons of each.

Add a Pickup to Your Acoustic Instrument

The decision to add a pickup to your beloved instrument can be a difficult one. As classical string players, we aren’t used to modifying our instruments other than adding a mute or using a different bowing technique to increase or decrease volume. But if you are considering installing a pickup, here’s some important information.

Pickups come in a variety of shapes, sizes and technologies. Some are permanent installations that are added to the body and bridge of the instrument, in which case you might want to consider owning a second fiddle (no pun intended!). Some pickups are less permanent, usually requiring a bridge swap, a stick-on or clip-on bridge pickup, or the addition of a jack at the side or under the chinrest to accommodate an output cable. All of these extra parts and pieces take some getting used to, and they can change the feel and weight of your instrument. Permanently installed pickups tend to provide a more reliable output and consistent tone; the less permanent ones may not be quite so good at delivering such consistency, but they do offer a less intrusive option.

Pros:

  • Keep playing your acoustic instrument for feel, looks and sound
  • Amplifies the genuine acoustic sound of your instrument

Cons:

  • Acoustic instrument needs permanent or partial modification
  • Output can be inconsistent, especially in nonpermanent installations
  • No ability to eliminate the acoustic sound completely

Microphones are very sophisticated these days and come in a variety of shapes and sizes. The mic can be mounted on a stand positioned near or directly above the musician, or it can be a small clip-on mic mounted on the side of the instrument’s body or directly on the bridge.

Pros:

  • Small and portable
  • Least invasive option for occasional use
  • Continue playing your regular acoustic with no permanent installation

Cons:

  • May pick up potential surface noise, e.g. wind or coughing
  • If improperly positioned, may result in uneven sound
  • Can limit physical movement when playing
  • May require additional battery pack or power source

Playing with a microphone can be a quick and convenient way to get through the occasional gig that requires amplification. You may not feel ready to invest in another instrument or to permanently install a pickup (which can provide more reproducible sonic results). It’s also possible that your situation requires you to “look” acoustic. In these circumstances, a microphone will work fine for simple stage use where you don’t need to move around too much.

But what happens when your environment is less controlled or you need freedom of movement?

Play an Electric Stringed Instrument

That’s where electric stringed instruments can provide the best option. There are many different models available. Choosing one that is right for you is much like choosing a traditional acoustic stringed instrument — look, feel, features, price point and ease of playing will all affect your decision. Electric violins, violas and cellos have their own personality, just like acoustic instruments.

Once you have chosen an electric that feels right for you, you’re ready to plug in and play!

Pros:

  • Amplifies directly and cleanly — with no surface noise like wind or coughing
  • Easy to add effects like reverb or distortion
  • Resilient in outdoor environments
  • Control volume from your instrument — including muting for quiet tuning, etc.

Cons:

  • Different sound than acoustic
  • Needs a power source — active (batteries) or passive (amp power)
  • Slight adjustment playing a second/different instrument
  • Learning curve to optimize sound

One of the biggest advantages of using an electric instrument for amplified playing is that it is designed for exactly this purpose. You can easily make electric stringed instruments wireless, too.

Instinct and Training

Are great musicians born and not made? Or can anyone become a master of their instrument?

I began reflecting on those questions a few weeks ago, when I got a new puppy. Beyond the joy (not to mention the exhaustion) she has brought to my life, this little bundle of energy has also taught me an important lesson: the value of both instinct and training.

Even at her currently very young age of three and half months, Sophie already knows all the basics for survival — the need for food and water and the desire to clean herself, move around and chase prey (currently consisting of a rubber bone, a tennis ball and the assistant to the assistant editor, pictured below) — and she didn’t have to be taught any of these things. I know also from experience that there are other instinctual aspects that will blossom (or be revealed) as she matures: Will she be independent or clingy? Outgoing or shy? Obedient or forever prone to mischief? An airborne devotee of the frisbee like my previous German Shepherd or happier keeping all four paws on the ground?

German shepherd puppy playing with a toy.
The new Assistant Editor, with the assistant to the Assistant Editor.

Human babies are born with similar basic instincts (okay, maybe not cleaning themselves … and perhaps only a handful enjoy chasing prey), along with others that develop as they get slightly older. One of the latter is an instinctual attraction to music. Some infants are fascinated by Brahms or Drake; others could care less. Some — no, let’s face it, most — children prefer sports or video games to practicing piano or trombone … and there’s absolutely nothing wrong with that. Those same kids may in fact turn out to be good pianists or trombonists who get a lot of enjoyment from music for the rest of their lives. But will they turn into professional musicians?

Without the impetus necessary to keep them on that long, arduous path, I would say it’s pretty unlikely.

Unlikely … but not impossible. Given the proper encouragement and the right instructors — and perhaps an influential mentor or two along the way — their potential could be limitless. But I would argue that having an inborn affinity for music improves the odds considerably.

With training, I’m hopeful that Sophie will turn out to be a model canine citizen — friendly with people and other dogs alike, and devoid of her current predilection for treating the world as her personal chew toy. But if she turns out to be genetically shy and withdrawn (which she’s not, at least not yet), it’s improbable that even the best dog trainer in the world can make her completely confident, though they can certainly do much to increase her assurance level. Similarly, the best music instructor may only be able to take a child so far if their student doesn’t have an inborn gift for appreciating and assimilating music … though certainly every budding musicians should be given every opportunity to become the exception that proves the rule.

I was lucky enough to be blessed with good musical instincts from my earliest years, though with hindsight I can see that I didn’t have the commensurate talent to become a virtuoso, or anywhere close. Instead, my career took a number of left turns — from touring/session musician to producer/engineer to music journalist to author to editor of this blog — all of which have proven to be immensely satisfying. The question is: Would I have taken that road if I didn’t have those instincts?

 

Check out Howard’s other postings.

May the Fourth Be With You: The Best Moments from the Star Wars™ Saga

Every film buff knows the thrill of seeing their favorite franchise on the big screen. But once movies leave the theater, it’s up to us to find a way to recapture the magic we felt during that first screening. Every May 4 — known to many as Star Wars Day — many fans do exactly that.

If you’re already outfitted to watch movies your way at home with a top-notch sound system and giant flat-screen, you may want to crank up the volume and dim the lights while enjoying these eight cinematic highlights from the Star Wars saga (warning: spoilers ahead). May the Fourth be with you!

1. The Opening Crawl – Episode IV: A New Hope (1977)

Needless to say, there would be no Star Wars saga without the original film, which immediately grabs the attention of viewers with the opening title crawl, from the blue text of “A long time ago in a galaxy far, far away …” to the Star Wars title card and subsequent text explaining the current state of things in the story. It’s hard to argue that, between the combination of that stunning introduction and the surprise factor of the first blaring note from the orchestra (the opening salvo of John Williams’ Oscar-winning score), fans everywhere were hooked from that moment on. Check out the scene here.

2. Destruction of the Death Star – Episode IV: A New Hope (1977)

Like few films before it, the final battle sequence to destroy the first Death Star offers many highlights that have had fans mesmerized for decades. The visual effects created by the newly-established Industrial Light and Magic (ILM) for the X-wings, Tie Fighters and the explosion of the Death Star itself — along with the sound effects that would become iconic in their own right — make the scene a stand-out moment in the original trilogy. Check out the scene here.

3. Darth Vader Father Reveal – Episode V: The Empire Strikes Back (1980)

Given both the lightsaber duel that precedes it and the scene where Darth Vader (listed as the American Film Institute’s third-greatest villain of all time) tells Luke his true lineage, this one’s a no-brainer. Also worth noting are the sound effects accompanying the lightsabers in action and the set design, all of which contributed to making this a very special moment. Check out the scene here.

4. Forest Speeder Chase – Episode VI: Return of the Jedi (1983)

Seeing and hearing the zipping speeders chase each other through the forest of Endor’s Moon on a big screen will make anyone’s pulse quicken. And given the imaginative and original visual and sound effects used to create the chase, you’re sure to enjoy this scene in a home theater setting too. Check out the scene here.

5. Vader Slaughters the Rebels – Rogue One: A Star Wars Story (2016)

Fans everywhere waited a long time to see Vader in action like this. Previously in the franchise, he had only been seen moving slowly towards his opponents when wearing the suit. But thanks to the filmmakers’ last-minute decision to do re-shoots, the scene was added to give Vader his shining moment. From his force-flipping rebels onto the ceiling to the horror-esque style in which the cinematography and soundtrack was composed, you may find yourself turning to the Dark Side in support of this Sith Lord’s violent act. Check out the scene here.

6. Luke vs. The First Order – Episode VIII: The Last Jedi (2017)

While this film stirred controversy amongst fans and critics, from a cinematic standpoint, seeing Luke Skywalker take on the entire First Order by himself was arguably one of the most jaw-dropping moments in the saga. From the laser blasts having no effect to the final reveal where Luke lets his force projection vanish before the eyes of Kylo Ren, this scene is constructed in such a way that the viewer is hooked from start to finish. Check out the scene here.

7. The Pod Race – Episode I: The Phantom Menace (1999)

Between the eye-candy of crashing pods and the sound effects of each pod flying past the camera’s perspective, this entire race is memorable. If you’re watching it for the first time, take note of the fact that the film score is on hold until the final moments of the race — a clever trick that helps enhance the dramatic conclusion where Anakin wins. Check out the scene here.

8. The Falcon Returns – Episode VII: The Force Awakens (2015)

After waiting 32 years, fans were finally treated to the return of the ship that made the Kessel Run in less than 12 parsecs: the Millennium Falcon. During Fin and Rey’s chase scene, viewers were surprised to see the Falcon sitting in a junk yard, covered by a tarp. The duo chooses it only after their chosen ship is blown up by a pursuing Tie Fighter. The chase sequence that follows offers up explosions, tight turns and the roaring engines of the Falcon, all accompanied by great sound effects. Check out the scene here.

 

Learn more about how to create the perfect home theater.

Click here for more information about Yamaha home theater systems.

Eight Great Tips for Practicing Piano

Whether you’re just learning to play the piano or trying to master a composition by Chopin, practice is key. Here are eight great tips that will help you along the way:

1. Set aside at least 20 minutes each day to practice. That’s 20 minutes minimum — the more you can practice the better. If you do have more time available, try breaking your practice into 20 minute intervals throughout the day so it doesn’t feel too daunting.

2. Don’t forget to warm up. Have you ever tried to send a text message while your fingers were freezing? It’s nearly impossible to type quickly and without mistakes because your fingers are stiff. The same goes for playing the piano. It’s important to warm up your hands and fingers so you can fluidly play the keys. This is especially important when you are learning because you will stumble upon enough mistakes even without clunky stiff fingers!

3. Don’t try to take on too much. Unless you’re a piano virtuoso, it’s highly unlikely that you will be able to master an arrangement the first time you play it. Instead of taking on the entire piece, break it down into manageable sections. Depending on your level of ability, this can range from just one measure to one page. Whatever you or your teacher decide is achievable for you, set your practice goal and stick to it.

4. Avoid the tendency to always start at the beginning. The very beginning isn’t always a good place to start. When you start at the beginning each time you sit down to practice, you only master the beginning before your allotted practice time is up… without ever giving yourself time to tackle that difficult section.

5. Practice slowly. Rushing through the piece means that you might make mistakes, and then you run the risk of learning those mistakes. Instead, play each note deliberately until you are sure of your fingering. With most digital keyboards, you can even record at a practice tempo and play back at a faster tempo to see how it will sound when you’ve mastered the song.

6. You don’t need a piano to practice. While this advice might seem bizarre, you can actually practice piano keystrokes anywhere. Practicing the fingering of a difficult section away from the piano can help your muscle memory when you do sit down to practice.

7. Listen to the song when you’re not playing. Knowing the tune of a song can often help your fingers move along the keys. Download the song you’re trying to master onto your smartphone or tablet and listen to it often — even when you’re away from the piano. Having the song in your head can also help get you inspired to sit down at the piano and practice it yourself.

8. Pick a piece that you want to play. It may seem obvious, but you’re far more likely to practice a song that you like. You’re going to be playing the song over and over, so make sure it’s something that you want to hear! That’s where the online Yamaha Sheet Music library can help. It’s filled with thousands of songs, so you’re guaranteed to find something that appeals. You can even easily customize purchased music, so if you want to transpose the key or change the notation, you can doA so before you print it out.

Now you’re ready to discover for yourself how practice makes perfect!

Vibraphone Lessons with Rusty Burge, Part 1: Pedaling Technique and Grips

This is the first of three video lessons on vibraphone performance technique by Yamaha Performing Artist Rusty Burge.

Many young students have difficulty transitioning to vibraphone because it has a sustain pedal. Here, Rusty introduces exercises and techniques to use the pedal to its fullest extent:

In this second video, Rusty talks about two 4-mallet grips that are used on the vibraphone — the Burton Grip (developed by jazz vibraphonist Gary Burton) and the Musser/Stevens grip:

Rusty Burge is Professor of Percussion at the Cincinnati College-Conservatory of Music and is also a member of Percussion Group Cincinnati, with whom he has performed extensively throughout North America, Europe and Asia. He was formerly principal percussionist with the West Virginia Symphony and plays extra with the Cincinnati Symphony. Burge received his undergraduate degree from the Eastman School of Music and a master’s degree from CCM, where he teaches percussion and jazz vibraphone in addition to directing the CCM Steel band. He has performed with Peter Erskine, Ted Nash, Rich Perry, Dave Liebman, Rufus Reid, Steve Allee, Roland Vazquez and Michael Spiro. His new book, Method for Vibraphone, will be released this coming fall.

Click here for Part 2: Using Patterns in Improvisation.

Click here for Part 3: Basic Jazz Voicings.

 

Click here for more information about Yamaha vibraphones.

What Guitar Playing Means to Me

By the third grade I had life figured out: Girls wanted to be with the guitar player in the band, and guys wanted to be him … although John Taylor, the bassist in Duran Duran, seemed to be the exception.

So my dad (who was a lighting designer with some serious rock ’n’ roll cred — he had, among other things, created Gene Simmons’ flying harness) hooked me up with an electric bass to help set me on my path for future spreads in Tiger Beat. After that, I can’t tell you how many times I faked an illness in school so I could get sent home and play along to MTV videos, but my mom can vouch. A few years later, when The Power Station came out with “Some Like It Hot” and “Bang A Gong,” I realized that I was going to have to up my game if I wanted to miss out on class that day. I can still remember seeing Andy Taylor — dressed in all black with this killer cross-chested bullet armor thing that would surely make my next Christmas list — shredding all over the place and doing all these whammy bar tricks I had never seen before. I was like, “What kind of sorcery is this?” Soon after, my mom finally fell victim to my incessant Jedi Mind Tricks and got me a six-string electric guitar.

My life would never be the same again.

Soon enough I was rocking my first band in middle school, somehow getting thwarted into the role of lead singer and lead guitar player. High school followed. My guitar was everything to me and my mom knew it. Every time I messed up in class or didn’t show up to flip burgers at my after-school job, she promised the guitar would go away, but guess what? It never did. Here we were, these 15- and 16-year old kids making demo tapes, playing clubs, somehow winning every Battle of the Bands competition, opening for countless touring national acts throughout parts of Texas, even getting some radio airplay. By the time I hit my senior year we were showcasing for major producers and record labels.

After a deal fell through with one bigshot producer, I realized that being the fastest player in your high school could only get you so far, so my focus switched to songwriting. This forced me to take a whole other approach to guitar, but it proved to be my wheelhouse and it helped my band win VH-1’s Rock Across America Best Unsigned Artist competition in the U.S. We were flown to the Rock and Roll Hall of Fame where we got to open for John Fogerty.

But even though I got to tour and work with some amazing producers and engineers, as the years went on it somehow wasn’t fun anymore. With increasing frequency, the promises I was made turned into empty ones. The music business had officially unplugged more than my guitar — it unplugged my soul. For the first time in my life, I resented my guitar. I ended up selling most of my gear and walked away from music for almost a decade. I even switched over to talk radio.

Even though I became more than bitter, my guitar never gave up on me. She pleaded with me to take her out from underneath my bed so she could help breathe some life back into this “shell” of a human being. Then one day the thought hit me: Instead of chasing elusive record deals, maybe I should try just enjoying playing music for a change. Whatever happened to being motivated to play guitar because it was fun? Why should I keep reminiscing with my ex-bandmates about how we built our own stage ramps in the garage and thought Tiki torches could work for pyro?

That’s when I did it: I convinced myself to audition for a ’90s cover band in town. I was beyond nervous because I hadn’t played guitar in years. But I did my homework, and I hadn’t even gotten halfway home when my phone rang, saying I landed the gig. Just like that I was back on the horse!

Soon I was having fun again and being pushed outside of my comfort zone. As my confidence grew I found myself doing things on the guitar I was never able to do before, even back in the day. Then I decided to put together a Duran Duran tribute band and the next thing you know we’re getting all sorts of attention. For years I was this down-in-the-dumps has-been that never was, then all of a sudden I’m being invited to NAMM and getting to jam with some of my boyhood idols!

My life had come full circle.

We all have to grow up, pay bills and become responsible adults. But the moment we let that little kid in us die — the same little kid who used to rock out in front of the mirror pretending to be whoever it is you wanted to be — it can cause severe damage to your soul. So if you’ve lost your inspiration, go find your inner Andy Taylor and rediscover how your guitar can make you happy!

 

You might also want to check out:

What Playing Keyboards Means to Me

What Drumming Means to Me

Getting the Most Out of Audio To Score

Logo for Yamaha app Smart Pianist that shows a graphic of a piano viewed from above and the lid is multiple layers like a pages of a book that are in motion.

The primary “promise” of Yamaha Clavinova CSP Series digital pianos is their ability to help you learn and play along with your favorite songs — that is, those in your smart device’s music library. To accomplish this, the accompanying Smart Pianist app does something remarkable — it uses a form of artificial intelligence to evaluate the audio to create three distinct things for each song:

1. A chord chart

2. A piano score

3. Stream lights

Smart Pianist does this with considerable accuracy, but songs that feature a full band and a regular beat translate the best. That said, some of the chord choices it makes are open to interpretation, and you may have a desire to modify those interpretations. To get the most out of the Smart Pianist Audio To Score feature, you are going to want to edit the chords, the score and the stream lights to best suit your needs. In this article, we’ll talk about how to do so.

(Note: As discussed in a previous blog posting, in order for Smart Pianist to evaluate audio, songs must be purchased and must reside in your iTunes® library. Songs from streaming services such as Spotify and songs that were downloaded into iTunes as part of Apple Music® cannot be evaluated by Smart Pianist.)

Chord Edits

In music, chords can accurately be notated in numerous ways. For example, a C6 chord could also be notated accurately as an Am7/C chord. As the lawyer in “My Cousin Vinny” said while clapping his hands together: IDENTICAL!

Screenshot showing C6 equals Am7 on C.

If you don’t agree with a chord choice made by Smart Pianist, you can change it. With the song paused, simply double-click on the chord you want to change. You will be presented with two other choices the app was considering, plus an “Other” option that allows you to enter any chord you want:

Screenshot of app choosing certain chord on left with how the app translates that to specific notes on right.

To select a chord not listed, press “Other” and select the chord symbol in the left column, the “type” of chord in the center column and the “on chord” or bass note in the right column:

Screenshot of app showing choice of "other" made and how app interprets that.

If you don’t want any chord listed, go to the center column and select “No Chord” at the bottom of the list:

Screenshot of app showing results of choosing "No Chord".

If you don’t want an “on bass” chord, simply scroll to the top of the right column to unselect an “on bass” note for the chord:

Screenshot of app showing results of choosing a note in one key and how that translates.

Before selecting “DONE,” click on the speaker symbol to have the app play the chord out loud so you can check your work.

If you find yourself editing and changing the same chord over and over throughout the piece (or if you want to “undo” or delete an edit), press and HOLD a chord symbol. When you release it, you will see options for COPY / PASTE / DELETE / UNDO:

Screenshot of app showing results of choice.

Finally, if the chords don’t quite line up as you would expect them to, select the “re-valuate” symbol in the top left corner of the CHORD CHART:

Screenshot highlighting choices made and resulting action.

Here you can:

1. Change Tempo to 1/2 (more chord symbols per measure) or 2X (less chord symbols per measure)

2. Change Meter from 4/4 to 3/4

If the chords are still not lining up properly and are off by a few beats, or if the key signature is wrong, select the “Detail Setting” tab to:

1. Shift the entire song by individual beats (Beat Shift), or

2. Change the Key Signature:

Screenshot of apps with specificoptions highlighted.

Score Edits

After you have the proper chords for a song, select SCORE to see these chords come to life as music notation. The default choice is the “BASIC 1” score accompaniment pattern, which directly translates to music notation, assuming one notated chord per chord symbol in the chord chart:

Screenshot of app on left with choices impact on musical annotation on right.

If you want to generate a more advanced score part (i.e., one that would be more challenging to play), you can “level up” and select a different score accompaniment pattern, in this case from “BASIC 1” to “BASIC 3,” which is essentially one chord for every beat:

Screenshot of app showing impact of choices made.

This generates an accompaniment score pattern that looks like this:

Musical annotation on left with changes applied on right.

 

If you consider all meters, there are 60 different piano accompaniment scores to choose from!

Stream Light Edits

The Clavinova stream lights correspond directly to the notes in the Score, with one stream light for each and every note in the Score. As we discovered above, the notes in the score are dependent upon the score accompaniment pattern that you choose. If you want fewer lights, choose an accompaniment score pattern that is less complicated.

Also, you can change the speed of the lights in the Play Option menu:

Screenshot of app showing changes.

Choosing a slower speed indeed slows the lights, but often shows more lights at one time, allowing you to more easily see repeated notes.

Note that all of the changes described in this article are automatically saved in Smart Pianist, allowing you to create highly accurate audio to score conversions over time.

 

Smart Pianist works with all Clavinova CSP Series digital pianos.

Audition Advice

Musicians are always auditioning. Here are a dozen tips that will improve your chances of being successful at your next audition …plus a few bonus ones if you happen to be a percussionist.

General Advice

1. Play through your entire repertoire several times before your live audition. Don’t let the audition be the first time you play through everything in order!

2. Rehearse your audition music in front of an audience and video the performance.

3. Dress appropriately. No jeans. No tennis shoes. No shorts. No track suits. No sweats. (I have seen all  of these on auditions!) First impressions count. Ties are optional. Be professional.

4. Practice performing in the outfit that you are going to wear to the audition.

5. Know the names of the people you are auditioning for.

6. Do some research about the school and have some questions for the panel/teacher.

7. If possible, come a couple of days early and talk to current students to get an idea of the program. It is also advisable to take a lesson with the director of the program and attend some rehearsals.

8. Prior to the audition, practice sight reading for 15 minutes every day.

9. When you get to the sight-reading section of the audition, take 15-30 seconds to scan through the piece before you start. Once you start, do not stop. Pick a tempo that you think will allow you to play through the entire piece.

10. Figure out the order in which you want to play your pieces before the audition. Don’t come in and say, “Uh, so what do you want to hear?” You don’t have a lot of control over what happens in the audition. Asking if you can play the pieces in a logical order gives you some degree of control; as a result, you will feel more relaxed.

11. Have a copy of the audition music for the panel. Organize the music in a binder and put it in the order you want to play it. Make two or three copies of the music. If you are playing a lot of pieces, use tabs to split up the music so it is easy for the committee to find the piece you are playing.

12. Take a couple of private lessons with a teacher other than your instructor. It’s good to get an unbiased opinion of your playing before an audition. It’s also good for alleviating any nervousness you might have when playing for a new teacher.

If You Are a Percussionist…

… here are some bonus tips that will help you pass your audition:

1. While it’s great to play a flashy piece, it’s more impressive to play something musical.

2. If possible, play on a variety of different instruments before your audition. (For example, play your marimba piece on four or five different brands of marimbas).

3. Make sure you play a concert snare roll when you are playing a concert snare drum solo. No double stroke rolls!

4. Play a marimba and snare drum piece that has rolls.

5. Practice rolls with dynamics (soft to loud to soft).

6. Play a 2-mallet and a 4-mallet solo. Excerpts are great.

7. If you’re playing a timpani piece, make sure it includes some timpani-specific techniques (rolls, dampening, crossing/shifting) and doesn’t have a lot of tuning changes (you never know which type of pedals will be on the timpani). Practice your tuning — make sure you can tune 4ths, 5ths and octaves, and don’t play a piece that requires five timpani. (Most schools will only have four.)

And always remember this: Your first audition is always the hardest one.

Good luck!

Equalization

One of the most important tools in live sound is called equalization. It may sound a bit tech-y but equalization (“EQ” for short) is actually just a fancy word for “tone control.” EQ allows you to change the tonal quality of a sound, making it, for example, “brighter” or “more bassy.” We’ve all had the experience of adjusting the tone controls on a car stereo. That’s a simple form of EQ. Mixing consoles typically offer more advanced versions.

In this article, we’ll take a closer look at the various kinds of EQ controls you’re likely to encounter when doing live sound — as well as the best ways to use them.

Basic EQ

Let’s start by taking a look at the basic channel equalization offered by the entry-level Yamaha MG06X analog mixer:

Drawing of sound dials one setting Hertz at 0 or "Low" and the other showing "High"

This is called a “two-band” EQ because it gives you control over two frequency areas, labeled High and Low. Note the triangle at the 12 o’clock, notched position. That’s the “0” point, where the control has no effect. To the left and right you can see “-15” and “+15.” This indicates how many decibels (dB) you are boosting or cutting the selected frequency. (A decibel is a unit used to measure sound level.) If you turn the knob clockwise you’ll be “boosting” (raising) a frequency; if you turn it counterclockwise you’ll be “cutting” (reducing) a frequency.

At this point you may be asking yourself the question: What frequency? (Or perhaps even “What is a frequency?”) Well, you may have noticed that the Low EQ is also labeled “100 Hz.” (Hz — short for “Hertz”— is a measure of the number of wavecycles per second, which defines the frequency, or tonal area.) The lower the number of Hz, the lower the frequency, and 100 Hz happens to be pretty low, which is why you can think of this control as a broad “bass” control, same as the one in your car stereo. When you turn the Low knob on this EQ you will raise or lower the sound level at 100 Hz (and some of the neighboring frequencies too), while leaving other portions of the signal untouched.

Similarly, turning the High knob raises or lowers the sound level at 10 kHz. The “k” means times a thousand, so 10 kHz is the same as 10,000 Hz, which is pretty high, making this control roughly the same as a treble control on a car stereo.

When you see simple equalization controls like these labeled High or Low (sometimes called “HF” and “LF” for High Frequency and Low Frequency, respectively), they are almost always a type called a shelf EQ. The name comes from the shape of the EQ curve. The illustration below shows what happens to a sound when you raise the level of a 10 kHz shelf EQ:

Sound wave graphic with wave at high end of range.

Notice how the curve rises up and then levels off, gently boosting all the frequencies above a certain point (in this case, starting at around 2 kHz, or 2,000 Hz below the specified 10 kHz frequency). Affecting a broad range of frequencies above or below the specified frequency is what makes a shelf EQ easy on the ears.

In contrast, this is what happens when you use a 10 kHz shelf EQ to cut instead of boost:

Sound wave with high end of curve below the shelf line.

Shelf EQ is useful when you want a broad stroke of EQ — for example, if you want to make a sound brighter. Basic shelf EQs allow you to boost or cut, but you can’t change the frequency. More advanced mixers like the digital Yamaha TF Series allow you to set the frequency area you want to affect, allowing precise control over the sound.

Some mixers offer three-band equalization that adds a Mid (midrange) frequency area. Here are the EQ controls provided by the intermediate-level Yamaha MG16 and MG16XU:

Drawings of four sound dials for low, mid and high ranges.

Notice that there are two controls for the Mid: one for the amount of boost or cut, and another that lets you choose the frequency area to be affected (known as the “peak” or “center” frequency). This type of EQ is called a peak/dip or peaking EQ. Peak EQ concentrates on a smaller, more specific frequency area than shelf EQ. The ability to “sweep” the frequency control is why it is also sometimes called a sweep EQ.

Here’s the effect of boosting a peak/dip EQ with a center frequency of 500 Hz:

Sound wave with peak of wave at center.

As you can see, this affects a range of frequencies from approximately 220 Hz up to about 1.1 kHz. The curve drops to 0 on both sides, so it has no effect on the very low or very high frequencies.

Peak/dip EQs are useful for making a slight correction to a sound, or to prevent one sound from stepping on another. For example, you might find that a piano is fighting for space in your mix with a guitar. A dip of a few dB on the piano EQ in the region around 300 Hz can help reduce this problem. Or if you find that a vocal is not cutting through a mix, adding a few dB around 2 or 3 kHz can help … but be careful because adding too much EQ in this region can make the vocal sound harsh.

It’s important to understand that when you boost with equalization, you are not adding frequencies to a sound. Yes, you’re amplifying the signal, but you’re amplifying only a certain range of that signal. For example, boosting at 100 Hz does not add 100 Hz to the signal. It amplifies 100 Hz and some of the neighboring frequencies, while leaving other portions of the signal untouched.

Advanced EQ

Most digital mixing consoles (and some advanced analog ones) offer a more precise form of equalization called parametric EQ. This is similar to peak/dip equalization but adds another control called bandwidth (sometimes known as “Q”) that determines how wide or narrow a range of frequencies are going to be affected.

The next illustration shows a peak boost similar to the one above, but here the bandwidth has been narrowed, allowing you to zero in on a smaller range of frequencies. In live sound, parametric EQ is especially useful for reducing feedback without changing the overall sound — just cut a small area where the monitor or PA system is feeding back.

Sound wave showing a very narrow peak at center.

Many consoles also provide filters. A filter is a simple type of equalizer that removes a particular range of frequencies. High-pass filters (HPF for short) remove all frequencies below a certain point, while low-pass filters (LPF for short) do the opposite, removing all frequencies above a certain point. (LPFs are much less common in live sound consoles than HPFs.) Sometimes a high-pass filter will be fixed, meaning that you can turn it on or off but you can’t change the frequency. More advanced mixers give you the ability to set the frequency where the filter starts working.

And here’s the effect of a high-pass filter set to 100 Hz:

Sound wave with first part of curve starting below the 0 line and escalating to flatten out at zero.

As you can see, frequencies below 100 Hz are being gently rolled off (notice that this actually begins a little bit higher than 100 Hz). You’ll find high-pass filters on most Yamaha mixers because they are very useful for removing unwanted low frequencies from vocal microphones, and that helps increase intelligibility. They also help control excessive low frequencies on guitar amps, and can eliminate the kind of low-frequency rumble that travels through mic stands.

Suggested EQ Settings

Finally, here are some starting points for EQ’ing common instruments:

  • Lead vocal: HPF on; Low: 0 dB; Mid +2 to +4 dB at 200 Hz to add warmth and body; High: 0 to +2 dB to add presence, or cut -2 to -4 dB to reduce feedback
  • Piano: HPF on; Low: 0; Mid: -4 to -6 dB around 200 Hz to reduce boxiness. High +2 to +4 dB to add presence and sparkle in the mix
  • Acoustic guitar: HPF on; Low: +3 to + 4 dB to add thickness or -3 to -4 dB to reduce boom; Mid: -2 to -4 dB at 1.8 kHz to reduce ‘nasal’ quality, or +2 to +5 dB at 5.5 kHz to emphasize pick on strings; High: +3 dB to add presence
  • Electric guitar: HPF on; Low: 0 dB; Mid: -2 to -4 dB between 1 to 2 kHz to reduce harshness; High: 0 dB
  • Bass: HPF off; Low +2 to +4 dB; Mid: +3 dB at 2.5 kHz for more attack, or -3 to -5 dB at 300 Hz to reduce interference with kick drum, High: 0 dB
  • Bass drum (“kick” drum): HPF off; Low: +3 to +5 dB; Mid: -4 to -6 dB at 250 Hz; High: 0 to +2 dB
  • Snare drum: HPF on; Low: 0 dB: Mid: -3 to -6 dB at 280 Hz if it sounds wooley or +2 to +4 at 200 if it sounds thin; High: +3 to +5 dB at 4 to 5 kHz if it gets lost in the mix
  • Toms: HPF off: Low: +2 to +6 dB; Mid: -4 to -8 at 250 to 350 Hz (reduces ‘cardboard’ sound); High: +2 to +4 dB to add attack
  • Overheads: HPF on; Low: -6 to -10 dB; Mid: 0 dB; High: +2 to +4 for a bit of sparkle
  • High hat: HPF on; Low: -6 to -10 dB; Mid: +2 to +4 dB at 4 to 5 kHz to add sizzle; High: 0 dB

 

Check out our other Tools of the Trade postings.

 

Click here for more information about Yamaha mixing consoles.

Steinberg Videos, Part 2: How to Do Editing in Cubase

Offering pristine sound quality, intuitive handling and a wide range of advanced tools for complete music production, Steinberg Cubase is one of the most popular digital audio workstations out there. In this series of videos, we’ll show you exactly why!

Here, product specialist Greg Ondo demonstrates basic audio and MIDI editing in Cubase. You’ll learn how to move, cut, copy and paste events, create fadeins and fadeouts, do time-stretching and more.

Click here for Part 3: “How to Get Started in Cubase AI and LE”

 

Click here to find out more about Steinberg Cubase.

MusicCast Wireless Surround Sound for Your 5.1 Home Theater

Anyone who’s had a surround sound home theater system knows the challenges of adding rear speakers into the mix. First there’s the issue of where to place them. Then you need to know how to run the speaker wire so it’s out of sight and not a risk for being tripped on — something that’s usually dealt with either by using rugs, drilling into the floor (impossible if they’re marble!) or running wiring up the walls.

Now MusicCast Surround provides a wireless alternative that takes all the stress out of setting up surround sound.

The word MusicCast with aset of stacked curved lines to look like broadcast type waves capping the "i". Below that word is the word "surround".
Look for this logo.
Oval shaped speaker viewed from an above angle.
MusicCast 50.
Cylinder shaped speaker.
MusicCast 20.

Designed with flexibility in mind, two Yamaha MusicCast 20 wireless speakers (or one or two MusicCast 50 wireless speakers) can be connected to any MusicCast-capable AV receiver and used as rear speakers (surround left and surround right) along with the wired speakers for the front channels (front left, center, front right) to create a full 5.1-channel surround sound system right in your home:

 

Two MusicCast 20s used as rear speakers.
Two wireless MusicCast 50s used as rear speakers.
A single MusicCast 50 used as a rear speaker.

These speakers provide plenty of placement options since they can be placed on speaker stands, in bookshelves, or on tables — they’re even wall-mountable. Even more importantly, they offer a rich, powerful sound that adds a well-rounded audio experience to your home theater. (Just remember that the speakers only work with a 5-channel setup, not 7-channel or more.) The MusicCast 20 and MusicCast 50 can also be used with other MusicCast functions, including stereo and multi-room capabilities for streaming music or other audio content — all you need is a nearby AC outlet for each speaker.

View of a small table small plant, vase of flowers and a small cylindrical speaker next to them. The lower shelf has books adjacent to a subwoofer just slightly smaller next to a chair with a small piece of rug in front and a landscape painting above.

A great addition to this setup is the MusicCast SUB 100, which provides the impactful low end you’ll need to enjoy your favorite movies, TV shows, music and video games. This unobtrusive wireless subwoofer is designed to be placed anywhere in the room to give you added flexibility.

And with the MusicCast Controller app and Amazon Alexa devices, you can simplify things even more by using voice commands to control your system. Just download the MusicCast Smart Home skill or MusicCast skill from Amazon and follow the steps to set it up. (For more information, see our blog posting “How to Use Alexa Voice Control with MusicCast”.)

So take the stress out of setting up your home theater and start enjoying all the benefits of surround sound!

 

Click here for more information about Yamaha MusicCast products.

Music Makes You Happier, Smarter … and Healthier Too

Music touches us all deeply, in ways that range from the obvious to the inexplicable. It can make us feel happy, sad, reflective, anxious, thrilled, angry, excited, joyous and/or relaxed. This much is obvious to us all.

But did you know that music can also improve your attention span, enhance your memory and help heal the human body, mind and spirit in ways that medicine cannot?

I recently came across a fascinating online video that explains the science behind all this. It describes how music activates certain regions in your brain — nerve pathways that are involved in movement, planning, attention and memory. (Listening to music during a math test can improve performance by 40%!) Music releases a chemical in your brain called dopamine, which improves your mood and reduces your anxiety, and it can also help in the production of the stress-reducing hormone cortisol, so it induces pleasure, joy and motivation. Music also boosts your immune system and can create positive emotional experiences — it even helps relieve pain. Relaxing music can lower high blood pressure and can help people suffering from migraines and chronic headaches; listening to classical music before bedtime can even reduce sleeping problems.

That’s a lot of power with just a few notes!

Music also plays an important role for those with special needs. For example, it helps individuals with severe brain injuries recall personal memories, and improves math skills in children with ADHD (Attention Deficit Hyperactivity Disorder). Intrigued, I reached out to my brother Michael for additional insight. (Michael is a trained social worker, psychotherapist and CEO at West Bergen Mental Healthcare in Ridgewood, New Jersey.) “Music therapy has an important place in the treatment of various mental health challenges,” he told me. “Most therapists agree that treatment methods which include music and art therapy can help clients with ADHD, autism and the chronically mentally ill. [It allows them to] express themselves in non-verbal ways that are important and can be quite effective.”

And if you are a musician or someone who enjoys playing an instrument, your brain not only fires symmetrically when you listen to music, the corpus callosum area (the connective tissue between the left and right hemispheres) increases in size, allowing for enhanced communications between your logical and emotional self. Studies also show that musicians have distinctly recognizable brains that are enlarged in the auditory cortex, which is the region of the brain responsible for hearing.

Mind-boggling. And who knows what secrets future research will unlock about the power of music?

Check out the video.

 

Check out Rich’s other postings.

Kenneth Tse: Master of the Saxophone

When Dr. Kenneth Tse joined band for the first time at the age of 13, he intended on playing trumpet; however, he was told that he had the right hands and teeth for making an ideal sound on the saxophone.

Only later did Tse find out that his director had simply needed a second alto player.

That director must have been on to something though, because Tse has since emerged as one of the most renowned sax players in the world today.

Early Years

Growing up in Kowloon, Hong Kong, Tse was influenced by a musical family. His mother was a music teacher who encouraged Tse to pick up the violin and piano.

With the saxophone, Tse was self-taught for much of his early career. “I just really enjoyed music and playing saxophone, playing in band with all my friends,” he says.

Not limiting himself, he listened to all kinds of music — singers, orchestras, piano, cello — anything he could get his hands on. Without a saxophone specialist to teach him the intricacies of his instrument, Tse relied on his ear, spending hours with saxophone recordings and emulating what he heard.

Orchestra on stage performing with conductor and featured saxophone playing in the foreground.

“I would try to mimic the feel of a song by playing my own instrument,” he explains. “One of the hardest things to do was the diminuendo. I would try a bunch of things until I finally got it to sound the way it did on my recordings.” Through it all, Tse never felt discouraged. He would come home from the Hong Kong Academy for Performing Arts, where he studied for two years after high school, and practice for hours.

“I was only one of two saxophone majors at the Academy,” he remembers. “We only had clarinet teachers — [there were] no saxophone teachers — so they could only teach us basic things for our instrument. They also only had an orchestra, no concert band, so we didn’t usually get to play with an ensemble. But I never got discouraged.”

Tse can’t articulate what drove him to work so hard; he just chalks it up to his own love of music and routines engrained into him from playing various sports alongside pursuing his musical interests. Yet throughout the years, he never felt too concerned with where he was headed as a musician. And eventually his hard work paid off. World-class saxophonist and teacher Eugene Rousseau hosted a master class in Hong Kong, and Tse was invited to perform for him. Rousseau was impressed with what he heard, and Tse — after seven years of self-tutelage — had finally found himself a dedicated saxophone teacher.

From Student to Teacher

Tse studied with Rousseau for five years at Indiana University, where he earned a bachelor’s degree, master’s degree and Artist Diploma. Tse later earned a doctorate from the University of Illinois, Urbana-Champaign.

“I was always very much inspired by [Rousseau’s] playing,” he says. “His teaching style and my learning style worked very well together. I was used to fixing my technical issues on my own; Rousseau never tried to control my learning, forcing me to do this or that, because I did it all myself. He would teach me the musicality [and] helped me refine my sound.”

With a New York Artists International Award and a critically acclaimed debut recital at Carnegie Hall in 1996, Tse was hailed as a young virtuoso. Since then, he has been a prolific performer, traveling around the world for dozens of concerts every year.

In addition, Tse has embraced the world of teaching. He notes that his self-tutelage, combined with Rousseau’s refinement of his musical style, helped him define his teaching style, giving him the drive and motivation to benefit prospective musicians in the same way that he was helped in his college years.

“I enjoy the responsibility, and because I struggled as a young man without a proper teacher, I had to find out a lot of things by myself,” he explains. “Through that process, I think that I’ve gained a lot of experience, and I felt that I could help a lot of people with their own issues. That’s my mission.”

Currently, Tse is professor of saxophone at the University of Iowa. Though he enjoys a rewarding teaching career, Tse puts a great deal of value in staying active as a performer, both to improve his own musical talents and to demonstrate to his students that performing and teaching are equally important.

“Your students need to see that you’re not just lecturing to them; you’re going out and doing the things you tell them to do,” Tse says. “I need to keep myself sharp, and I can only do that by performing regularly. It may take time away from them, but in a way, it gives time back to them as well because I’m still learning. If I’m learning, I can pass that on to my students, and they’ll learn what I’ve learned.”

In addition to his teaching pursuits, Tse is a community leader, operating as the president-elect of the North American Saxophone Alliance (NASA), vice president of the International Saxophone Committee and founder of the Hong Kong International Saxophone Society, which hosts the Hong Kong International Saxophone Symposium every two years. Tse places a great deal of value in giving back to the communities that helped him get to where he is today.

“I wasn’t born a natural leader, and it doesn’t come easily,” he confesses. “However, just from working with a lot of friends and enjoying it, I’ve gained a lot of support. A lot of times you don’t really choose to be there, but people put you there because they trust you and your work. I’m very grateful for that.”

Iconic Sound

Central to Tse’s iconic sound is his saxophone; in fact, he has used just three horns on a regular basis. His first horn throughout high school in Hong Kong was a dull, rusty instrument. Eventually, Tse decided that he wanted something newer, to match the shiny, well-kept horns his peers had. The horn he chose and used for 25 years was a Yamaha. “I played it, and I just fell in love with the sound,” he reports. “I actually used that horn until just this year, as a matter of fact.”

Tse recently began playing on a new Yamaha model and carefully considers how his horn affects his sound. “The majority of the sound comes from the player; that’s what I believe,” he says. “Nonetheless, how well the instrument is designed does affect intonation and timbre a significant amount, and it can really make or break your sound. Yamaha horns really help give me the sound and response that I was hearing in my head.”

Tse’s career has been a lucrative and fulfilling one. From a self-taught young performer without a mentor to an iconic, world-renowned virtuoso of an instrument he didn’t even intend to play, his journey is one that exemplifies the creed of “hard work generates results.”

“Every coin you put in the piggy bank, so to speak, those will add up, and you can cash in when you have the chance,” Tse says. “It’s a long-term commitment, but if you’re prepared for it, you’ll succeed.”

Wisdom for Other Instructors

Tse’s advice for directors of all career paths is simple: inspire your students and set an example for them.

“Inspire them. Take them to local concerts or a recording [studio] … inspiration will always point your students in the right direction. You need to set an example for your students to follow. There’s no use talking about music all the time without being in the field. They need to see you in action.”

Photos Courtesy of Dr. Kenneth Tse.

 

This article was originally published on the Yamaha Educator Suite blog.

Jazz Immersion

In the blog post, Case Study: Crafting a Jazz Studies Program, Janis Stockhouse, director of award-winning jazz ensembles Bloomington (Indiana) High School North, embraced teaching jazz.

Are you new to jazz instruction? Don’t panic! Here are some tips to quickly learn about jazz from Stockhouse.

Tip 1: Buy and Listen to Classic Jazz CDs: Stockhouse encourages new jazz instructors to start by listening to “Kind of Blue” by Miles Davis as she did, then check out John Coltrane’s “Ballads” album. “If that hooks you, keep discovering other classic recordings,” she says.

Tip 2: Learn to Improvise Yourself: Purchase Jamey Aebersold’s play-a-long book “Maiden Voyage: Fourteen Easy-to-Play Jazz Tunes” and learn how to solo over these fairly easy but great jazz pieces.

Tip 3: Attend a Jazz Workshop: Stockhouse suggests the Jamey Aebersold Summer Jazz Workshops, offered as week-long or two-day courses in Louisville, Kentucky.

Tip 4: Network with Jazz Artists: Go to the Jazz Education Network convention held each January and other conferences in the national or state level. Seek out more experienced jazz directors and artists and ask them all of your questions.

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Percussionist Julie Hill’s Unique Teaching Strategies

In Percussionist Julie Hill Brings the World Home, we outline how Hill inspires percussionists on many levels: as a university educator, performer and past president of the Percussive Arts Society (PAS).

Many of her philosophies and strategies can be implemented on a smaller scale at your school. Here are three of her out-of-the-box ideas.

Set the Example: Let your students see your musical life outside of the classroom. Hill invites her university students to concerts where she performs with various ensembles. Her students see her work ethic and the results it yields, and they ultimately gain respect for her.

Step Outside Your Comfort Zone: Hill believes that having new experiences are necessary for growth as a person and an educator. For her, that involves traveling around the world and learning about new cultures. She incorporates her newfound knowledge of international musical styles into her teaching. Attending conferences and events such as the Percussive Arts Society International Convention also allows her to learn new ideas, network with other teachers and find guest instructors for her classroom.

Pay It Forward: When Hill’s own progress could have faltered due to lack of resources, a teacher helped her focus on the music, not the money. Now Hill uses her circle of influence to advocate for students who may not have access to opportunities. Hill and her students also give back to their community through performing for younger musicians.

Photo ©  2017 Nathan Morgan

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

New to Teaching Strings?

After years of teaching band, you must now teach beginning orchestra, too. Panic sets in as you realize you don’t know how to position your fingers, and you fear making screeching sounds in front of your students.

Don’t worry. You are not alone.

Switching to string education is not a rare occurrence. In fact, a 2008 study titled “Perception Differences of String-Trained and Non-String-Trained Educators Who Teach Strings in Iowa and Nebraska” found that nearly one-third of music educators in those states teaching string or orchestral classes were not native to the string family.

Here are five tips from seasoned strings educators that will enable you to effectively transition to become a first-rate string educator.

Tip 1: Learn the Instrument with Your Students

Bob Phillips
Bob Phillips

While teaching students to play a string instrument is a fundamentally different experience than teaching band or choir, the inherent externality of the instrument also has its advantages. “The act of playing a string instrument involves lots of large muscle movement in a way that the other two disciplines do not,” says Bob Phillips, director of string publications for Alfred Music Publishing and a former president of the American String Teachers Association (ASTA). “You can actually see the muscles that are moving and how they’re moving, so it’s much easier to identify what’s happening — although those movements are much more complex.”

Teaching string instruments “relies upon modeling and showing and demonstrating,” says Kirk Moss, chair of the department of music and theatre at the University of Northwestern-St. Paul in Minnesota. Therefore, he says that it’s particularly important for string educators to become proficient on at least one string instrument as quickly as possible in order to be able to teach with an instrument in hand.

While it may seem a little awkward at first, an effective way to continually improve on your own playing is in the classroom along with your students. Putting yourself in your students’ shoes will provide you with insight about their challenges. “The interesting thing from a pedagogical standpoint is when we have a secondary instrument in our hands, as a music educator, we’re processing that ourselves,” Moss says. “The same things that I might struggle with are the same things that my students might struggle with.”

Tip 2: Focus on the Bow Hand

Kirk Moss
Kirk Moss

Going back to the basic mechanics of the instrument with your string students may not be particularly glamorous, but it’s incredibly important as a retention tool. “If, fundamentally, the sound of the instrument isn’t good, they don’t like and enjoy playing,” says Phillips.

Moss recommends that teachers focus on the right hand. “The right hand and the bow arm are analogous to the breath of the singer,” he says. “At a very basic level, a lot of that comes down to the placement of the right thumb. As a general principle, the thumb and second finger on the right hand are opposite each other and should form a relaxed oval shape when holding the bow. Maintaining that bow and placement is kind of a cornerstone.”

In addition, teachers should help students get rid of tension in the bow hand by making sure the fingers curve naturally. Focusing on these little things will make a big difference in your students’ sound production. “The more we can work with the students’ bow hand, the better the sound,” Moss says.

Tip 3: Develop a Community of Resources

Nancy Campbell
Nancy Campbell

Integrating method books such as “Orchestra Expressions,” “Essential Elements for Strings” and “Sound Innovations” can provide a useful structure to map out the path your students will take throughout the year. Not only do these books include important information for students, but some also include useful tips for educators such as how to evaluate students, how to set up your orchestra room and more.

“Some of the lessons are so well scripted that if you’re prepared ahead of time, you can feel really confident,” says Nancy Campbell, orchestra director at the School for Creative and Performing Arts in Lexington, Kentucky, and at the Central Kentucky Youth Orchestra.

ASTA is another exceptional resource. With state chapters, regional conferences and a new mentorship program started in 2016, the opportunities to learn from exceptional educators throughout the string community are endless. “There’s a wealth of information, and there’s a wealth of people out there that really want to help and are really good role models for teachers,” Campbell says.

YouTube™ is also a great place to look for demonstration videos, both for your own sake and also for your students to watch.

Even special interest groups on Facebook can be a powerful way to get teaching tips from other educators. Campbell belongs to Kentuckians for the Arts and Violas on the Verge, among others.

THE YAMAHA EDUCATOR NEWSLETTER: Energize your creativity as you build your music program!

Tip 4: Find a Mentor

Developing a community of string professionals that you can turn to with questions will prove extremely useful if you’re not native to the string family. Darryl Gregory, a trombonist turned string educator at Schaghticoke Middle School in New Milford, Connecticut, believes string mentors are especially useful for teachers in more remote locales or districts without a large string program. “Even if it’s not a mentor that’s local but just somebody that you can call up or you can email or FaceTime®, it can be a really good resource.”

Don’t know how to begin looking for a mentor? Universities and music stores are great places to jump-start your search.

Tip 5: Stay Optimistic

Even though teaching an unfamiliar subject may feel like an insurmountable task, try not to view it as such. Before you can be an effective teacher, you need to let go of your reservations. “Even if you can’t make a decent sound on a string instrument, you can still demonstrate and hold the instrument correctly and show how it should be held properly,” says Gregory.

Equally important is staying positive and enthusiastic, regardless of the circumstances. In the end a teacher’s purpose is to make a difference in their students’ lives. “If you can help kids to just be happy with where they are at this moment and work hard, I think that’s probably the biggest thing,” Campbell says.

Tip 6: Keep Learning

Darryl Gregory
Darryl Gregory

When Gregory took over at Schaghticoke Middle School in 2012 after nearly 30 years in band education, he had to take on a new role as the orchestra teacher, a challenge he faced head on. “I borrowed a cello and violin from my school, and I tried to do as best I could over the summer, at least getting familiar with the beginning aspects of teaching strings to be prepared for the beginning of the school year.”

Although Gregory’s first year as an orchestra teacher was successful, it was not until he took a pedagogy class the following summer that he realized just how unique orchestral education is. “It was eye-opening; there were things that I had no idea about that made me feel like I didn’t know anything about strings,” he says.

Gregory walked away from this class armed with new information about bow grip, the proper way to tell a child how to hold the instrument and a deeper understanding of string instruments in general. Since then, he has continued to learn and evolve as an orchestra educator.

“I’m still researching and thinking about things and looking at different ways of telling kids to do a certain bowing or a certain way of approaching the music.”

Top Photo by Jordan Mixson on Unsplash

Photos courtesy of Alfred Music Publishing, University of Northwestern-St. Paul, School for Creative and Performing Arts and Schaghticoke Middle School.

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Crafting a Jazz Studies Program

Janis Stockhouse’s confidence was high on her first day as director of bands at Bloomington High School North in Indiana. Then her jazz students showed up. “They were tossing out vocabulary and words, and I was stumped,” Stockhouse says. “It made me feel really bad that I couldn’t teach them anything. I wanted to run home.”

Stockhouse was so rattled that she tendered her resignation a month later, but fortunately her principal refused to accept it. Instead, Stockhouse persevered and immersed herself in the jazz world, teaching herself not only to appreciate the art form but also to excel at it. Since then, she and her jazz ensembles have received numerous awards and accolades.

What’s that Sound?

When Stockhouse accepted the director position at Bloomington High School North in 1981, the school was only 10 years old, but its music program was already shrinking. Replacing one and a half directors, Stockhouse taught two jazz bands, two concert bands and the marching band — five classes in all.

Knowing she was destined to be a band director, she had immersed herself in the concert and marching band programs while earning a music degree at Indiana University, but she had no interest in jazz. “I didn’t know why it sounded like it sounded,” she says. “It was kind of foreign to me, the long solos. I didn’t understand what was going on. If you don’t understand something, then you often don’t like it.”

But while at Bloomington, Stockhouse knew that she owed it to her jazz students to learn all she could about jazz. “I had to figure out what jazz is, what’s improvisation?” she says.

She sought help from David Baker, the late renowned jazz composer and professor from Indiana University’s music department. He agreed to come out to teach her jazz classes. “You would have thought it was the dream jazz band,” says Stockhouse. “He knew what tunes to pick, he knew how to teach and relay things. I just sat in the back of the room and watched.”

Baker schooled Stockhouse on jazz articulation and modes, or variations on scales. He told her to listen to Miles Davis’s “Kind of Blue“. She bought the album that night. As she listened, she took notes on what the rhythm section was playing and how the soloists were improvising. “It was like a whole world opened up to me,” she remembers. “I must have listened to that album five times that night.”

To further increase her knowledge of jazz, Stockhouse would visit the local music store, picking the brain of the owner. With so many CDs to choose from, she was overwhelmed at first and wondered what would be the next logical progression after “Kind of Blue.” She found “Maiden Voyage” by Herbie Hancock.

Janice Stockhouse conducts one of her jazz ensembles“‘Kind of Blue’ was the late ’50s and then ‘Maiden’ the mid ’60s. There was a huge change in the performance of jazz between those two albums,” Stockhouse explains. After all, “jazz reflects society.”

In addition to poking around the local CD shop, every Monday night she would attend a jazz concert at the local college. With the evening’s program on her knee, she’d jot down the names of the pieces she wanted to try with her jazz ensemble. On Thursdays she’d go to the local jazz club to listen to gigs. She was searching for pieces that she could introduce her to small combos and looking for ideas on how to teach the art of improvisation. “I was really liking what I was doing,” Stockhouse reports.

Possibly the most important decision Stockhouse made on her journey to jazz band director came in the summer of 1982, when she attended a jazz workshop in northern Wisconsin. For two weeks she improvised in a jazz combo and in a big band. “After that I felt better; I felt maybe I know a little bit now, and I could compose a blues for big band and arrange it. I learned a lot about history and all the different kinds of styles and repertoires. It was comprehensive. It was fantastic. My anxiety was more or less gone even though I was still a newbie.”

Over the years Stockhouse continued to grow into her jazz director position by attending endless conventions and clinics and asking a lot of questions to the jazz artists. She still seeks out as much live jazz as she can and reads countless books on the subject. “It’s an endless passion,” she says.

Several years ago Stockhouse co-wrote a book about female jazz musicians, titled “Jazzwomen: Conversations with Twenty-One Musicians.” Through the process of interviewing these talented musicians, she learned a great deal about jazz studies and jazz performance.

Feel the Music

Bloomington’s four jazz ensembles are leveled not by grade but rather by ability. Ninth graders can play in the top ensemble if they have the chops, but for the most part, students progress through the four levels. Jazz ensemble classes at Bloomington are 90 minutes long. Stockhouse spends two-thirds of that time teaching big band charts. The rest of the time she works on improvisation, memorization, scales, patterns, transcription of pieces into other keys, listening skills and jazz history.

Her favorite activity is to take an arrangement of a big band chart that has an open solo section, such as “Blue Bossa,” and require the entire band to memorize the head, or main theme, as well as the chord changes. She insists that her students listen to various artists’ interpretations of the tune and the solos so they can gain an appreciation of Dexter Gordon’s version.

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When students listen, “they get to really learn the tune,” Stockhouse explains, “so they don’t just learn the trombone three part of ‘Blue Bossa’; they learn ‘Blue Bossa.’ As I’m playing my trombone three part, I can appreciate the tune more as a musician.”

Chris Parker, who studied under Stockhouse from 2011 to 2015 and is currently studying jazz and music education at Indiana University, says Stockhouse really stresses listening to the music, a skill often overlooked by other jazz educators. One time Stockhouse played a recording of Count Basie’s “It’s Oh, So Nice” and turned the lights off in the jazz room, Parker recalls. She asked her students to tap their toes and “feel the music,” he adds.

During the chorus, Parker says that Stockhouse had her students stand and walk around the room to the beat. Being high school students, many were shy and reserved. “But by the end of it, everybody was really into it. The difference between before we did that activity and after we did it [was startling]. We were a million times better as a whole. We were feeling the beat more because we were able to move to it. She understands you have to listen to the masters to perform jazz at a high level.”

Stockhouse takes her ensembles to participate at festivals; however, she never puts pressure on her students to win and views these events more as learning opportunities than competitions. “Students love performing; they also enjoy traveling and hanging out with each other,” she says. “And if there are clinics and live concerts, it’s fun to see how they react to these and how some get extremely motivated. Live music is so much better than just listening to YouTube.” She also encourages her students to take risks through improvisation, a skill she teaches through scales. As students become more familiar with the scales and their instruments, they gain the technique necessary to improvise.

Learning to be a jazz improviser could possibly be the pinnacle of what a student can experience as a teenager in high school, Stockhouse says. “For those individuals who have the mind and know their instruments and have fallen in love with jazz, it’s what they live for. I’ve seen that with so many students. It’s everything to them. They love it. It’s so creative.”

In addition to learning to improvise, jazz students need to form combos. These smaller groups allow rhythm players the opportunity to learn volumes about the music and about performing, Stockhouse says. To date, Bloomington jazz ensembles have performed at the International Association for Jazz Education (IAJE), Jazz Education Network (JEN) and Midwest Clinic conferences. Bloomington has also won the Lionel Hampton Jazz Fest at the University of Idaho on many occasions.

Grow the Program

The key to building a relevant jazz program is to integrate it into the high school curriculum rather than beginning it after marching season or making it an extracurricular activity, according to Stockhouse. “If you don’t start your jazz program until after Thanksgiving, all you’ll be able to do is teach three pieces of music,” she says. “You won’t be able to teach improvisation because you don’t have time. Having it in our school day has been our saving grace.”

Janice Stockhouse on stage as one of her jazz ensembles performs

Stockhouse generates excitement for her jazz program by exhibiting her palpable love for jazz to her students. That’s not hard to do when she owns more than 2,000 jazz CDs and tunes her radio to the jazz station 24/7. She introduces her freshmen to high-energy music, like “Watermelon Man” and “Cantaloupe Island,” explaining, “Herbie Hancock is a good entry level for 14-year-olds.”

Another way to ensure a jazz program’s success is to physically separate it from the concert and marching bands. In 2005 Bloomington built Stockhouse a jazz ensemble room. Before then, her jazz students set up in the corner of the band room. The drum set, the piano and amplifiers were always in the way of the concert band. “Now we have a room dedicated to our jazz ensembles. It made a huge difference,” she says.

Create a Bigger Buzz

Since discovering her own personal passion for jazz, Stockhouse has made it her goal to keep jazz programs relevant in Indiana. When IAJE came to a close in 2008, Stockhouse looked for ways to preserve a statewide coalition. She teamed up with a group of educators to form the Indiana Jazz Educators Association (IJEA) and has served as a president of the organization.

The goal was to keep all-state jazz ensembles and jazz combos moving forward. “We succeeded,” Stockhouse says. “I worked pretty hard for five years organizing things.” For all of these efforts in the classroom and in the greater jazz world, Stockhouse received the 2015 John LaPorta Educator of the Year Award from JEN and was named a 2014 Jazz Hero by the Jazz Journalists Association.

In addition to building Bloomington’s jazz program, Stockhouse also ran the school’s marching program for 20 years. Today the marching band is under the direction of Thomas Wilson, although Stockhouse still heads up the brass section. The Bloomington North Cougar Marching Band has marched in the Tournament of Roses Parade and the Macy’s Thanksgiving Day Parade and has finished in the top 10 in Indiana State School Music Association (ISSMA) competition 10 times. The Symphonic Band has also been an ISSMA finalist for all but two years since 1985.

When Stockhouse accepted the director position at Bloomington, jazz was a mystery to her. Today, it’s a significant part of her life. Through hard work, open mindedness, and perseverance, Janis Stockhouse and her ensembles have transformed into jazz powerhouses.

“Jazz is America’s contribution to the world of music,” she says. “Jazz is passion combined with genius and creativity.”

Photos courtesy of Bloomington High School North, Alan Burdett

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Percussionist Julie Hill Brings the World Home

As a child in the small town of Martin, Tennessee, Dr. Julie Hill dreamed of traveling the world.

She befriended international and exchange students, listened to world music and took an interest in things that differed from her everyday life.

Hill soon found herself performing percussion music in Brazil, Mexico, Peru, France, South Korea and all across the United States, but she never expected that her dream job would be in her own backyard.

Now in her 12th year as director of percussion studies and recently appointed music department chair at the University of Tennessee at Martin (UTM), Hill uses her vast, worldly knowledge and experience to give back to students in her hometown. After spending her life venturing outside her comfort zone, Hill’s goal is to make sure that her students seek out every musical opportunity they can.

Through her additional role as immediate past president of the Percussive Arts Society (PAS), she also works to make those opportunities available to all musicians, regardless of background. “I think of myself as the kind of student I want to help,” she says.

Hunger for Knowledge

Percussion first captivated a 4-year-old Hill when she attended her older brother’s middle school Christmas concert. As she watched her brother play the clarinet, the back-row percussionists caught her eye. “They were active and busy and making really big gestures,” she remembers.

When she entered sixth grade, Hill began playing percussion in her school’s band program. However, practicing and performing was not enough to satiate her growing hunger for musical knowledge, so the high school band director arranged for one of the senior percussionists to tutor her. “He would work with me on skillsets, so I would have some extra things to practice,” she explains. “That was enough to keep me motivated.”

Everything changed when Nancy Mathesen, a professor from UTM, came to speak with the high school band. Hill instantly took a liking to Mathesen and wanted to learn more from her; however, Hill’s family faced difficult financial constraints and could not pay for private lessons. “I said, ‘My parents are broke. We’re about to lose our house,'” recalls Hill. “She told me that if I practiced 10 hours a week minimum, she’d teach me for free.”

Hill proved her dedication immediately. She jumped at the only time slot — 6:30 a.m. on Friday mornings — that Mathesen had left for lessons. “Nancy said that through hard work, anything could be accomplished,” Hill says. “She despised laziness and those who made excuses. She was and always will be an inspiration to me.”

That relationship opened up a world of opportunities. During her senior year of high school, Mathesen took Hill to the Percussive Arts Society International Convention (PASIC), which inspired her to commit to percussion as a career choice. “I was thinking about becoming a chemistry major,” Hill says, “but I came back from that conference and knew I wanted to play percussion forever.”

After attending the conference’s concerts and clinics, Hill felt motivated to emulate the other percussionists’ work ethics. “Being in that environment where you see what it takes for people to be successful, seeing how great those people were and reflecting inward at my current status … I [knew I had] a lot of practicing to do. It’s inspiring to know there are a lot of people better than you are.”

Coming Full Circle

Julie Hill speaks to a large group of students

The loyalty Hill felt to Mathesen led to her enrolling at UTM for her Bachelor of Music Education degree. Hill then went to Arizona State University to earn her Master of Music in Percussion Performance. Soon afterward, she moved back to Tennessee to be with her terminally ill mother. While there, she started playing in a funk band called 27 B Stroke 6. Some of the group’s noteworthy performances include opening for Bob Dylan and Paul Simon.

Hill also began teaching band to fifth and sixth graders at Bellwood Elementary School in Murfreesboro, Tennessee, where she founded an after-school steel percussion program, Steel de Boro, which still exists today.

Steel de Boro’s beginnings were humble. The group grew from a need for better instruments in the school’s band program. “We had instruments that were falling apart,” explains Hill. Because she was new to the district, Hill did not feel that she could ask the school board for thousands of dollars for new instruments. She found an alternate solution: Hill brought in a variety of percussion instruments from her personal collection at home.

Using her own instruments, Hill taught the students rhythm, then arranged a world percussion piece for the students to rehearse. Her students performed at a school board meeting and amazed the administration. The next thing Hill knew, the administration was offering her assistance and funding to acquire new wind and percussion instruments for the band. “You have to create a little magic and build a little trust before you start asking for things,” she says.

Performing and Traveling

When looking for help to run Steel de Boro, Hill found Amy Smith and Julie Davila, who also held advanced percussion degrees. Hill soon realized that she’d been spending most of her time teaching and not enough time performing, so the three decided to form a group, calling themselves the Caixa Trio. This extra-curricular activity helped satisfy Hill’s desire to travel; the ensemble would go on to perform shows and percussion festivals around the United States as well as in Mexico, South America and Asia.

One of the Caixa Trio’s goals is to showcase the wide variety of musical styles that percussion instruments can achieve. “We try to have really diverse programs,” Hill explains. “We don’t want to just play world music or rudimental styles. Percussion is anything you can strike, shake or scrape.”

Hill’s love of travel and success performing abroad stems from her fearlessness when it comes to the unknown. “I am a person who believes that being out of one’s comfort zone is the only way for personal growth to occur,” she says.

When traveling abroad, Hill breaks down cultural barriers by fully immersing herself in the place she is visiting. “For example, [in Brazil], I choose pousadas [small hotels] in urban neighborhoods rather than large ‘American-friendly’ hotels. Why go to a place to experience what you already have back home?”

Though Caixa Trio and 27 B Stroke 6 perform a little less these days, Hill always makes sure that her students are able to see the groups in action. “Play for [your] students,” she advises. “Sometimes, students are not aware of this other life we have.”

Hill’s other life has now expanded beyond her groups. This season, she became the Paducah Symphony Orchestra‘s principal percussionist. She is also a member of the X4 (pronounced “Ten-Four”) Percussion Quartet. X4 won first place in the 2016 PAS Italy Percussive Arts Web Contest in the Percussion Ensemble category.

But no matter how busy she is performing, Hill always finds a way to bring it back to her students. She likes to arrange master classes, concerts or festival performances for her students to attend at least once a year. X4 performed at UTM in the past and will soon be returning, and because the Paducah Symphony Orchestra offers discounted tickets for college students, many of her students are able to see her perform there as well. “It creates a second level of respect,” Hill says. “They see me in the practice room, working on music like they are. That inspires them. I walk the walk every day. I want to teach them to be life learners through my example.”

Making Percussion Accessible to All

After attending PASIC for the first time during her senior year of high school, Hill couldn’t wait to return. In addition to the clinics and concerts, Hill was excited by all of the friendships she formed. “When you come here, you make new friends,” she says. “Percussionists are giving, social people. We like to be together.”

These new friendships have led to important musical connections for Hill, helping her secure guest teachers and clinicians for her students. She frequently serves as a guest at other schools to teach Brazilian percussion, and in exchange, the instructor from that school will teach his or her area of expertise at UTM. “It’s common to trade skill sets,” she explains. “Everyone’s students get something, and it doesn’t cost the program anything. Almost every door that has been opened has been because of someone I met at PASIC.”

Hill also encourages educators to attend PASIC with their students, advising them to attend as wide a variety of events as possible. She makes a point of sitting down with her own students to give them her recommendations about which events she thinks they should attend. “Students gravitate toward what they already love,” she says. “A lot of students don’t think, ‘I’m [going to] go to that panel discussion,’ but it’s important for them to see how they can assert themselves as professionals.”

As PAS immediate past president, Hill advocates for initiatives that help students. “We started streaming the convention [online], so those who don’t have the money to get there can be a part [of it] from home,” she says. “We’ve created low-priced group memberships for young people and made PAS much more affordable for international chapters.” Additionally, Hill helped launch the new PASIC International Scholarship. “PAS is an international organization, but with the convention always being in the USA, it’s difficult for members from around the world to [attend],” she explains.

To further encourage inclusivity, Hill created PAS’s ad hoc Diversity Alliance committee. This committee works to increase the visibility of minority groups in the percussive community, such as women, people of color and LGBTQ members. PAS also runs Rhythm! Discovery Center, an interactive percussion museum in Indianapolis. Hill is currently working with the organization to create virtual exhibits so that individuals can still get the museum’s educational benefits without traveling to Indianapolis. “I want students to have everything they need,” she says. “If they’re hungry, I want to feed them.”

Hometown Hero

Julie Hill performing on drums

After working on her Doctor of Musical Arts from the University of Kentucky, Hill moved back to Martin to be closer to family. Mathesen had recently retired as director of percussion studies at UTM, and when Hill received the job offer for the position, she eagerly accepted.

After spending years performing an eclectic mix of styles with the Caixa Trio and researching musical styles from Brazil, West Africa and more, Hill has a wealth of knowledge on the diversity of percussion to pass along to her students. “We study everything from drum set to marimba to global musical styles and much, much more. The students are really marketable when they finish.”

Hill is currently teaching a new world music class that is open to all music majors, not just those specializing in percussion. She also leads the university’s world percussion ensemble, which performs musical styles from a myriad of different countries. Last year, the ensemble won the PAS World Percussion Ensemble Competition.

Beyond her evident musical influences, Hill also loves passing on her pay-it-forward mentality to her students. “A big passion of mine [is] making sure students have access to opportunities,” she says. Each fall, Hill and the world percussion ensemble travel around Tennessee to perform for thousands of elementary students in a two-and-a-half-day tour called Roots of Rhythm. “It’s a good way for my students to teach and learn how to give back as well,” she explains.

UTM also hosts the Honor Percussion Ensemble each spring. At this event, top high school percussionists from Tennessee and surrounding states come together for a giant percussion festival and finale performance. “It’s good for recruiting and creating opportunities for students who don’t have them,” Hill says.

Whether she is performing in another country or teaching at her alma mater, Hill spreads music and opens doors for others. “Some people need status. I need purpose,” she says, drawing inspiration from a quote often attributed to Mahatma Gandhi: Be the change you want to see in the world. “I say that to my students a lot,” she explains.

Growing up with an intense hunger for knowledge and a desire to break free of her small hometown, Hill never expected that her journey would lead her right back to where she started. “I don’t think I would’ve said 25 years ago that my dream job was teaching at [UTM],” she reflects. “Your dream job might be where you already are.”

Photos © 2017 Nathan Morgan and Stephen Downing, All Rights Reserved

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Is Your Booster Program Healthy?

Ever notice the energy and excitement we all feel when we anticipate the arrival of a new calendar year? I enjoy those times! The opportunity to start fresh is exhilarating. As you complete one season of your orchestra and band program and look forward to the start of another, the timing seems right to conduct an annual or biannual checkup of your parent booster organization. This diagnosis can often lead to a healthier overall partnership.

When was the last time your parent board sat down with you to determine goals and objectives for the coming school or calendar year? If it took you longer than two seconds to remember, you’re overdue for a booster shot.

Work on a Plan

I am a big proponent of planning. Whenever the Association of Music Parents (AMP) is called on to assist a band booster program, my most frequent reply is: “Show me your plan.”

Planning meetings help open lines of communication and encourage everyone to get on the same page. They support honest, productive dialogue. They expose organizational weaknesses while capitalizing on opportunities to seize.

Playing it by ear is a dangerous way to manage a booster organization. Clearly defined goals and action plans must be established to plot strategies in the areas of fundraising, public relations, marketing, special events, travel, volunteer recruiting and involvement, logistics and much more.

Share Your Vision

Before group planning starts, you, as the instrumental music director, must sit down with your booster president to share your vision of where you see the program going.

After this conversation, you and the booster president should have similar meetings with all of the organization’s officers. Communication between the director and officers is an essential step to building the healthy band booster program that you want and that your parent volunteers desire.

Welcome Productivity

Author Paul J. Meyer once said of productivity: “Productivity is never an accident. It is always the result of a commitment to excellence, intelligent planning, and focused effort.”

So as you begin to check the health of your band booster program, please remember that the examination shouldn’t be one to dread or avoid. Rather, it should be one you and your booster officers and the other parent volunteers gladly welcome as you elevate the excellence and service of your program.

Checkup Checklist

AMP recommends that you discuss the following questions in a positive, honest, realistic and non-threatening environment:

  1. What activities did our music parent organization undertake that worked well and didn’t work so well, and why?
  2. Of these activities, are there any we should attempt again or not, and why?
  3. How can the music director and band booster organization work collaboratively to become better advocates for our children’s music program?
  4. How well does the booster organization recruit and retain volunteer members? Are there any new opportunities or ideas we should consider?
  5. How well do we engage band, choir or orchestra alumni in the program? Do we have a defined role for them?
  6. How well do we communicate with our music parent organization’s membership, the school and school district, and local community? Where and how can improvements be made?
  7. How professional are we in planning and executing fundraising projects? Where do we succeed, and where can improvements be made?
  8. How do we develop and mentor volunteer leadership? How can improvements be made?
  9. How can the band booster organization best assist the music director in the months ahead?
  10. How do we make it fun and meaningful for parents and community members to belong?

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Build Your Jazz Music Library and Knowledge

In Case Study: Crafting a Jazz Studies Program, Janis Stockhouse, director of jazz ensembles at Bloomington High School North, didn’t know much about jazz when she was tasked with teaching it.

She stresses the importance of building your jazz knowledge. Here are five resources she highly recommends for band directors who are entering jazz from another musical discipline.

1. “Teaching Music Through Performance in Jazz” from GIA Publications — Available as a book or CD set, this title contains some of the most significant works ever composed for developing and intermediate jazz band.

2. Aebersold Publications  —  Jamey Aebersold’s Play-A-Longs have made it possible to create an interactive jazz environment in a classroom. Aebersold has produced more than 130 volumes of jazz recordings and books along with various supplemental items, carving out a new avenue for jazz education.

3. Sierra Music Publications Inc. This jazz-specific music publisher offers more than 600 big band charts from established composers like Stan Kenton, Bill Holman, Count Basie and Maynard Ferguson. In addition, Sierra has commissioned music from many new composers, including Dan Haerle, Ellen Rowe, Fred Stride, Fred Sturm and others.

4. The Midwest Clinic International Band and Orchestra Conference As a band director, you’re likely already attending the Midwest Clinic International Band and Orchestra Conference. If you’re new to jazz, though, make sure to check out the jazz-specific clinics and concerts. This past December, sessions included “‘Latinizing’ Your School Jazz Ensemble” and “The Jazz Combo – An Inside Look.”

5. Jazz Education Network (JEN) Website and Convention — This organization is dedicated to building the jazz arts community by advancing education, promoting performance and developing new audiences. Membership in JEN offers many benefits including networking, performance opportunities, and discounts to magazines and goods from strategic partners.

Photo Courtesy of Bloomington High School North 

This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Altered Tunings, Part 1

It happens to every guitar player at some point or other: You get bored with what you’re doing. You feel unchallenged and unhappy. You don’t like the way your instrument sounds anymore. You can’t come up with any new ideas, or maybe you can but they don’t excite you. In short, you’re stuck in a rut.

Luckily, there’s an easy way to fix this problem, and no, it doesn’t involve buying new gear. All you have to do is change the way your guitar is tuned.

Take a guitar out of standard tuning and you instantly change both your instrument’s harmonic resonance and your own way of thinking. When open strings ring out pitches other than E-A-D-G-B-E and notes don’t fall where you expect them to, the music you make stops being familiar. You don’t always know what you’re playing, and that’s a good thing for your creativity.

In practical terms, the benefits of altered tunings are myriad. By expanding or shrinking the intervals between strings, you give yourself the ability to come up with chord shapes and single-note lines that would be difficult or impossible to execute in standard tuning. If you choose to tune to a chord, you make it easy to move chords up and down the neck with a single-finger barre. Altered tunings also allow you to further exploit the ring of open strings at unexpected times, and to add more depth to your playing with drones and pedals.

With this in mind, I’ve selected a dozen altered tunings that you may find particularly useful — six here in Part 1 of this article and another six in Part 2,  with brief examples of each one in action. They’re arranged in order of how many strings you have to take out of standard tuning, starting with one and working up to a full six. All tunings are listed from the guitar’s lowest string (6) to its highest (1); the tablature in the music examples indicates where notes should fall on the fretboard in the given tuning.

Two quick things before we get started:

1) One practice we won’t discuss here is wholesale detuning of the instrument, i.e. tuning all six strings down a half-step, whole step, or more. This is a common tactic — in rock music alone, you can find plenty of examples, from Jimi Hendrix to Queens of the Stone Age — but although it changes the sound of the guitar, it doesn’t really change the way a player approaches the instrument, and that kind of creative transformation is what we’re looking for.

2) As you play through the examples, try to let notes ring beyond the duration notated whenever possible. Altered tunings bring out different frequencies in a guitar, and if you cut your notes off too soon, you won’t get to fully enjoy those new vibrations.

Retuning One String

D-A-D-G-B-E (Drop D)

This is probably the most familiar altered tuning, in part because it’s so easy: Just detune your bottom string a whole step. It’s been used in countless songs over the years; one of the best known, the Beatles’ “Dear Prudence,” is the springboard for this example, which demonstrates two handy features of this tuning. In the first two bars, the open strings on the bottom half of the guitar generate a low drone (a pedal) that stays the same while the chords on top change. In the second two bars, you can see how the tuning simplifies the formation of root-and-fifth power chords, which now lie horizontally across a single fret.

Four measures of musical annotation.
E-A-D-E-B-E (E modal)

Take your 3rd string down a minor third from standard, and you’ve got this wonderfully drony tuning. Playing the open strings by themselves, you can’t tell whether you’re in a major or minor key (that’s the simple explanation for why it’s called “modal”), and the tuning makes a great virtue out of this ambiguity. Ed Sheeran is probably the most famous current user of E-A-D-E-B-E, and the example below was inspired by his song “Tenerife Sea.”

Check out the unison in bar 3: A fretted note on one string resonates against the same note played open on the next string, creating a chorus effect. Try hammering on and/or pulling off the fretted notes for more of a Celtic-folk feel. To play this just like Sheeran would, attach a capo to the 4th fret; the part remains exactly as written here, but the notes will sound in the key of A-flat instead of E.

Four measures of musical annotation.

Retuning Two Strings

D-A-D-G-B-D (Double drop D)

The logical next step from drop D is to drop the other E string down a whole step as well. This gives you a drone on the bottom and top of the guitar, spanning two octaves. It’s a big, heavy sound, one that Neil Young has exploited to full effect on a number of songs, including “Cinnamon Girl,” which is referenced in the example below. Unisons come into play again, this time in nearly every bar; at one point, a D note is being played in three different octaves on four out of six strings.

Four measures of music annotation.

Retuning Three Strings

D-A-D-G-A-D (D modal)

Similar to Ed Sheeran’s E-A-D-B-E but deeper due to the greater number of detuned strings (three versus one), this is one of the most popular altered tunings, and you can hear why: It’s got both the heaviness of double drop D and the exciting major/minor ambiguity of E modal.

Some claim that D-A-D-G-A-D tuning (commonly pronounced “Dadgad”) was invented by British folk guitarist Davey Graham in the early 1960s; it’s probably more accurate to say that he popularized it. In any case, many guitarists have used it in the decades since.

A song by one notable Graham disciple, Paul Simon’s “Armistice Day,” was the inspiration for the example below. It emphasizes minor-second intervals between fretted and open strings, several of which (like the opening clash between A and G#) couldn’t be played on a standard-tuned guitar. Be sure to let these close-ringing notes overlap each other at least a little bit — that way, you’ll make the guitar sound more like a harp.

Four measures of musical annotation.
D-G-D-G-B-D (Open G)

The first of our altered tunings to form an unambiguous major chord, this one is especially nice for slide players because it puts all the key notes of a chord on the same fret. But you don’t need to wear a metal bar on your finger to get something good out of open G; rhythm players of any stripe will appreciate it.

Without doubt, Keith Richards is the top user of this tuning, and several songs that he plays with the Rolling Stones — including “Brown Sugar” and “Happy” — inform this example. There’s nothing unusual about these chords in themselves, but the tuning occasionally brings out major-second intervals (between the high A and B in bar 1, for instance) that give them a distinctive jangle. Note that the bottom string is never used here. Richards feels that it gets in the way, and so he often puts only five strings on his guitar when playing in open G. You may not wish to go to such an extreme, but be aware that the low D is optional.

Four measures of music.
E-B-E-G#-B-E (Open E)

Another open major chord, employed by another legendary user of altered tunings, Joni Mitchell. This example, inspired by her “Big Yellow Taxi,” makes use of the same kinds of major-second intervals and easily movable shapes that we saw in the previous example. But because the three retuned strings go up in pitch rather than down, the guitar sounds brighter and more vibrant.

Tunings like these can make some guitarists antsy, because of the extra pressure they put on the instrument’s neck and the possibility that you could break strings as you tune them up past standard pitch. If you’re troubled by such considerations, try tuning down to D-A-D-F#-A-D (open D) and then putting a capo on the 2nd fret; the result will be basically the same.

Four measures of musical annotation.

 

In Part 2, we explore guitar tunings that alter the pitch of four, five, and six strings.

The audio examples in this article were performed on a Yamaha FG-TA guitar. For more information on how they were recorded, check out our blog posting “How to Record TransAcoustic Guitar Effects.”

 

Click here for more information about Yamaha guitars.

Appreciating Vinyl Records … and the Best Way to Enjoy Them

The way we listen to music has changed. Before the digital revolution, people went to retail stores and bought albums one at a time, often not knowing how it would sound until they opened the package and played it on their CD player, cassette deck or turntable. With a variety of low-cost streaming sources available to the world, listening to music today requires only a computer or mobile device and a set of earbuds. But for some people, listening to music via compressed digital files leave something to be desired.

That’s where vinyl comes in … and there’s no doubt that vinyl is making a comeback. According to global measurement and data analytics company Nielsen, vinyl record sales experienced a renaissance in 2017, making up 14 percent of all physical album sales for the year.

A man's hands as he selects a particular album out of a record store bin of albums.

Don’t believe it? Just visit your local record store and ask the clerk how sales have been. More proof lies in the popularity of Record Store Day, an annual event started in 2007 to celebrate the culture of independent record stores and the nostalgia of the days when listening to music was a true experience and not just something meant to boost your work flow or accompany your home cleaning chores.

So whether you’re just now getting into vinyl or already have a bulging collection of records that’s surging dangerously close to your front door, having the right equipment is just as important to your listening experience as buying a record itself.

For Starters

Why is vinyl considered a better way to listen to music? Some say it’s because the sound is superior, but there’s a technical reason too: vinyl records produce analog audio, which is a continuous signal, versus digital formats that break down the sound into discrete “slices” of ones and zeroes (bits). And a quality stereo receiver is needed to properly process that kind of signal.

A hi-fi receiver viewed from front panel of controls.

The Yamaha R-N303 is a good starter option. It offers a phono input (which is actually a built-in preamp for turntables that converts their low-level output to a hotter line-level signal), two channels of 100 watt high-power output and a sleek design that works well in any home. For speakers, you might want to check out the Yamaha NS-333 bookshelf home theater models, which are well-suited for capturing the best of any vinyl record. For a sonic upgrade, consider the Yamaha NS-555 floor standing tower speakers, which are much larger than the NS-333s but are designed to capture all the subtle nuances of your favorite albums.

Pair of small audio speakers one with the filter cover removed to show the speaker and subwoofer.

A Modern Upgrade

If you already have a legacy audio system, you can get added value by adding a Yamaha R-N303 thanks to its wireless streaming capabilities. In conjunction with the free Yamaha MusicCast Controller app, this receiver can send the turntable’s audio signal to other MusicCast-enabled wireless speakers or sound bars in your home. You can also link those speakers together via the app to have your record playing simultaneously in every room where a speaker resides so you can move around the house without missing any part of your favorite song.

Listen Up

Equally important to the acquisition of quality sound components is how they are positioned in your home. If you have limited space to play with, it’s recommended that you keep your turntable in a stable area (i.e., on top of a cabinet) close to your receiver, with your speakers mounted separately on stands so the vibration of the music doesn’t disrupt the needle and cause the record to skip.

You should also position your seats in the center of the room if possible. Of course, the seating arrangement in most dens or living rooms is configured without speakers in mind, but when you’re ready to listen intently, try to face your chair or couch towards them so as to get the most sound to both of your ears.

Now comes the fun part: Listen to your records! Regardless of how you have your system set up, if you keep these tips in mind when creating a new system or upgrading an existing system, you’ll be able to enjoy music the way it was meant to be heard, while impressing friends with your ever-growing record collection at the same time.

Line 6® Videos, Part 1: HX Effects

Looking to add some great effects to your pedalboard?

Here are a couple of short videos that introduce HX Effects™, the new compact multi-effects pedal from Line 6®. Created for guitarists and bassists who want our flagship Helix® effects for traditional amp and pedalboard setups, HX Effects features the same HX Modeling technology used in Helix and includes the full array of Helix effects plus legacy effects from the Line 6 M-Series and DL4™, MM4™, FM4™, and DM4™ pedals.

Check out this 3-minute overview:

And here’s Paul Hindmarsh as he demonstrates some of the sounds built into HX Effects:

Click here for Part 2: “Helix LT”

 

Click here to find out more about HX Effects.

The Benefits of Bringing Electric Violin to Summer Camp

Attending a summer music camp can be one of the most exhilarating and memorable experiences we have in our lives. It gives you a chance to meet and interact with creative, interesting and talented people – all of whom open you up to new ideas, challenge your status quo, break down mental barriers and take you out of your comfort zone.

If you’re a string player, summer music camp is a great time to try new repertoire and new techniques, and so it follows that it’s also a great time to bring along a second instrument – your electric. Even if your summer music program doesn’t have an electric string program per se, bringing your electric instrument with you to camp opens up more playing opportunities than with your acoustic alone.

Silent Practice

First of all, you can practice silently at all hours in your dorm/cabin/room without disturbing anyone. You can work out that tough Tchaikovsky passage before tomorrow’s rehearsal without anyone hearing you!

Try Something New

Bringing an electric instrument to camp can also open the door to mastering new playing techniques with input from your peers and the instructors. After all, more and more orchestral players are gravitating to non-classical playing in addition to the standard repertoire, and so there is much to discuss creatively! While you can literally play anything you want on an electric (including classical music), these kinds of instruments naturally inspire players to try new effects, learn to play “less classically” by using less vibrato, add new bowing techniques, and experiment with a wide variety of tones and volume ranges.

Jam Away!

Perhaps the best part of having an electric instrument with you at music camp is the opportunity it provides to jam and improvise with non-string players. Playing an electric puts you at the center of a standard rock or jazz ensemble, where you can be easily heard alongside brass, electric guitar, bass and drums. Besides, your new electric guitar friend at camp is going to give you a ton of stage amplification tips and tricks! Soon enough, your fellow string players who didn’t bring an electric with them to camp will be asking YOU for the how-to’s so that they can join in the jam… next year.

Happy jamming!

 

Check out this related blog article:

What’s the Difference Between a Silent Violin and an Electric Violin?

 

Click here for more information about Yamaha electric stringed instruments.

How to Record TransAcoustic Guitar Effects

Yamaha TransAcoustic (TA) guitars are unique in that they provide reverb and chorus effects that project directly from the instrument, without the need for an external amplifier.

Yes, you read that right: No amplifier required.

That doesn’t mean you can’t use an amp with a TA guitar. To the contrary — all TransAcoustic guitars (there are several models to choose from) are equipped with a piezo pickup system, which lets you plug in a standard 1/4″ cable and send the signal, with chorus and/or reverb if desired, to the amplifier of your choice.

That said, there’s something really special about the sound of the TA effects hanging in the air all around you as you play. In this article, I’ll describe how to capture that sound using a microphone and the DAW of your choice. (“DAW” stands for “Digital Audio Workstation” — software that allows you to record on your computer.)

Make the Commitment

The first rule of recording is that there is no right or wrong way. The only rule I follow in that regard is, “If it sounds right, it is right.”

In many instances, getting started recording the TA effects can be just that easy: Turn them on, play a bit, make some adjustments and see what sounds right for the type of production you’re going for. The TransAcoustic effects are controlled from three knobs on top of the guitar. To turn the effects on, simply push in the Line Out Volume knob for a second or two, then adjust the Reverb and Chorus control knobs to taste. With the Reverb knob, anything past the 12 o’clock position is a Hall effect, and anything below 12 o’clock is a Room effect. With the Chorus knob, turning it up increases the intensity of the effect, while turning it completely counterclockwise switches the effect off.

Easy enough. However, there are a few things that need to be thought through before you begin. First of all, the effects that you capture will be committed to the recording, meaning that they cannot be removed afterwards. Since most acoustic guitars do not have effects built in, they are traditionally added after recording, either inside your DAW with digital plugins, or with the use of hardware effects devices such as stomp boxes.

That said, you can always add to the effected sound afterwards, so think through how much you want to capture in the first place. Again, if it sounds right, it is right, so if you like what you hear out of the guitar and in your headphones, get it down. If not, just record the guitar dry; additional types of effects can always be added later as need be.

Choose Your Weapon and Position it Correctly

I strongly suggest that you use the most neutral-sounding microphone in your arsenal so as to translate the natural sound of the TA guitar with minimal influence coming from the mic itself. If you choose to use something like a classic “desert island” dynamic mic like a Shure SM57, bear in mind that it’s got a fairly midrange tonality that may sound great on amps and drums, but will not deliver the full natural sound of an acoustic guitar.

With that in mind, I personally prefer to use low noise, high quality condenser mics such as the Earthworks QTC50 or DPA 4006, both of which translate the sound of acoustic guitar openly and naturally. I tend to choose omnidirectional mics for this purpose because they also capture the sound of my room in a nice 360-degree pattern, but the focused sound of a cardioid pattern may be a better choice if your room is not acoustically treated.

Of course, other microphones can be used as well. I’ve gotten good results with the sE Electronics sE8, Audio Technica AT4033/CL and Rode NT1-A (all condenser models), as well as the Royer R-10 dynamic ribbon mic. If budget allows, go for a high-end mic like the Neumann U87, TLM 103 and KM184, AKG 414, C451 and C12, or the Schoeps CMC5. All of these deliver excellent results on acoustic instruments, especially acoustic guitars.

After considerable experimentation, I found that I got the best results by placing an Earthworks QTC50 omnidirectional mic about four inches away from my FG-TA guitar, pointed approximately where the sound hole meets the fretboard. Here’s a picture of that setup:

Someone holding a guitar ready to play with a microphone positioned at base of neck where meets the hole on frot of guitar.

The Best of Both Worlds

With acoustic instruments that have a built-in pickup (such as Yamaha TA guitars), I often use the combination of a microphone and the internal pickup. This tends to give me more production options in the mix stage, and can help deliver a bigger sound. To route the pickup signal to your DAW, simply plug in a 1/4″ cable and connect it to any input on your computer’s audio interface.

Give a Listen

Here are some examples of the way I recorded my FG-TA on a recent TV scoring session for a major cable channel, using a an Earthworks microphone plus the signal from the FG-TA’s pickup, connected to a Line 6 Helix guitar processor with no amp, cabinet or effects models engaged (I just wanted the pure, direct sound).

First, here’s the sound of the guitar with only the Room effect engaged. In this example, the microphone signal is panned hard left and the pickup signal is panned at around 2 o’clock (midway between right and center):

Next, here’s the guitar with only the Chorus effect engaged. The pickup signal is on the left, panned at 10 o’clock (about midway between left and center) and the microphone signal is panned hard right:

Double Down

One great way to thicken up your acoustic guitar parts is to double them. Yes, you could copy the same track and offset it by a few milliseconds, or effect it differently, but it tends to sound better when you simply play it again and pan the overdub to the opposite side. This way, the slight differences in your performance create a “rub” that sounds natural.

In this audio clip, the guitar on the left has the Room effect only, and the guitar on the right has a little Chorus effect — just enough to add a nice shimmer and sense of depth:

Full Mix

Looking to achieve a full, wide open sound? Try doubling the track naturally, using the TA Room effect on one pass and the Chorus effect on a second pass, then pan the two slightly opposite one another. This audio clip presents the full mix; I’ve done nothing but pull down some of the low end with an EQ just to clean up the production, since there are other instruments (drums, percussion, bass and a slide guitar) involved. But as you can hear, the combination of the TA Room and Chorus effects adds a great deal to the overall feel of the track:

Solo Example

Finally, here’s a clip of me doing some solo playing on my FG-TA. Here, I’ve turned on some of the guitar’s Hall and Chorus effects, once again capturing the sound with an Earthworks microphone and the pickup through the Helix with no amp, cabinet or effects modeling. It was all recorded in a single pass, with the microphone panned hard left and the DI panned hard right:

 

Needless to say, the key to getting the most out of the TA effects is to experiment to see what sounds best, always depending on the needs of the track and the overall focus of the production. You’ll find that, in almost every instance, adding some TransAcoustic reverb and chorus will add depth and interest to your guitar parts.

Photograph courtesy of the author.

 

Click here for more information about Yamaha TransAcoustic guitars.

Wondering how the TransAcoustic effects are created? Click here to discover the answer.

Introducing Venova

The Venova™ is a completely new type of instrument — one that we’re calling a Casual Wind Instrument. But just what is a “casual wind instrument?” Are you expected to serve light hors d’oeuvres to your audience? Should you play it while wearing jeans and tennis shoes?

Well, maybe. The Venova is intended to be super accessible and fun to play, without requiring years of practice and private lessons to learn. It’s a hybrid instrument that blends the simplicity of a recorder with the sound of a saxophone. It has easy fingerings that are very similar to the notes that students learn in elementary school on the recorder, so even someone who has never played a wind instrument can get started with the Venova right away. But it also uses a real soprano saxophone mouthpiece and reed, so a more experienced player can make it feel and sound like a sophisticated clarinet or saxophone.

Picnic basket on sand on the beach with various jars and tablecloth and a plastic reeded instrument sticking out of the top of the basket.

While you could probably play the Venova in a formal concert setting, the truth is it’s going to be more at home in places that you’d be unlikely to find a traditional instrument. Stick it in your backpack and take it to the park or to a barbeque, or toss it in your suitcase and take it along on a business trip or on vacation — it’s small enough and lightweight enough to go anywhere with you. And since it’s made from plastic and has synthetic pads, the Venova is durable too. You won’t have to run to a repair shop if it gets wet or exposed to the elements — just let it dry out and you’re ready to go. You can even wash it in the sink — something you’d never do with a clarinet or a saxophone!

With respect to our friends in Hawaii, maybe the best comparison is to think of the Venova as a wind instrument version of a ukulele. Both are a lot of fun to play, and both are very portable, so you can take them anywhere. A ukulele isn’t expected to replace a full guitar, just like a Venova probably won’t replace a real clarinet or sax. But someone starting on a ukulele might eventually decide to take up the guitar, and someone trying a Venova may find themselves wanting to try other wind instruments in the future.

If you’ve ever been drawn to the sound of a saxophone, but were intimidated by the thought of actually having to learn to play one, the Venova might just be the perfect way to get started!

 

Click here to see and hear the Venova in action.

 

The Making of a Drum Sound

Ever wonder why a drum sounds the way it does, and how the sound itself is produced?

At its essence, it’s simple. Striking the head of a drum changes its shape and compresses the air inside the shell. In turn, the air presses on the bottom head and changes its shape. These changes are then transmitted to the drum shell and reflected back, and this action is repeated over and over again, creating vibrations of the top and bottom heads, which in turn create vibrations in the air, which we perceive as sound, until eventually, as the head vibrations die down in intensity, the sound diminishes and finally disappears.

But there’s more to it than just that simple explanation. For example, tuning plays a very important role.

Tuning Is Key

Percussion instruments do not have the clarity of pitch found in wind and stringed instruments, but the more drums there are, the more important tuning is to creating a smooth, pleasing sound. So the term “drum tuning” does not mean tuning the drum to a pitch like “C” or “D” but rather to the drum’s resonant frequency — a certain tone preferred by the drummer. If the tightness of the head is not uniform, the tone of the drum will change depending on where the drum is struck, and it will be muddy at that. That’s why the drum head must be tightened so as to produce the same tone when struck in different places.

The top head and bottom heads are also tuned to different tensions. If both the top and bottom heads are given the same tension, the sustain of the tone is long, but the volume is low. If, however, they are given different tensions, the drum becomes louder. In addition, if the bottom head is tighter than the top head, the tone rings longer. However, if the bottom head is looser, the tone does not ring so long, and the tone is flatter. The greater the difference in tension between the two heads, the greater the change in tone.

Here are a couple of videos that demonstrate what we’re talking about:

It’s also important to tune drums to one another. For example, if the tom-toms are close in tone, the sound will be unclear — that’s why they’re generally tuned differently. Several tom-toms are sometimes tuned to a musical scale and used to play a melody.

The Relationship Between Diameter, Depth, and Tone

The tone, sustain and projection of a drum is affected by the shape of the shell.

The primary role of the drum is to resonate with the vibration of the head. The larger the volume of the resonating body, the lower the characteristic frequency, and the easier it is to resonate in the lower frequency band, while the smaller the volume, the easier it is to resonate in the higher frequency band. In other words, the larger the diameter, or the deeper the shell, the thicker and heavier the tone; the smaller or shallower the shell, the brighter and lighter the tone:

Diagram explaining how height and diameter of drum body affects sound.

Drummers select drums with certain diameters or depths to match the style of music they perform, and they tune the drum heads to their liking to express a rainbow of tonal qualities in their music.

Now you know how drum sounds are produced, and how important tuning is to the sound you hear!

 

This posting is adapted from the Yamaha Musical Instrument Guide.

For more information about Yamaha drums, click here.

Creating Country Music and Blues in Genos

Genos is our newest and most powerful Digital Workstation keyboard ever. Whether you use it for songwriting, live performance or recording, Genos will help inspire your musical creations.

Into country music? Genos can handle that:

Ready to lay down some serious blues? With its stunningly realistic C7 acoustic piano samples, Genos is your perfect performance companion:

 

Click here to find out more about Genos.

Here’s What to Do When Your Marching Drums Get Wet

At some point during the school year, it’s likely that your high school or college drumline will get caught outside in the rain during a football game, a parade or a rehearsal. In this posting, we’ll tell you what to do when that happens.

Your marching band drums are made of wood and metal — two materials that water really loves to wreak havoc upon. If this happens, you will surely want to take the time to service your drumline in order to get those instruments ready to go before the next rehearsal or performance.

First, let’s review how to prepare for wet conditions … assuming you know that bad weather is on the way.

Be Prepared

The old Boy Scout motto is the way to go. Be sure you know the details of your playing environment wherever you will be performing or rehearsing. Ask yourself the following questions:

– Is there a chance of rain, snow or moisture of any kind?

– If it does rain, can the drumline take cover relatively fast?

– If we must play in the rain, what steps can we take to protect the instruments while playing?

– How soon can we get out of the rain after the event and how do we get them dry fast?

– What resources will we have to help dry the gear immediately?

Snare drum heads being struck by drumstick while in pouring rain.

Things To Do

1) Bring drum covers. They’ll help keep a good amount of the water off your gear while it is raining. Measures should still be taken after the rain has begun to ensure the drum is protected.

If playing in the rain is unavoidable, at least bring the covers and have them in a place where you can get to them quickly during the performance. Don’t leave the covers on an equipment truck — keep them in a place where you can get to them fast. Make sure you have the prop crew or a band booster group member standing by to quickly gather the covers and put them on the drums.

2) Bring towels. They’ll help you intermittently wipe down the drums while you are in the stands. Instructional staff should keep towels handy to wipe drums any chance you get.

3) Have people ready to help. This means staff, parents, friends, etc. — whomever is nearby. They need to be at the ready to get covers, find a place to take cover, hold the towels and do whatever else is needed.

4) Bring a pop-up tent just in case. This is great to use for indoor percussion competitions where you need to warm up and rehearse in the lot before the performance. Be sure to bring sand bags as well to hold the tent down. When it rains, it gets windy, so those sand bags are essential!

Marching band's drumline marching and playing on a field while rain falls heavily.

Playing in the Rain

Let’s say you get caught and did not prepare. Do not fear! If you take some very simple steps, your drums will survive the downpour.

1) Prep your players for the steps they’ll need to take. After the performance, don’t let your drumline members take off without helping to clean and dry the drums. Let them know your plan to get the drums dry and cleaned up before everyone leaves. The first and most important step is to get those drums dry right away.

2) Dry the drums. Take all the heads off and use a dry towel to wipe down all the drums, inside and out. If there’s a hair dryer handy, use it to speed up the process. If the school has large, oversize floor fans, put them next to the drums and turn them on full blast. Let the air circulate inside and around the drums at least overnight.

3) Don’t put wet or damp drums in a case. This could be your biggest mistake! By putting wet or even slightly damp drums in their cases you run the risk of ruining your gear. Your hardware could rust and your shells could be soaked. The latter is a big deal because the wet shells could begin to pull apart, leading to warping of the shells or allowing mold and mildew to set in.

If you can, discourage your band director from scrambling everyone to “hurry up, get the drums in the cases and get on the bus.” If you don’t have time to fully dry the drums before putting them in their cases for traveling — for example, if you have to quickly load them on a truck to get out of the rain — at least wipe the drums down to get off as much water as possible, then do a more thorough job as soon as you get back to the band room, the hotel or your next rest stop.

4) Put it all back together. Once you know everything is dry, be sure to:

a. Inspect all the drums and wipe down the heads again really well.

b. Put the heads and hardware back on the drums.

c. Replace the grease on the tension rods.

d. Put the gravity guards back on to the bottom side of your snare drums.

e. Put all the drums back in their cases.

Young drummers tend to not take as good care of their drums as, say, a trombone player would of their trombone. As an instructor, you have a duty to make sure your kids take good care of their gear. It all starts with you to help them understand how and what to do. And don’t forget the parents: your band boosters are equally responsible to help protect the gear.

Always remind yourself and your students that marching percussion instruments are first and foremost musical instruments. Like anything else in life, the better you take care of what you have, the longer it will last.

Photos by MMB Photography

 

This article was originally published on the Yamaha Educator Suite blog.

Challenge Accepted

Challenges are everywhere. Some are a manifestation of your own desires, while others are offered to you, but they all serve a similar purpose. My most recent challenge was presented to me as a surprise, and I had to overcome it.

Challenge Issued

During an after hours discussion in the office, my boss casually mentioned that I was cleared to make a trip to San Francisco.

“For what?” I asked, surprised.

“To produce social media video content for Steinberg at the Game Developers Conference,” he replied.

Upon hearing those words, my excitement drifted into nervousness, and everything in between. Since I’m not actually a videographer or video editor by trade, you could imagine how this was a bit alarming to me.

Preparation Ensues

Over the course of the following week, I wanted to do what I could to ensure that I was properly prepared to get the job done. I started my preparations by chatting with a coworker about the gear that he uses for mobile video shoots. He gave me the rundown along with some tips, and he even ended up letting me borrow some gear to use as well. (Thanks, Chris!) What I didn’t know was exactly how I was going to tie everything together to produce videos that were up to par with expectations. Clearly, I needed to learn, and learn fast.

What’s the best way to learn how to do something? To do it, of course. But if you can, do it early, and that’s exactly what I did. After receiving the gear, I dove in and staged my own practice sessions in our speaker testing room to help ease my worries about filming (both audio and video), lighting, editing and more. Although I wasn’t in the exact environment that I would be in at the show, the practice sessions, as well as some tutorial videos, were enough to help me feel somewhat comfortable with all of the tasks at hand. I wished I had more time to prepare, but sometimes you just have to play the hand that you are dealt.

Judgement Day

After a night of packing, I woke to the sound my alarm clock at the crack of dawn. It was a cold and dark morning, fitting for judgement day. By 9:30 a.m. (flight delay…) I arrived in rainy San Francisco, where I met up with my boss. We then headed straight to the Moscone Center, where the Game Developers Conference (GDC) was being held. Once we got there and dropped our bags off, we kicked off filming by improvising some B-roll shots (i.e. supplemental/alternate footage) as we made our way to our booth. It was a sight to be seen (and heard!), with impressive booths, enormous walls of LEDs, people gaming left and right, plenty of Virtual Reality (VR) headsets and even a mechanical bull, among other eye-catching attractions.

Eventually we made it to our booth and immediately began setting up our multiple cameras, lighting and microphone to prep for a feature with Stephan Schütze, an influential expert on all things VR. Before I knew it, we were capturing Stephan speaking about the VR book that he recently published, and things were going as planned, thankfully. That first shoot came to an end, and I breathed a sigh of relief, but there was another thing on my mind — I still had to edit all of the shots together before the show opened the next day.

Editing video is a whole different beast than shooting it, but I drew upon the very little knowledge that I had — and my “experience,” ahem, watching videos — to try and create something that I personally would enjoy. After making it to the hotel, I spent hours going through the footage, piecing shots together and selecting music, all while learning the editing program as I went. By that evening, I had created a video that I was proud of, and I sent it off for approval. It was approved by my boss and my German counterparts at Steinberg, so I was elated about overcoming the first part of the challenge.

However, on day two, I was informed that two more videos were expected.

One of the videos was a general GDC recap video, while the other was another feature of Stephan Schütze. Both were more challenging than the first due to the complexity of the content, but once again I put in the hours to create something that I personally would enjoy.

A man video recording two other men at a tradeshow booth. One of the subjects in booth is using his hands and speaking to indicate something that is happening on computer screens on shelf on booth wall.
Here I am doing my first-ever video shoot at the 2018 GDC.

The Importance of Perspective

Whether it’s in your personal life or professional career, challenges serve to help you grow. Oftentimes these challenges will take you out of your comfort zone and put you in risky situations, but it’s during those times that you need to push yourself to do things that you may not have ever done before. This perspective is important because it has led me to realize that I have potential with new skills that I had never tapped into before … and you certainly do as well, as long as you have a positive attitude about it.

Create your own challenges, greet them with open arms, and see what magic happens. You can do more than you think.

Check out Sean’s video of Stephan Schütze:

Photographs courtesy of the author and Nithin Cherian.

 

Check out Sean’s other blog posts.

A Brief History of Yamaha Pianos

The distinctive sound of Yamaha pianos can be heard today in concert halls, recording and rehearsal studios, places of worship, and educational institutions of every level.

But this success was far from sudden; in fact, it’s been more than a hundred years in the making. Here’s a brief history that shows how one man’s dream to craft the world’s finest concert grand pianos became a reality, thanks to the efforts of a century’s worth of skilled craftsmen and musicians.

1900 – 1949

The first piano to be made in Japan was an upright built in 1900 by Torakusu Yamaha, founder of Nippon Gakki Co., Ltd. — later renamed Yamaha Corporation. Just two years later, the Nippon Gakki factory resonated with the tones of its first grand piano. During this early period, the company focused on manufacturing instruments for the Japanese market, where interest in Western classical music was still relatively new. Even so, Torakusu did send one of his pianos to the 1904 St. Louis World’s Fair, where it received an Honorary Grand Prize.

An antique grand piano on a small elevated circle display.
Yamaha grand piano c. 1902

By the 1920s, Yamaha craftsmen were regularly traveling overseas to gain knowledge of the latest European piano production techniques. In 1926, the company invited Ale Schlegel, an expert piano technician from Germany, to visit with the craftsmen at the Nippon Gakki facilities in Hamamatsu, Japan and discuss piano making in exhaustive detail. Schlegel’s advice yielded a much improved product. Before long, well-known European pianists were taking favorable note of Yamaha instruments, among them Arthur Rubinstein and Leo Sirota.

1950 – 1959

In 1950, Yamaha released the FC concert grand piano to great acclaim. Spurred on by that model’s success, the company built one new facility after another in its continuing quest to make an even better piano. In 1956, the company completed work on Japan’s first computer-controlled artificial drying room, where the moisture content of wood — a vital factor for any piano — is adjusted to the optimum level after the natural drying process is complete. In 1958, Yamaha set up a grand piano assembly line at its Hamamatsu headquarters.

Man in scrub coat with hard hat sitting at an older computer panel.
Computer-controlled wood drying in the Yamaha factory.

1960 – 1969

At the start of the 1960s, Yamaha made a major move, creating a new company in the U.S.A. to import and distribute its pianos: Yamaha International Corporation. By 1965, Yamaha was producing more pianos than any other manufacturer.

In that same year, Cesare Tallone, one of Europe’s most respected piano technicians, came to Japan and visited the Yamaha factory. Deeply impressed by its facilities and employees, he elected to work with the company on the development of a new world-class concert grand. Over the next two years, Yamaha craftsmen-built prototypes that were evaluated by several highly regarded pianists; their feedback was then incorporated into further new designs. Finally, in November 1967, the CF concert grand piano was unveiled during a banquet at Tokyo’s Hotel Okura. Playing the piano on that occasion was Wilhelm Kempff, who went on to call it “one of the top pianos in the world.”

The CF, along with the simultaneously introduced C3 grand piano, took the world by storm — with a little help from an all-time great. Sviatoslav Richter’s first encounter with a CF occurred at a January 1969 concert in Padua, Italy. The Russian maestro chose to play one again later that year at the Menton Music Festival in France, after testing several pianos from different manufacturers during rehearsal. Richter played (and praised) Yamaha pianos from that point forward, marking the beginning of a relationship with the company that would last for the rest of his life.

1970 – 1979

During Sviatoslav Richter’s first Japanese tour in 1970, he performed at the Osaka World’s Fair on a CF bearing the serial number 1000000 — the one-millionth piano manufactured by Yamaha. One by one, European music festivals adopted the CF as their official piano, including the Antibes, Saint Tropez and Menton Festivals in France. Samson Francois, Tamás Vásáry, Byron Janis, Lívia Rév, Alexis Weissenberg and Georges Cziffra were among the many pianists who favored the CF, as its fame around the world continued to spread.

1980 – 1989

Another legendary pianist was drawn to Yamaha in 1980. Glenn Gould purchased two CFs that year and used them on the final three albums he made before his tragically early death in 1982 at the age of 50, including his second reading of J.S. Bach’s Goldberg Variations, now regarded as an all-time classic.

With new concert halls springing up all over Japan at that time, Yamaha craftsmen were inspired to develop a concert grand piano for a new generation. Building on the CF’s successes, they again went to work developing a series of prototypes, each of which was evaluated by top pianists. Krystian Zimerman was so pleased with his that he took it with him on a European tour. After further improvements, Yamaha craftsmen unveiled the CFIII in 1983. It was an instant hit, designated as the official piano of East Germany’s International Johann Sebastian Bach Competition, Poland’s International Chopin Piano Competition and the Soviet Union’s International Tchaikovsky Competition.

Yamaha also created a new kind of piano in the 1980s with the Disklavier, which made its American debut in 1987 (an earlier model called Piano Player was introduced in Japan in 1982). Originally designed as an acoustic piano outfitted with electronic controls for recording and playback, it has been updated and refined as technology has evolved in the decades since.

1990 – 1999

In 1991, Yamaha reached the impressive manufacturing milestone of five million pianos. The company also introduced the successor to its CF and CFIII concert grand pianos: the CFIIIS, which underwent two further upgrades in 1996 and 2000. At the Moscow Conservatory in July 1998, a young Russian pianist named Denis Matsuev took the International Tchaikovsky Piano Competition’s top prize performing on a CFIIIS.

2000 – 2009

The Japanese music world celebrated in 2002 when Ayako Uehara won the 12th International Tchaikovsky Competition. She was both the first Japanese winner and the first female winner in the contest’s history — and she did it on a Yamaha CFIIIS. A decade that marked the 100th anniversary of Yamaha’s piano production also saw the CFIIIS become the official piano of more than 20 major international competitions.

2010 – Present

After 19 years of research and development, the Yamaha CF Series concert grand piano, successor to the CFIII, made its debut in May 2010. Later that year, the winners of both the National (U.S.) and International Chopin Piano Competitions made history playing a CFX piano. In 2016, Yamaha celebrated the Disklavier’s 30th anniversary by releasing its seventh iteration, the ENSPIRE. That same year, Yamaha received a prestigious “Top 100 Global Innovator” award from Thomson Reuters for the third consecutive year. 2017 saw the launch of the SX Series, a premium grand piano line that incorporates A.R.E., the wood-reforming process used in top product lines of other Yamaha divisions.

A grand piano alone on a stage in a concert hall.
Yamaha CFX grand piano.

What will come next? If the past hundred-plus years are anything to go by, you can be certain that Yamaha will continue to make pianos of the highest quality for a long time to come.

 

Click here for more information about Yamaha pianos.

Looking for a Student Violin? Here Are Six Important Questions to Ask

You’ve decided to start your child out on the violin. Congratulations! The violin is a great choice for young players, since it builds discipline and confidence, as well as setting them up for a lifetime of musical enjoyment.

If you’ve begun looking for an instrument for your child, that search may well have raised more questions than answers. How much does an instrument cost? Should we rent, or buy? What are all these instrument brands that I haven’t heard of before? What do we really need to get started?

Fortunately, there’s a lot of information on the subject to be found online in the form of articles by knowledgeable bloggers and experienced retailers. But to save you a bit of time, here’s a list of the top questions you really need to ask in order to get started.

1. Is It Well-Made?

Is the violin going to last? A well-made instrument will be skillfully crafted by a well-known maker or manufacturer; this assures consistency and quality assurance. It should be made with durable spruce and maple wood materials for resonance and resilience, with a high-quality finish containing no unsightly smudges or distracting odors. In addition, it should be fitted with a fingerboard that will stand up to frequent use, along with parts made with high-quality materials like ebony pegs and fingerboard.

2. Is It Easy to Play?

Can your child play the instrument easily and effectively? A properly set-up violin — one that has a properly cut bridge and parts that turn and function well, and that has been checked and adjusted by an expert — makes it easier for your child to make progress, and more quickly. One thing you don’t want is for your child is to get discouraged when parts don’t work, or when a poor set-up is making them struggle with playing in tune or with bowing. Think of it as riding a tuned-up bicycle versus riding one that’s been sitting around the garage for a long time.

3. Is the Manufacturer Socially Responsible and Eco-Friendly?

What is this instrument’s impact on the environment? This may seem like an unusual question when it comes to musical instruments, but it’s increasingly important in today’s manufacturing landscape. So ask yourself these questions: Does the brand that you’re choosing follow environmentally-friendly manufacturing and design processes? Do they source materials responsibly and ethically? Find out how Yamaha does it here.

4. Is It the Right Size?

Is your child straining to hold the violin? Make sure you’re selecting an instrument that your child can actually play comfortably. You want to avoid any unnecessary discomfort, which can lead to a child growing frustrated and not wanting to continue. Take a measurement from your child’s neck to roughly the center of their palm, with their arm extended. It’s fairly easy to make your own measuring stick, or you can ask a music store to measure your child; Yamaha provides a “Find Your Fit” ruler to authorized dealers.

5. Does It Sound Good?

Are you hearing a thin, muffled or scratchy tone, or a tone that is clear and solid? If you have the opportunity to hear the violin before you purchase it, have someone at the store play it for you; alternatively, have your child’s teacher play it for you. Listen primarily for clarity, warmth and the instruments’ ability to project. Also ask about quality strings — one of the things you can do to improve the sound of a student instrument is to upgrade the strings to a name brand like D’Addario or Thomastik-Infeld. If the instrument sounds good, your child will be able to hear themselves more clearly and will enjoy making music even more.

6. Do You Trust the Brand?

Have you heard of it before? There are a dizzying number of labels, brands and names when it comes to beginner violins. Most instruments are imported from traditional violin-making countries throughout Asia and Eastern Europe, and some are adjusted or finished locally. Be aware that some of the European-sounding names that you see in labels may simply be a trademark instead of the name of a single maker; the instrument may have actually come from a workshop made up of numerous workers. The way to feel secure in your investment is to purchase from reputable retailers, and to select a brand that you know and trust — one that can be easily reached for customer questions, warranty and support.

 

Ready to answer a few questions that will help you decide which violin is best for your child? Let us help! Take the beginning violin quiz here.

 

The Numbers Game

Most of us react viscerally when we listen to music: You either like/love what you’re hearing, or you dislike/hate it — or perhaps you’re just neutral about it.

It’s mostly just musicians or technicians (such as audio engineers) who tend to take a more analytical approach, but however you look at things, the fact remains that, at its essence, music is a numbers game.

What do I mean by that? Well, as every music student learns early on, each octave represents a doubling of pitch, and each note (in Western music) is roughly a twelfth of an octave. Each song consists of a fixed number of bars, and each bar consists of a fixed number of beats, played at a certain tempo (described by the number of beats per second). Even tonal quality — something called timbre — is determined by the number and type of overtones, which are whole (harmonic) and non-whole (inharmonic) multiples of a sound’s fundamental frequency (the predominant component that gives a musical sound a discernible pitch). Most instruments also produce resonant undertones, which are whole and non-whole number divisions of its fundamental, adding low-end heft to their sound.

Man at sound recording studio's sound board.
Tony Visconti

Producer Tony Visconti, who worked with David Bowie for many decades (including Bowie’s 2016 farewell album Blackstar), described in an interview I did with him how he uses numbers to improve the sonics of the recordings he makes. Knowing that Tony is himself a bass player, I asked him to talk about his general approach to shaping the tonality of the instrument through the use of equalization. His answer?

“I don’t do anything especially radical,” he said, “except that I look up the frequency of the key that the song is in. Say if it’s in the key of F, I know that the low F on the bass string is something like 48 cycles, so I’ll pinpoint that frequency and boost it. In fact, you can often get more clarity — you can make the low end seem more apparent — if you boost it again an octave higher. So if I’m boosting it at 60 cycles, I’ll also do a slight tweak at 120, and I might even go to 240. Sometimes that’s where the definition lies — it’s not just in the low end. When I discovered this principle, I found that if you go a little higher up, you can actually hear not just the warmth of the note, but the clarity of the note.”

Visconti takes the same approach to other instruments as well. As an example, he pointed to bass drum, which typically has a fundamental down at around 50 cycles (Hz). “That’s a frequency you’re not really going to hear,” he explained. “In fact, it’ll wreck most speakers — it will rip a car speaker apart if you boost it too much. So I’ll find the octave of it — which will be 100 or 200 Hz — and by boosting that frequency instead, the sound of the kick [bass drum] is both fat and clear.

“In opera,” Tony added, “a voice has its tessatura — the range where it sounds most pleasant. A singer might have a four-octave range, but there’s maybe one octave that’s golden, and you want to [have them] sing things in that register. The same thing with instruments. Technically, with its undertones, a guitar will go down to 40 Hz because that’s an octave lower than the low E string. But does it sound good down there? Do you really want to boost those frequencies, or do you want to go where the guitar sounds most pleasant, to the area it was built for? Every instrument has got its range that’s beautiful, and that’s what you want to find.”

The importance of mathematics to music was underscored further still when I had the opportunity to interview Nashville engineer Clarke Schleicher, who revealed that prime numbers (that is, numbers which can be divided only by 1 or by themselves) play an important role in how we respond to music, at least when it comes to delay times.

Man smiling and holding a microphone facing the camera.
Clarke Schleicher

“Regardless of tempo, prime number delays always work especially well,” Clarke told me, as he reminisced about an analog delay unit popular in the 1970s and 1980s called a Prime Time, which would spit out delays of 31 ms, 37 ms, 41 ms, etc. — but not 32, 36, or 42 ms. “It was always interesting to me how those delays added an extra dimension to the music,” he said.

“Like all other engineers,” Schleicher added, “I use a lot of delay times that are in time with the tempo: eighth notes, sixteenth notes, triplets, and the like. Those help underlay and reinforce the groove. But I also use prime number delay times. I always put a 29 or 31 ms delay on a vocal, for example: I just like the way it gives the vocal depth, regardless of what the tempo is. Similarly, I use 61 or 71 ms delays on guitars a lot.”

“Why do you think that is?” I asked him. “Why would a 31 ms delay sound better than a 32 ms delay? Is there a physical explanation?”

His refreshingly honest answer: “I don’t know. All I know is that it sounds a lot better to me, and I can hear a big difference between a 31 ms delay and a 32 ms one.”

When I returned to my home studio, I tried it out for myself, and you know what? He was absolutely right. I’ve since learned that this is a secret “trick of the trade” employed by many pro recording engineers … albeit one that they are sometimes reluctant to share with outsiders.

I personally was never good at math in school. (In fact, calculus completely baffled me. It was the first college course that I flunked with flying colors.) Yet I was always pretty good at comprehending what goes into making music; in fact, it was my passion, and remains so to this very day.

I’m sure I’m not the only musician who has such a limited affinity for mathematics, despite numbers being at the heart of all music and musical sound. And I’m equally certain there are plenty of people out there who excelled in algebra and geometry yet are tone-deaf and can’t play an instrument. Why this disparity? Perhaps it comes down to genetics, or perhaps it’s just a matter of instinct: the blessing of being able to take pleasure from even those things we don’t understand.

 

Check out Howard’s other postings.

Home Theater on a Budget, Part 1: Starter System

If you’re on a tight budget, creating the perfect home theater experience might not seem like a realistic goal. But, armed with a little knowledge, it’s entirely possible to assemble a quality home entertainment system at an affordable price.

It comes down to knowing what to look for and how much to spend on each element of your system. Here are some suggestions that will enable you to build a great-sounding 5.1-channel starter system without breaking the bank.

AV RECEIVER

AV receiver.
RX-V385 AV receiver.

At the heart of every home theater system is an AV (Audio-Visual) receiver. The Bluetooth®-enabled Yamaha RX-V385 is a great starter receiver for any listening environment. It offers 5.1-channel surround sound, meaning you can use up to five speakers (three front and two rear) and one subwoofer.

MAIN SPEAKERS

Two stereo speakers next to each other - one with the filter cover on; the other with the speaker and subwoofer exposed.
NS-333 bookshelf speakers.

Yamaha NS-333 bookshelf speakers are a good choice for your main front right and left channels, as well as your rear surround channels. They offer several features that allow them to mesh well with any home theater setup, including a high-gloss piano finish, a two-way bass reflex design that make them flexible enough for both main and surround use, and magnetic shielding so they can be placed next to a TV or video monitor without degrading the picture with stray magnetic fields. NS-333 speakers come in sets of two and are internally wired with Monster Cable™ to ensure optimum sound quality.

CENTER CHANNEL SPEAKER

Horizontal speaker.
NS-C444 center channel speaker.

To complete the front end of your home theater, you’ll need a center channel speaker designed to help boost the dialog in a movie that might otherwise get lost in the shuffle of the other two front speakers. The Yamaha NS-C444 is specifically designed for this purpose. It incorporates two-way acoustic suspension and features a speaker grill, a high-gloss piano finish and a waveguide horn that allows the sound waves to reach your ears without getting reflected off the walls.

SUBWOOFER

Small square speaker.
NS-SW100 subwoofer.

No home theater audio system is complete without a powerful low end. An excellent choice here is the Yamaha NS-SW100 powered subwoofer. Its special Twisted Flare Port is designed to create a smooth flow of air around the edge of the port (versus the turbulent air flow around a conventional port). With its gently shaped form and slanted front surface, the NS-SW100 is also a stylish addition to any household.

ACCESSORIES

One last note: Make sure to make room in your budget for speaker wire, HDMI cables, speaker stands and other accessories you might want to include with your system.

You’ll find that even on a limited budget you can create a home theater experience so nice that you’ll likely think twice before heading to the movie theater. The only thing you’ll have to do is pop your own popcorn!

Part 2 of our “Home Theater on a Budget” series, covering intermediate systems, can be found here.

 

Click here for more information about Yamaha AV products.

Five Things You Never Knew About the Clarinet

Here are five cool facts that even many clarinetists don’t know about their instrument:

1. It’s One of the Newer Orchestral Instruments

The clarinet is a relative newcomer among woodwind instruments. It is generally believed to have been invented by the Nuremberg instrument maker Johann Christoph Denner at the start of the eighteenth century. A similar instrument — the chalumeau — was already in existence at that time. However, the chalumeau only sounded good mainly at the lower registers, while the clarinet boasted rich sound quality at both low and high registers. Possibly for this reason, the name “clarinet” originally meant “small trumpet” (“clarino” means trumpet).

The clarinet produces sound by means of a single reed attached to the mouthpiece. A number of physical finger keys are attached to the cylindrical section (known as the body) and are used to vary the pitch. Up until the first half of the eighteenth century, the clarinet had only two finger keys. However, more were gradually added to the instrument to enable the clarinetist to play chromatic scales and clean notes more easily.

Clarinet laying on a flat surface.
Clarinet finger keys.

The configuration that is now standard was perfected by Klosé in the mid-nineteenth century, based on the ideas of Theobald Boehm. Since the instrument is based on Boehm’s system, it is called the Boehm clarinet.

2. It Has an Extensive Family Tree

The clarinet family is comprised of a number of similar instruments. It includes instruments of various sizes, such as the piccolo (or sopranino) clarinet and the alto clarinet, as well as instruments whose construction is slightly different, such as the basset horn. The basset horn, with its curved tube, was invented in the latter half of the eighteenth century and was chiefly used in works by classical composers.

There are also clarinets of similar size in different key pitches, which have tubes of varying length. For example, there are several types of soprano clarinets, in keys ranging from C (which has the shortest tube) to G (which has the longest). However, the B♭ soprano clarinet and A soprano clarinet are the most popular.

A modern bass clarinet showing full instrument from mouthpiece to bell.
Bass clarinet.

3. There’s a Bass (And Contrabass) Version Too

The first evidence of the existence of a bass clarinet comes from France toward the end of the eighteenth century, when a man named Gilles Lot created an instrument called the Basse-Tube. It did not enjoy much success at first.

The bass clarinet as we know it today, with its large keys and straight tubular body, was first made by Adolph Sax (inventor of the saxophone) in 1838. That’s when the instrument first took its current shape.

The first piece of music to feature the bass clarinet was Meyerbeer’s Les Huguenots, which contains a long solo for the instrument in the fifth act.

4. Clarinets Have Been Made from Various Materials

Most early clarinets were made of boxwood or ebony — the same materials that were also used to make recorders. In those days, the reed was secured in place by windings of string instead of being attached by a ligature.

Today, grenadilla is now the most commonly used material for clarinet making. It has a higher relative density than boxwood, giving the instrument a rich and beautiful tone. In addition, it provides a wider dynamic range — when playing quietly, the sound becomes soft and gentle instead of becoming weak.

5. It’s Been a Major Source of Inspiration to Composers

The distinctive richness of the clarinet’s timbre and the instrument’s expressive power has long stirred the emotions of composers.

Mozart, for example, wrote a magnificent work for clarinet, the Clarinet Concerto in A major, Köchel 622. It is said that he was greatly inspired by meeting the clarinetist Anton Stadler. In those days the clarinet had only just been invented, so Mozart must have been eagerly writing pieces for it in order to find out how best to employ this new instrument in performances.

In his later years, Brahms also wrote many works for the clarinet. As had been the case with Mozart, it was meeting an influential clarinetist — Richard Mühlfeld — that aroused his creative urge and gave rise to his Clarinet Quintet in B minor, considered a masterpiece among great classical works.

One of the most outstanding American composers of the twentieth century was also captivated by the instrument. Aaron Copland wrote his famed Clarinet Concerto for popular clarinetist Benny Goodman. Against the backdrop of a colorful orchestration, the work features virtuoso passages and is tinged with jazz elements to suit Goodman — the master of swing jazz. Incidentally, Goodman’s playing attracted many composers, with Bartók’s Contrasts and a Hindemith concerto dedicated to him as well.

 

This posting is adapted from the Yamaha Musical Instrument Guide. For more information about Yamaha clarinets, click here.

Steinberg Videos, Part 1: How to Do Your First Recording in Cubase

Offering pristine sound quality, intuitive handling and a wide range of advanced tools for complete music production, Steinberg Cubase is one of the most popular digital audio workstations out there. In this series of videos, we’ll show you exactly why!

Here, product specialist Greg Ondo demonstrates how easy it is to do your first recording in Cubase, including making interconnections, file organization, and setting buffering and monitoring options:

Click here for Part 2: “How to Do Editing in Cubase”

 

Click here to find out more about Steinberg Cubase.

 

Kooky Karaoke

kar·a·o·ke (kerēˈōkē) noun

1.      a form of entertainment, offered typically by bars and clubs, in which people take turns singing popular songs into a microphone over pre-recorded backing tracks.

2.      Origin: Japanese,  literally means ‘empty orchestra.’

kook·y (ko͞okē) adjective

1.     strange or eccentric.

2.     when someone does something a little strange, or when something is not quite right.

kook·y kar·a·o·ke (ko͞okē kerēˈōkē) software

Software for CVP and CSP Clavinovas that will:

1.      add harmony and/or vibrato to your voice.

2.      modify your voice to sound like famous singers.

3.      display lyrics on the screen of your Clavinova.

4.      correct your pitch even when you sing the wrong notes!

Karaoke has been around since the ’70s. Love it or hate it, karaoke is quite popular and some people take it very seriously.  The problem for me, however, is that I don’t sing (at least not very well). As a result, I have never stood in front of people in a karaoke bar and belted out a song.  I’m afraid that if I tried to sing “Yesterday” or “My Way” (two of the most requested karaoke songs), people would laugh. And trust me, they would!

Imagine my concern when a karaoke function was added to Clavinovas several generations ago, and I was asked to help introduce this new feature. I was mortified until I came up with an idea: Let me make software where people are supposed to laugh — and call it “Kooky Karaoke”!

In its basic form, the Kooky Karaoke software (which works with all current Clavinova CSP and Clavinova CVP models) retains the essential characteristics of karaoke: You sing into a microphone when you see the highlighted lyrics on the built-in Clavinova screen, while the Clavinova plays along, providing the backing tracks.

However, it also includes a number of unusual twists that make singing more fun, more exciting, more foolproof … in other words, more “kooky.”

The Clavinova has several exclusive features (such as voice modification, vocal harmonization, vocal effects and pitch correction) that make this possible. By combining all of these into one “Kooky Karaoke” MIDI file, you can get some amazing results.

For example, by using the Clavinova voice modification features, I can make anyone sound like a different person. Even when using your normal voice to talk or sing into the microphone, what comes out is quite different! I experimented for hours and eventually came up with myriad voices like Barry White, Bing Crosby, Shirley Temple, Popeye, the Grinch, the Chipmunks, and Munchkins, to name just a few.

To complete the process, Kooky Karaoke includes the backing tracks for famous songs that go along with each voice. For example, there’s “You Were Always On My Mind” with a Willie Nelson voice, and “How the Grinch Stole Christmas” with a Boris Karloff voice.

Screenshot.

I also utilized the vocal harmonization feature so that you can sing along with up to three “clones” of your voice, each in a different pitch. The specified pitches are contained within the song’s Kooky Karaoke MIDI file. One good example is “Puff the Magic Dragon,” where you hear Peter, Paul and Mary singing backup harmonies, all based upon your original voice. This is also how I was able to have Chipmunks Alvin, Simon and Theodore back you up in three-part harmony as you sing their classic hit song, “Witch Doctor.”

In addition, Kooky Karaoke can add vibrato to your voice for you — important if, like most untrained singers, you sing with no vibrato. For example, when you play the Kooky Karaoke version of “God Bless America,” you’ll sound remarkably like Kate Smith when the Clavinova automatically adds that huge, wavering deep vibrato characteristic of the singer who was so well-known for her rendition of the Irving Berlin classic.

With CVP-800 and CVP-900 Series models, Yamaha added a way for the Clavinova to pitch correct your voice, which adds even more functionality to Kooky Karaoke files. This is done by muting your actual “live” voice coming into the microphone and substituting a pitch corrected voice assigned to one of the harmony tracks duplicating the melody. No matter how far you sing out of tune, the Clavinova forces your voice to the pitch of that melody. Four half steps off? No problem!

As cool as this feature is, I suggest that you try both pitch-corrected and non-pitch-corrected versions of the Kooky Karaoke songs. I find that sometimes I prefer having complete control of the pitch since it gives me some more freedom to have fun with the silly voice. Other times, I appreciate the help of the pitch correction, which allows me to concentrate on simply singing the right lyrics.

How do you use Kooky Karaoke?

It’s easy! Just plug a microphone into your Clavinova and make sure the switch next to it is set to “MIC,” not “LINE.” (The microphone input and MIC/LINE IN switch are located next to the headphone jacks, under the left portion of the keyboard.) Then slowly turn up the volume as you test the microphone.

Shows microphone cable plugged into "mic/line in" for Clavinova.

Select any Kooky Karaoke file to automatically load the special voice modification data without starting the song. I suggest you try out your new voice by simply talking into the mic, so your audience can get to “know” your alter ego before you begin singing the actual song.

Remember to always use your regular voice. When people sing into the mic and first start hearing the low Barry White voice coming out of the Clavinova speaker, they have a tendency to start making their own voice even lower. Resist doing so! Use your regular voice and you’ll get better results. Also, when performing Kooky Karaoke songs that already add vibrato to your voice, make sure to sing without added vibrato. Otherwise, the two vibratos often “fight each other” … making the results, well, less than desirable. (Okay, maybe comical is a better word.)

What type of microphone should I use?

Look for a good quality model that has some weight to it and an on-off switch so you can put it down on the bench or music rack and not have it feed back into the Clavinova speakers. It’s also important to choose a mic that is “uni-directional” (as opposed to “omni-directional”) so that it only picks up your voice and not the sounds of the Clavinova (in which case it would try to modify and harmonize those sounds, too!).

Where do I get Kooky Karaoke?

Simply go to the Yamaha Downloadables website and search for “kooky.” Kooky Karaoke is sold as volumes of several songs, although you can also download “Monster Mash” on its own.

Begin by purchasing the software and downloading the MIDI files to your computer. Next, move the folder containing the Kooky Karaoke MIDI files to a thumb drive and insert the drive into your Clavinova. Go to the SONG area of the Clavinova and load one of the Kooky Karaoke songs. Then let the fun begin!

 

Check out these related blog articles:

How to Add New Songs to Your CSP

Learn to Play Your Favorite Songs

MusicCast and Bluetooth® Team Up for Privacy … and Sharing

A man wearing headphones, relaxing.

There are times when you just need a little privacy. Wouldn’t it be great if you could listen to music in bed without disturbing your wife who’s enjoying her book? Or suppose you’re watching TV with the family, and grandpa needs the volume to be a little louder. What if you could turn up the volume just for him without blasting everyone else?

You can! With MusicCast products and a pair of Bluetooth® headphones, you and grandpa can have your own listening spaces. MusicCast products use Bluetooth to broadcast sound. As with any Bluetooth transmission, there can be a slight delay in the audio, which shouldn’t affect your experience if you’re listening to music or if you’re watching a game where the commentator isn’t visible on the screen.

The Road to Privacy Starts Here

Here’s how to connect your MusicCast product to a pair of Bluetooth headphones:

First, make sure the Bluetooth headphones are in pairing mode.

Then, in the MusicCast app, tap the room whose sound you want to broadcast.

Next, tap the Now Playing bar at the bottom of the screen, then tap the Sound and Bluetooth Settings icon in the bottom right corner:

Smartphone screen showing the first two steps for setting up MusicCast app for broadcasting via Bluetooth.

Tap Bluetooth Transmission, then tap it again on the next screen. Finally, tap your Bluetooth headphones on the list, then tap Done:

Mobile screens showing the MusicCast app screens with steps 3 and 4 for setting up Bluetooth broadcasting indicated.

(Keep in mind that MusicCast products can only send Bluetooth or receive Bluetooth at any given time — they can’t do both simultaneously. Also, you can only send Bluetooth to one device at a time.)

Party On!

Listening in privacy over a pair of earphones is a great way to relax, but there are other times when you want to crank up your sound system and share your music with the world.

Group of men and women laughing and holding plates of food next to a grill in a backyard.

For example, at your next barbecue, wouldn’t it be great if you could hear the score of the game while you’re outside manning the grill? No problem! Just follow the steps above to connect the MusicCast AV receiver or sound bar that is playing your TV’s sound to your portable Bluetooth speakers in the backyard.

 

Connecting to Bluetooth devices is just one of the ways MusicCast provides wireless multi-room audio for your home. Click here to learn more.

Gain Staging

A big challenge for anyone doing live sound is something called gain staging. This refers to the way signal levels are set between the various components in an audio system. Poor gain staging results in high levels of noise and distortion, as well as a decrease in headroom. But when gain staging is set properly, you can get every last decibel out of your PA system, with minimal noise and maximum clarity.

The first step in achieving proper gain staging is plugging your gear into the correct jacks! This isn’t nearly as silly as it sounds. Mixers provide a variety of inputs to accommodate microphone and line-level signals. (Sometimes there are direct inputs for instruments, too.) Line-level signals (which typically come from smartphones, tablets, computers, CD players and outboard effects, etc.) are much stronger than microphone signals, so mic inputs incorporate a preamp that raises that weak signal up to line level, enabling it to pass through a mixer to a power amp or powered speakers. (Instrument level falls between mic and line level.)

Mic inputs typically use XLR connectors, but line inputs are usually quarter-inch TS (or TRS) jacks. (“TS” is short for Tip-Sleeve, while “TRS” is short for “Tip-Ring-Sleeve.”) Since instrument cables also use quarter-inch TS connectors, it’s tempting to plug a guitar or bass into a line input but this results in poor gain staging — a line input is generally not sensitive enough for an instrument, so you’ll end up cranking the mixer’s gain knob to the point where noise becomes an issue. Also, a line input does not have the correct impedance for guitar or bass pickups, so there’s likely to be a loss of sound quality.

Using an XLR-to-quarter-inch adapter to plug a microphone into a line input is another big no-no. You’ll have to crank the gain really high just to be able to hear the mic, adding noise. On the other hand, if you plug a keyboard into a mic input, you’re probably going to overload the input, resulting in distortion even when the gain is turned all the way down.

Mixing board.
Yamaha MG16.

Once you have the source matched to the input, it’s time to set the input gain or trim control. This is like the main water valve in your home. You want to open the valve enough for sufficient flow (ensuring a good signal-to-noise ratio), yet not create too much pressure (distortion). If you mess this up, the signal is never delivered properly to the rest of the audio chain. If the gain is down too far, you can raise the fader as high as you want, but you’ll get nothing but noise. Conversely, if you have the gain way up and the fader way down, chances for distortion are much higher and you effectively lose the ability to use the fader’s position to mix.

Many compact mixing consoles don’t provide a dedicated meter for each channel simply because it’s too expensive. A typical alternative is a two-color LED with green for “signal present” and red for “overload.” In that case, adjust the gain control until the LED blinks red briefly, and then back it off by about 15 percent. Other mixers offer “ladder” meters, with several segments indicating signal strength. In those cases, a red LED will still indicate overload (it’s often labeled “Peak”), and there may also be one or more yellow LEDs to show when you’re approaching that point but not quite there. In those cases, adjust the gain until the loudest signals cause the yellow LEDs to light, making sure that the red Peak LED does not light at all.

Close-up of the power level and meterage on a sound mixer.
MG16 main meters.

Many mixers provide a switch on each channel called PFL (short for “Pre Fader Listen” or “Pre Fader Level”). Pressing this button temporarily allows the main output meter to show the level of that one channel before its fader. In other words, it’s measuring the water pressure at the main valve, but before the kitchen faucet. A good way to set levels is to put each channel into PFL and adjust its gain knob while watching the meter. (A bonus on Yamaha mixers is that, when you push the PFL switch on a channel input, it automatically sends just that signal to the headphone output for audition.) You’ll want to leave a bit of headroom — the safety margin between average signal level and the ceiling or distortion — to get the signal to read roughly -6 most of the time. If you set the gain on a lead vocal mic to read 0 dB when a singer is at average volume, the signal may distort when they get loud.

What if you turn the gain control down all the way and the meter is still at “0”? Look for a Pad switch on the channel and use it. A pad lowers the sensitivity of the input so that a microphone does not overload it, reducing the possibility of distortion. Some microphones have built-in pads designed for use on a loud source like a kick drum or a guitar amp. If so, use the pad on the microphone first because the microphone’s internal circuit is the initial “gain stage.” If you’ve overloaded the microphone, you’ll get distortion even when the input level reads well below 0.

A variation on PFL is known as Solo, though this is more commonly found on mixers designed for recording, as opposed to those designed for live sound. When a channel is soloed, the meter usually shows post-fader (as opposed to pre-fader) level, so the fader must be set at unity gain while you adjust the gain or you won’t get an accurate reading. This is the spot — usually marked next to the fader with a “0” or a small arrow — where the fader is putting out exactly what it is receiving, neither boosting nor cutting the signal. If gains are set correctly, most if not all of the channel faders should be at or near unity gain while you are mixing. Conversely, if all of the faders are very low or very high, that’s a sure sign that something is wrong with your gain structure.

Keep in mind that other “valves” affect the audio signal, such as the main mix fader — which should normally also be set at or around 0. Also, adding EQ or compression to a signal will change the gain staging. In the case of a compressor or limiter, you may need to use the its output control (sometimes called “Makeup Gain”) to reduce or make up the difference.

As you’re doing gain staging, start with the power amp controls set around halfway. If the volume in the room is too loud, it’s better to reduce the level controls on the power amp than to change any of the mixer settings. If you need to bring the master fader (and/or any of the channel faders) all the way up to get adequate volume in the room, either the power amp levels are set too low or your system is underpowered.

Check out our other Tools of the Trade postings.

 

Click here for more information about Yamaha MG mixers.

Build Your Jazz Music Repertoire

Here are five excellent resources for band directors who are entering jazz from another musical discipline:

1. “Teaching Music Through Performance in Jazz” from GIA Publications. Available as a book or CD set, this title contains some of the most significant works ever composed for developing and intermediate jazz band.

2. Aebersold Publications. Jamey Aebersold’s Play-A-Longs have made it possible to create an interactive jazz environment in a classroom. Aebersold has produced more than 130 volumes of jazz recordings and books along with various supplemental items, carving out a new avenue for jazz education. 

3. Sierra Music Publications Inc. This jazz-specific music publisher offers more than 600 big band charts from established composers like Stan Kenton, Bill Holman, Count Basie and Maynard Ferguson. In addition, Sierra has commissioned music from many new composers, including Dan Haerle, Ellen Rowe, Fred Stride, Fred Sturm and others.

4. The Midwest Clinic International Band and Orchestra Conference. As a band director, you’re likely already attending the Midwest Clinic International Band and Orchestra Conference. If you’re new to jazz, though, make sure to check out the jazz-specific clinics and concerts. This past December, sessions included “‘Latinizing’ Your School Jazz Ensemble” and “The Jazz Combo – An Inside Look.”

5. Jazz Education Network (JEN) Website and Convention. This organization is dedicated to building the jazz arts community by advancing education, promoting performance and developing new audiences. Membership in JEN offers many benefits including networking, performance opportunities, and discounts to magazines and goods from strategic partners.

Photo Courtesy of Bloomington H.S. North (Indiana)

 

Cover of Support ED magazine with a headshot of band teacher Julie Hill and headlines for other articles. This article originally appeared in the 2017 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Visit the Yamaha Grand Concert Custom Shop

Classical guitar construction has come a long way since the original four-string instruments of the 1400s. It wasn’t until 1883 that it evolved into the basic “modern” form that we know today, thanks largely to Spanish master luthier Antonio de Torres (1817-1892), the father of modern classical guitar design. His influence is ever present in the work of today’s world class luthiers. There is also no doubt that this organic progression came from the evolution of guitar music in popular culture.

Yamaha classical guitars are descendants of a proud lineage that began with de Torres. We are honored to have been involved in the modernization of the classical guitar, under the direct tutelage of renowned Spanish luthiers Eduardo Ferrer and Manuel Hernandez, as well as working with some of the worlds most distinguished artists such as Andrés Segovia and Baden Powell.

Our world-renowned Grand Concert GC82, GC42 and GC32 models are designed and built at our 130-year-old custom shop in Hamamatsu, Japan, with a process and methodology that is carried over to the GC22 and GC12 models that are handcrafted at our Hangzhou, China, factory.

Ready to take a virtual guided tour of the Yamaha Grand Concert Series custom shop? Check out the video below:

Click here for more information about Yamaha Grand Concert Series guitars.

5 Tips to Reinvent a Music Program

In the blog posting “Case Study: Reinvent a Music Program,” we described the numerous innovations introduced by Dr. Melissa Gustafson-Hinds, director of bands for O’Fallon Township High School in Illinois.

Here, she offers five keys for building a successful band program.

1. Offer a variety of programs: One reason that the O’Fallon Township High School band program attracts so many students is the variety of ensembles it offers. Gustafson-Hinds oversees several concert and jazz band groups for different skill levels, so that all students can participate.

2. Connect with prospective students: Gustafson-Hinds runs clinics with the band programs at feeder middle schools. She also puts on joint concerts for middle and high school students. This early interaction stirs younger students’ interest in the high school band.

3. Connect students with each other: O’Fallon offers a private lesson program where high school students teach private lessons to students from feeder schools. This program teaches high school students leadership skills and prepares middle school students for high school band.

4. Offer big opportunities: Gustafson-Hinds organizes a variety of trips around the country for her band program. She makes sure that each year’s students get to do something new and exciting, whether it’s a parade, a bowl game or a major concert hall performance.

5. Be humble: Despite the program’s success, Gustafson-Hinds chooses to remain humble. She teaches her students to take their success in stride and to be grateful for the opportunities they have. This quality has also made her receptive to others’ advice, which leads to improvement.

Photo courtesy of Lisa Blankenship, LB Photography

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Black Violin’s Kev Marcus Offers Teaching Tips

In the blog post, Black Violin Dares Students to Dream Big, Kev Marcus shared how he formed Black Violin with Wil B. Marcus learned many valuable lessons from his music teachers throughout the years.

These are the three keys that he regularly passes on to young musicians.

Focus Your Practice: Avoid simply running through your music for an extended time. Instead focus on how you are playing. “My teachers always said, ‘It’s not about how much you practice, it’s about how you practice,'” Marcus says.

Add the Familiar: If there’s a really hard passage, incorporate something familiar or likable instead of getting frustrated. “My college professor was really big on that,” Marcus says. “He would always encourage me to give it a hip hop beat, ’cause that’s what I like. …It makes you get into the practice more.”

Try New Things: You should always be willing to try new things and always be free with your music. It takes away the nervousness. “Let it all hang out and have fun with it,” Marcus says.

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Get Parents Involved!

Wouldn’t you like to find new ways to get parents more involved with their students’ home practice and progress? Of course you do. We all do! According to the Harvard Family Research Project, parental engagement is universally associated with higher achievement on grades, test scores and teacher rating.

How do we encourage parents to be active with their own children’s instrumental music progress and success? Engaged parents read to their children and listen to their children read. They check math homework and proofread English papers. Certainly it is reasonable to expect that same kind of child/parent relationship in beginning band classes, but not all parents have prior experience in music. So how do we get started?

Playing Makes Perfect

middle school students playing the tuba

It is essential to provide the parents with something to listen to. Encourage students to play recognizable melodies from memory for their parents. Even “Hot Cross Buns” is amazing for beginners! Suggest students discover “by ear” favorite tunes: “Happy Birthday,” nursery rhymes, simple patriotic tunes or college school songs, for instance.

When a playing test is coming up, remind students that it is valuable to play the assigned lines for parents before the big day. An informal “dress rehearsal” at home can help work out simple errors and nerves.

Raise the stakes by challenging students to give mini-concerts for family. This practice performance can go beyond the house. Don’t forget to explore social media applications. Videos can be shared with family members via email or Facebook, and far-away grandparents will be delighted by such a FaceTime event. The pathway to progress is steeped in play, play, play.

Learn to Listen

Offer the parents suggestions (perhaps a checklist) on how to listen and what to listen for. Progress will flux, and some practice sessions will be better than others, so encourage them to praise effort as well as results. When parents hear a child struggling, they should guide practice by asking the student to play challenging spots in the music three times in a row without a mistake.

Parents should monitor their children’s levels of satisfaction or frustration with their playing. After concerts, performances or lessons, parents can ask their children to tell them the things they didn’t like or identify where improvement is needed. Asking their children how they plan to practice to improve is a valuable learning experience.

Set Up for Success

Give parents a checklist of “good practice habits” they can monitor. If using printed music, does your child have a music stand and chair for practice? Good posture is critical, even when practicing at home. If they have a room with glass windows or a full-length mirror, they should be utilized to see posture and horn angles.

Parents must make certain the instrument is in good playing condition and that all necessary supplies are on hand. A metronome can be an invaluable tool for improving a particular passage, and practicing with a tuner can improve tone quality.

Don’t forget that in today’s digital age, recording practice on a phone or tablet is great for self-evaluation and feedback. Never underestimate the value of recording and then evaluating progress.

Super Structure

three members of middle school band

Give parents and students these practice structure tips.

1. Several shorter practice sessions are universally more productive than a practice marathon, and taking a break from practice when frustrated can be a good thing. Parents should discourage an epic practice session. They never end well.

2. Develop the skill of isolating problems. Parents can listen and remind their children to break it down rather than simply playing the assignment over and over. When you feel like you’re at an impasse, try working backwards. Learn and practice the last measure first, then the last two measures, and so on.

With these tips, students will hopefully be enthusiastic about their musical progress. But if a particular student is getting truly discouraged, suggest that parents contact the director and the child’s private teacher, if possible. Many students who exit their band program do so because they believe that they are “not good enough.” A watchful eye and ear from parents and the director can circumvent this problem.

I have personally seen how parents and family can make or break a child’s musical progress and help the overall program thrive. Parental engagement and encouragement is priceless. Promote it at all costs!

Photos © Lanette Kinnaird, Photographers of Westlake

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Leadership Opportunities with First Concerts

The start of a new school year always presents an opportunity to set the course for a successful year of music-making, and nothing is better for charting that course than effective leadership from directors and students.

Empowering our young people to have a voice in their own education not only generates action, it provides real-world leadership and decision-making experiences as well. As we think about kicking off the coming school year, there will be a number of ways in which we can empower our student leaders to make a difference by challenging them to help build the culture of our programs.

Let’s take a look at how just one event — the year’s first concert for beginning students — can provide opportunities for our more experienced students to add value to this very special occasion. At the middle school level, the more advanced students could help with planning/executing this initial concert for the beginning level students. Providing an “informance” concert is as much about getting the parents excited as it is the students. It’s also an effective way to showcase to these “beginning parents” how quickly  students can acquire music-making skills. In addition, parents will see firsthand some of the more long-lasting results of being in the program, i.e., the older classmates exhibiting both leadership and musical skills. So what roles can our more experienced students play? Although your students will certainly come up with their own ideas, here are a few to help prime the pump:

1. Ask your more experienced students to come up with short, humorous skits to demonstrate the musical growth from one year to the next, and then insert appropriately within the various parts of the concert. One idea might be to select a few measures from the beginning level method book for a first-year student to perform, then transition to a second-year student performing the same few measures demonstrating improved playing skills, then the third-year student doing the same with, for example, added ornamentation. Another skit idea might be developed to demonstrate effective practicing at home, where one student is practicing in a noisy environment (i.e., TV is on, brothers and sisters playing in the background, etc.), working under poor lighting conditions while lying on the floor, contrasted with another student in a quality practicing environment — appropriate chair, lighting, music stand, attentive parent, etc. Your student leaders will come up with a variety of creative ideas. All you have to do is give them the opportunity.

2. Put your best foot forward by asking some of your student leaders to welcome the audience at the door with an inviting smile and warm greeting. Dressed in their uniform with name badge attached, they could distribute programs and/or NAMM’s advocacy brochure, “Why Learn to Play Music?” This beautifully designed brochure has been revised to include the newest research and statistics highlighting the many benefits of music education and is available in English and Spanish. You can order these free brochures through your local music dealer or online by clicking here.

3. Working with the high school director, arrange for high school student leaders to assist the beginning-level students with tuning, organization and preparation (i.e., appropriate unified appearance of uniforms such as tucking in of shirts) prior to the start of the concert. Extra sets of hands are always needed, and the beginning-level students will enjoy the attention they get from the high school students who they view as “rock stars.”

4. Another way to involve high school students is to ask them to provide introductory performances (solos, duets or small ensembles) prior to the formal start of the concert. These performances could take place on the stage or in the lobby as the audience enters the venue. The concert could also conclude with the entire high school marching band making a surprise entrance in full uniform while playing the school fight song or another appropriate selection. The high school students could then “high-five” the beginners and congratulate them on their first performance. What an exciting way to end the event!

5. Finally, if you haven’t used “First Performance for Band” or “First Performance for Orchestra,” you might consider using it this year. These comprehensive resources are available through your local dealer or directly from Hal Leonard. These turn-key packages provide a framework for a short (30 minute) introductory, informance concert and also feature a written narration, sheet music, parts, sample letter, plus programs and certificates for beginning band/orchestra students.  They are designed to be used after just seven short weeks to get the students playing right away!

We get only one chance to make a first impression, so let’s make the most of it by giving our more experienced music-makers leadership opportunities in what will be a memorable first concert for our beginners and their families. The result will certainly net years of additional music-making experiences for those who are beginning this coming year and who, in future years, will help craft the First Performance Concert for others.

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Black Violin Dares Students to Dream Big

While in high school in the 1990s, Kevin Marcus Sylvester programmed his cell phone to play a Busta Rhymes rap song.

The customized ringtone amazed his orchestra-mates, who eventually transcribed the whole piece and played it regularly together in class.

Their director, James Miles at Dillard High School in Fort Lauderdale, Florida, encouraged this free-thinking fun. “He was always open to us trying new things,” Marcus recalls. “Some orchestra directors shun the hip hop, shun the alternative stuff … [but he] allowed us to be ourselves.”

Miles trained his students on classical music but taught far beyond the basics. “He made everyone believe in themselves and had confidence in their abilities,” says Marcus. “And sometimes that’s more important than scales and arpeggios. Most times, actually.”

This encouragement to trust oneself would turn out to be a vital source of inspiration for Sylvester and classmate Wilner Baptiste. Now known as Kev Marcus and Wil B., the duo has gone on to form the group Black Violin, enthralling audiences with a unique musical genre that blends classical sounds and hip hop beats. At the same time, their music challenges stereotypes and brings people of different generations and cultures together in mutual appreciation.

Soul Searching

Marcus began his journey with the violin in fifth grade orchestra. His mother enrolled him in music class in hopes that the commitment would keep him away from a troubling group of friends.

At first, Marcus played violin only because his mother wanted him to play. He might not have stayed with music at all if his natural talent hadn’t been fostered and acknowledged by his teachers. “I started getting really good at it, and I liked the attention that I was getting,” he says. “It builds a lot of confidence in you to become good at things, and people recognize you for doing something at a high level.”

Marcus was accepted at Parkway Middle School, an arts magnet in Lauderhill, Florida, and eventually landed at Dillard High School, where he transitioned to viola and met Baptiste. He then received several full-ride scholarship offers for music degrees, accepting one at Florida International University. He was concerned, however, that his options as a professional musician would be limited. “I had just assumed it would have to be under a classical umbrella of some sort,” Marcus says. “I really never heard any other kind of violin music before.”

Black Violin is Born

Marcus’ professor, Chauncey Patterson, quickly dispelled this notion. On Marcus’ first day of lessons, Patterson gave him a tape featuring jazz violinist Stuff Smith. The album title: Black Violin.

“It really changed my life,” says Marcus. “He was playing, but he was doing it in a way I had never heard before. I felt like when he played violin, it spoke to me. It had soul … I could hear him. I could feel him.” He shared the tape with Baptiste, and the sound stuck with them throughout their college careers.

The eventual blend of hip hop and strings came naturally. “The idea was just something that always was in us,” Baptiste explains. “We were hip hop before we were classical. And hip hop’s whole thing is being creative and expressing yourself. For us, it was natural to do that on the violin.”

A failed demo contract with a performer made Marcus and Baptiste decide to form their own group. As for a name, Baptiste had an answer ready: Black Violin, as homage to Stuff Smith, the man who had sparked the soul behind violin. Within the group, Marcus plays violin, and Baptiste plays viola.

Black Violin, the album, had shifted Marcus and Baptiste’s perspectives on what string music could be. Black Violin, the band, would shift the world’s perspective as well.

Dream Bigger

Kev Marcus and Wil B. of Black Violin
Kev Marcus (left) and Wil B.
Looking back, Marcus attributes a lot of his success in music to the immense opportunities he was given in school and the encouragement he received from his professors to continue. “Music education is the reason why I am who I am,” Marcus says. “I can’t understate it at all. Music education has provided a better life for me and my family. I have my career, I have my calling, I do what I love for a living because of it.”

Marcus and Baptiste strive to give similar opportunities and encouragement to students. “We know that we have a responsibility … not just to music education but also trying to instill confidence in kids and trying to get them to think in different ways,” Marcus says.

While on tour, the duo often invites local youth orchestras to perform a song with them. “We try to do that a lot because those kids will never forget that,” says Baptiste. “And dreaming will be a little easier now because of that [experience].”

Making the instrument your own is an important theme that Marcus tries to pass along to young musicians. “Try to find ways to educate kids and make this instrument theirs, so it’s not just Bach’s or Beethoven’s; it’s theirs,” Marcus advises. “When my instrument finally became mine, I would never let it go. And I would always be working to try different things and trying new ways to make it different and to really take it to another level.”

Additionally, Marcus always sends the following message to young musicians: “Use the time you have wisely because when you get older, the time you [used to] have to sit around in a shed and practice, you don’t have [any more]. Your time to practice is limited, so use the time you have now.”

This perseverance and success is embodied in the way Marcus practices and performs — habits stemmed directly from his professors. “My teacher would always say five minutes of focused practice is better than an hour of just playing around,” Marcus says. “We use every instance that we play to practice. It’s all about if you’re going to play something or if you’re going to concentrate on what you’re playing. Right now I feel like my bow isn’t going as straight as I would like and my pinky finger is flaring on my right hand. These are the things that I’m thinking about constantly when I’m playing.”

Even when a performance doesn’t go as well as he hopes, Marcus keeps his head up. “I just practice, just keep trying to be better,” he says. “Those [tough] moments may seem long [at the time], but they’re really quick moments in life, and you move on.”

Building an Academy

Marcus and Baptiste are currently in the development phase for opening a Black Violin Music Academy to provide music lessons in their hometown of Fort Lauderdale. The curriculum will feature classical training as well as help students determine their musical passions. The hope is to gather the students into a full orchestra. “We want it to be 40 to 45 minutes of complete fundamental classical … but the last 15 has to be whatever each individual student wants to do,” says Marcus.

The plans include a studio where Black Violin can record and produce their own tracks and videos, allowing students to watch. Students will also be able to reserve rooms for practicing, jamming together or developing their own songs and ideas with teachers and other classmates. “We would use it to do our professional stuff, but students would be able to come in and see behind the scenes,” Marcus explains.

For students, Marcus already has exceptional advice. “Always try to think about things differently. A lot of what our focus is and what our mission is, it’s more thought process than it is musical mastery … to be everything you could ever be, to reach and dream and think big about everything you could possibly do.”

Stay True

Kev Marcus

The keys to success for Marcus and Baptiste were persistence and staying true to themselves. When Black Violin started, the idea of hip hop violin was completely foreign. Club promoters and prospective clients would look at the two of them, instruments in hand, and often turn them away without listening.

However, Black Violin strove to break the mold. When shunted from a club, Marcus and Baptiste would camp outside the building instead, playing on the streets. The response was so overwhelmingly positive that club owners would often have no choice but to reconsider. “We were very ambitious,” Marcus says. “We worked very hard. We wouldn’t take no for an answer.”

They soon found themselves onstage performing Amateur Night at New York’s Apollo Theater for the 2004 season, taking home first place. Using this as their launching pad, Marcus and Baptiste soon began recording and touring. Black Violin has since toured with Linkin Park in addition to embarking on its own tour around Europe, Thailand and the United States. The group has also been featured on numerous television shows and is currently working to develop a program for Fox.

Black Violin also received the honor of playing at the inauguration of President Barack Obama. “That was one of the experiences that you can never really top

A Powerful Message

Black Violin’s most powerful message is to think differently, whether it’s in music or in life. One of the group’s biggest hits, “Stereotypes,” challenges listeners to overcome preconceived ideas.

Whether it’s a kid from Florida becoming a world-renowned violist or the concept of violin making a significant break in the hip hop world, the message of Black Violin has always been the same: Be different, value your education, and use it to express who you are.

“It’s really interesting to step away and change people’s perception of what’s possible,” Marcus says. “The reason why people pay to see us isn’t because we’re the best violinists in the world. The reason people pay to see us is because we’re thinking about it in a way that most people haven’t and won’t. And to me, the people in this world that do amazing things … are not necessarily the smartest; they’re just the ones that approach it from a different angle.”

All photos © 2016 Colin Brennan, All rights reserved

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

Case Study: Reinventing a Music Program

At O’Fallon (Illinois) Township High School, when school ends, music can still be heard drifting through the halls as high school musicians guide middle schoolers in after-school private lessons.  The program is just one of many opportunities created by Dr. Melissa Gustafson-Hinds — known as Dr. G — to connect band students of all ages together.

Throughout her eight years as director of bands at O’Fallon, Dr. G has gone above and beyond the usual job description to give students access to music at all levels. She has reinvented her school’s jazz program, saved local middle school musicians from the disastrous effects of budget cuts and taken her high school students to prestigious competitions, festivals and bowl games.

A Place for Everyone

Gustafson-Hinds

O’Fallon’s band program, which features a marching band, four concert bands, three jazz bands, a pep band and a percussion ensemble, has something that will appeal to every musically inclined student, regardless of age or skill.

When Gustafson-Hinds first began teaching at O’Fallon, the jazz program had been defunct for about a year. Today, there are three jazz groups that cater to different interests and abilities. The smallest, called the “early bird” band, focuses on learning improvisation. The other two groups perform big-band tunes and are separated by skill level.

“I met with Dr. G and talked about what she envisions for her program,” says Dr. Martha Weld, O’Fallon Township school district’s assistant superintendent. “For jazz band, [we] created an additional level to make sure we were hitting kids at their skill levels. Some were under-challenged, some were over-challenged, and so we [separated] them.”

In addition to supporting Gustafson-Hinds as an administrator, Weld has also been a band parent for the last four years. Her daughter, a member of the marching band, concert band and pit orchestra for the school musical, graduated from O’Fallon in June 2016.

At events like Bands of America, Gustafson-Hinds makes connections within the band community.

The concert band program at O’Fallon is broken into four ensembles based on skill and ability. Because O’Fallon has a separate campus just for freshmen students, one of these ensembles consists of freshmen exclusively. Next is the symphonic band for students who enjoy music as a hobby. “They really enjoy band but don’t see the seriousness of being in [private] lessons,” Gustafson-Hinds says.

The top two concert bands are made up of mostly upperclassmen with a strong dedication to music. Most members are in the marching band and take private music lessons as well. “Our top ensemble just performed for the Music for All Concert Band Festival,” reports Dr. G. “Most of them are my student leaders in marching band. [They] are required to have private lessons.”

The band program also features a variety of smaller groups, such as a percussion ensemble run by her husband, Evan Hinds; a pit orchestra; a back-up band for the show choir; a madrigal brass band that performs with the choir; and a student-run flute choir.

When Gustafson-Hinds first arrived at O’Fallon, the marching band had about 150 students. Now, it averages 220 members per year. “Kids don’t have to be in marching band, but [they do] if they want to be in the top concert ensemble,” she explains. When football season is over, marching band students join the pep band and perform at basketball games.

Gustafson-Hinds encourages students in other ensembles to break out of their shell and try marching band. “I’ll reach out to them, especially if I see they’ve got the personality of a marching band kid,” she says. “Some of these kids just need a little encouragement.”

Uniting a Community

Gustafson-Hinds has grown the band program over the years with a mix of successful recruitment and leadership strategies. She believes in the power of personal connection, which is why she is so involved with middle school students before they get to O’Fallon.

“We have a handful of joint feeder events,” she explains. “We do a combined halftime show with them. We do a Christmas concert. I do clinics with those bands. I try to attend as many [of their] concerts as I can. I try to be visible to those kids. That bridges the gap.” O’Fallon also hosts a joint band camp event for middle school students to learn about high school marching band.

A few years ago, Gustafson-Hinds stepped up and became a hero to a group of middle school musicians. When funding was cut at one of O’Fallon’s feeder middle schools, extracurricular programs like music and athletics were immediately eliminated. Wasting no time, “at the very next board meeting, I had a plan put together [to] run that program with my band staff.”

That program, called the O’Fallon United Community Music School, was operated through the local park district, and O’Fallon band parents put on a variety of fundraising events to help, including a parade, a comedy night and bake sales. “As band parents, we became actively involved in fundraising for that program,” Weld says. “We were happy to do it because we know the impact it has on our children when they get to the high school.”

Within a year, the middle school was able to allocate funds for music again, and the band program was reinstated, allowing the O’Fallon United Community Music School to come to an end. “Looking back, that was a pretty remarkable thing we did,” says Gustafson-Hinds. “I’d do the same thing again if it happened.”

Running the O’Fallon United Community Music School gave Dr. G a renewed perspective on the importance of being involved with feeder schools. “I talk to junior high teachers weekly,” she says. “We’ve got our students teaching kids who come to the high school to get lessons. Before kids get [there], they know [about] the band.”

Beyond improving relations with feeder schools, Gustafson-Hinds’ strong fundraising activities have created new opportunities for the high school band program. Over the past few years, band fundraisers have included a school-wide craft fair, a 5K race and a silent auction dinner. The band has also performed at a St. Louis Cardinals game and raised money through ticket sales.

High-Profile Performances

O’Fallon’s band marches at the 2015 Tournament of Roses Parade.

With a dedicated set of students and a plethora of fundraising opportunities, Gustafson-Hinds has been able to take the band all around the country to perform at places such as Carnegie Hall in New York; Pearl Harbor in Honolulu, Hawaii; Walt Disney World in Orlando, Florida; the BattleFrog Fiesta Bowl in Glendale, Arizona; and the Tournament of Roses Parade in Pasadena, California, with an upcoming trip planned to the Capital One Orange Bowl in Miami Gardens, Florida.

“A lot of performances we’ve done have been building up,” Gustafson-Hinds says. “The better the band gets, the more of these select events we get to do.”

The band has also performed at numerous Music for All marching competitions and national festivals over the past eight years. This participation has given Gustafson-Hinds the opportunity to network and gain respect within the band community. “I do a lot behind the scenes for the kids,” she reports. “I tell them I’m their agent.”

Dr. G believes these connections have helped the band strengthen their applications for more prestigious performance opportunities. The band’s strong track record also comes from its ability to be humble and accept feedback. Previously, the O’Fallon band had applied for but was not accepted to participate in the Tournament of Roses Parade. The parade committee gave O’Fallon feedback on what to improve — it wants bands to tell a story and to show what makes its group unique.

Another factor that makes O’Fallon unique is its proximity to Scott Air Force Base. Roughly 40 percent of the school’s students come from military families, which Gustafson-Hinds emphasized in her successful application to the Tournament of Roses the following year. The band put together a repertoire of military music to play at the parade, including the “U.S. Air Force Song” and jazz renditions of traditional patriotic music.

For Gustafson-Hinds, directing a band is about constant improvement for her students. “Being a teacher is being a service to others,” she says. “The best teachers are the best learners.”

Even with all of the journeys the O’Fallon band program has taken, the satisfaction felt by students and parents often comes from within. “My proudest moments aren’t what the community would recognize,” Weld, a graduate of O’Fallon herself, says. “[They’re] when you see [the students] at the end of an eight-hour practice, and it’s 105 degrees, and Dr. G is asking them to give 100 percent, and they’re still giving it.”

Photos courtesy of Lisa Blankenship, LB Photography

This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.

What Playing Keyboards Means to Me

Playing keyboards means many things to many people, but for me it means healing.

I’m a pretty happy person in general. But, like most people, I experience moments of anguish, loneliness and aggravation — whether it’s from work or from my personal life. And, like most people, those times tend to set my emotions off balance, at which point I look for a way to re-center myself.

There are, of course, various well-known methods to cope with such feelings, from pounding on a pillow to meditation. But when I go through these moments, I’m draw to my keyboard for comfort.

Once my playing abilities got beyond basic sight-reading, I discovered that I could use my emotions to guide the moods that a piano can create. Then, when I made the transition to digital keyboards, I found that the multitude of sounds and effects they provide helped to enhance these moods further still. Sure, an acoustic piano can sound amazing by itself, but when you can add in the accompanying sound of a whole orchestra — complete with the reverb of a concert hall — it makes the experience even more moving.

Interestingly, the lowest moments have yielded the sweetest music from me. In those moments, I find that I am able to play with pure emotion. During one of the most challenging times in my life, I found myself going through moments of very high highs followed by very low lows. The emotional see-sawing finally got so intense that I ended up moving to a new town where I knew no one … which only added loneliness on top of everything else I was going through!

I realized that I needed to get myself in balance once again. That’s when I found myself drawn to playing sad love songs on my keyboard — songs like Chris Isaac’s “Wicked Games,” One Republic’s “Apologize,” and Imogen Heap’s “Hide and Seek.” I laugh when I think about it these days, now that I’m in a better place. But at the time it was important that I go through playing those songs, along with other emotionally charged pieces that I wrote myself. Just the act of bringing my inner struggles to the keyboard and hearing them manifest as music made me feel better. It allowed me to experience those raw feelings for what they really were and to be honest with them.

The product of those cathartic playing sessions was to bring me peace. They helped me let go of feelings that were eating me up inside. And, interestingly, I found that once they finished serving their purpose, playing those same sad songs later on did little for me. Just like a child that grows out of playing with dolls, I was ready to move on and make room for happier things in my life.

Playing a musical instrument is an intensely personal experience. For me, it has provided a powerful means to help recover from negative feelings. Best of all, I know that when my healing is complete and there is no longer that great urge to play sad pieces, my keyboard is still there to allow me to express the new-found happiness in my life.

 

Check out these related blog articles:

What Drumming Means to Me

What Playing Guitar Means to Me

Creating a Movie Score and a Ballad in Genos

Genos is our newest and most powerful Digital Workstation keyboard ever. Whether you use it for songwriting, live performance or recording, Genos will help inspire your musical creations.

Here’s a video that shows how Genos can create a full-blown movie score:

Genos also provides all the necessary tools to craft a classic pop ballad, as shown in this video:

 

Click here to find out more about Genos.

Awareness of the Unknown

A typical first week at a new job consists of getting acquainted with coworkers and gradually easing into things, right? Wrong. Well, at least not for me at Yamaha …

Picture of author - a young man in a logo'd short sleeve shirt leaning on the packing cases for the equipment.
Hanging out in our warehouse with a NEXO line array.

An Unconventional Beginning

My first week on the job was a whirlwind, in a good way. On my very first day, I went through the normal orientation that new hires are required to attend, and took care of the formalities of starting a new job — paperwork, presentations, office tours, various introductions, etc. The day went as expected, and I was excited about new beginnings, but I was already starting to feel a little anxious, too.

On my second day, I was up early, but it wasn’t to get to the office on time. I had a plane to Orlando to catch! That’s right, I just started my new job and I was already being sent to my first ever trade show, which just happened to be the behemoth that is InfoComm, one of the largest held in North America.

It would turn into an experience that solidified my unconventional beginning.

My Eyes Get Opened

While at InfoComm, I did my best to try to “drink out of a fire hose,” as some say around the office. The whole pro audio market was brand new to me, so there were countless things for me to discover and learn about, which was a bit intimidating at first. Despite this, I took the show head-on and let my curiosity run wild.

Through my booth explorations and demo room listening sessions, I learned about the companies, their products, the types of products out there, product applications and much more.

Even though I’ve been to countless concerts, I never knew that there was a term for the speakers that hang in a column on each side of the stage (they’re called a line array). I also didn’t know that there was a metric for measuring loudness (SPL, which stands for Sound Pressure Level), or that there are companies that specialize in wireless audio for commercial purposes. These types of things all contributed to what I can truly call an eye-opening experience — one which then opened up a whole new world.

The New Frontier

What’s important about this is that this trip evolved my basic knowledge into a vast frontier of the unknown that I’m continuing to explore today. If I hadn’t been put into that intimidating situation, I wouldn’t have grown from the experience, and I wouldn’t even have the simple awareness of those things that I want to learn more about.

The moral of the story? Put yourself out there and find your own new frontier to explore!

Photo courtesy of the author.

 

Check out Sean’s other blog posts.

Three Reasons to Add a Subwoofer to Your Sound Bar

If you’re like me and you’ve rocked a sound bar as the primary audio source of your home entertainment system for a solid stretch of time, you might think that’s all you need. But since adding a subwoofer to my system, I’ve learned better. In fact, I’ve come to the conclusion that no home entertainment center is complete without it.

Even if the basic sound bar you’re currently using came with a built-in subwoofer, it’s okay to want more bass. After all, only a subwoofer gives you the low end you need when a T-Rex stomps around in Jurassic Park. Only a sub provides the rumbling bass that completes any battle scene in Game of Thrones. And if you’re a music lover into hip-hop, EDM, heavy metal or other bass-heavy genres, a subwoofer will not only become your all-time favorite audio component ever, it will make your friends want to visit more often.

Still not convinced? Here are three reasons why you should add a subwoofer to your sound bar:

Depth of Sound

Have you ever come home after seeing an action movie at your local theater and wished your system could reproduce the bone-shaking rumble you felt during the big finale? It can, once you add a subwoofer, which is able to recreate the low bass signals that you can’t get with just a sound bar.

While not quite as powerful as the monster speakers they use in theaters, the Yamaha NS-SW100 powered subwoofer helps recreate the cinematic feeling you get in a traditional movie theater by incorporating innovative technologies like a Twisted Flare Port that maximizes the low-end thump coming from its 10″ woofer.

Small square subwoofer.
The NS-SW100 powered subwoofer.

Size Matters

We all know the struggle with placing furniture in a small living room or den. But because low frequency sounds are largely omnidirectional (that is, for the most part you can’t tell exactly where they’re coming from), there are always lots of options when it comes to the placement of a subwoofer.

To both maximize the audio experience and take up the least amount of space, many people opt to place their subwoofer on the floor, right next to their entertainment center, with the sound bar directly underneath the TV (mounted or on the cabinet itself).

The Yamaha NS-SW210 is a bit taller than the NS-SW100 but half as deep, allowing it to be tucked nicely next to your entertainment cabinet. If you have a space issue and are interested in upgrading from an older model sound bar to a new one, consider the Yamaha YAS-207, which comes with a wireless subwoofer and gives you plenty of power in a slim design.

Entertainment area of a living room setup with a sun shaped clock on wall, a wood credenza with a flat screen TV and sound bar on top and a subwoofer and a floor lamp on rug on floor.
For those looking to upgrade to a new sound bar and subwoofer combo, the YAS-207 is a solid option.

Look and Feel

Its appearance as a simple black box below your line of sight, placed in a spot that doesn’t typically get a lot of eyes on it, allows pretty much any subwoofer to blend in well with virtually any home environment. You’ll find that there are plenty of options out there to choose from, including the uniquely shaped Yamaha YST-FSW150, which can be mounted horizontally or vertically.

Ready to go out and buy a new subwoofer? Great! But first you’ll want to make sure it’s compatible with your sound bar. You can do this easily by checking the back of your sound bar. If it has a subwoofer output jack, it will work perfectly with any powered subwoofer. All individually sold Yamaha sound bars are compatible with this function, including the YAS-107, YSP-5600 and ATS-1070.

Back of a sound bar with subwoofer showing the various connection points.
Check the rear of your sound bar to ensure there is a compatible subwoofer output to pair with the subwoofer’s input, as seen here on the back of the Yamaha YAS-107.

Enjoy that extra low end!

 

Click here for more information about Yamaha sound bars.

Click here for more information about Yamaha subwoofers.