Getting past frustration and burnout

Every musician (and music student) goes through periods of frustration and burnout. But there’s no one-size-fits-all solution. Here are just a few ideas to consider:

  • Talk to someone. It might be a colleague who can directly relate to what you’re going through. Or a friend or loved one who cares about you. Or a mentor who can offer wisdom. Or a professional counselor who can listen dispassionately and offer coping strategies. Or maybe all of the above.
  • Get organized. Sometimes taking control of your life can bring some calm and make problems seem more manageable. Clear your desk, make a to-do list, review your calendar, clean out your instrument case, make your bed.
  • Get inspired. Go back to what gets you excited about music. Listen to or play through some old favorites or something new you have been wanting to try. Go to the opera or a rock concert or a jazz club.
  • Do some self-care. Get some exercise, get some sunshine, get some sleep, get some air, stock the fridge with nutritious meals, meditate, worship, or do whatever else makes you feel balanced and healthy.
  • Take some time. If you can, take a little break to recharge. Depending on your circumstances, that might mean going on vacation for a couple of weeks, or spending a quiet weekend at home, or just taking a few minutes between practice sessions to rest and recover.
  • Ride it out. Bear in mind that frustration and burnout are extremely common complaints. When appropriate, it may be helpful just to recognize and accept the negative feelings, and forge ahead anyway.

To expand on one point from above, if you find that you are no longer finding happiness or fulfillment in your musical pursuits, and the situation seems to be more than the usual ups-and-downs, consider checking in with a professional counselor. (If you are part of a university community, you might have no-cost or low-cost access to counseling services on campus.) Counseling isn’t just for people who are “sick” or “crazy”—most of us can benefit now and then for talking things through with someone who is good at it, and who, if and when needed, can identify issues that are treatable with medications or other therapies.

Have more ideas on coping with frustration and burnout? Please share in the comments.

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  • How to behave at your first classical music concert, and why it’s so weird

    I hope you enjoy your first classical music performance! Sometimes the etiquette can seem a little foreign. I’ll try to help you understand what to do, and why classical music fans do things that way.

    The most important thing is not to distract the audience and the performers. Some common concert etiquette “rules” include:

    • Be in your seat before the music starts. Then, stay there until intermission (if there is one) or the end of the concert.
    • Don’t talk, even at a whisper.
    • Keep cell phones silenced, screens off, and put away.
    • No snacks.
    • If you have kids who might have trouble staying still/quiet, consider leaving them at home. (Except for designated family-friendly concerts.)
    • Applaud only at the “right” times. (More on this later.)
    • Avoid unnecessary fidgeting, coughing, and anything else that makes noise.

    Why are the “rules” so strict? One reason is that classical music is usually performed in a special concert hall. Usually the music isn’t electronically amplified. The concert hall’s special design makes even the smallest sounds clear from a distance. That’s good when it’s a hushed moment in a violin solo. But it’s bad when it’s an audience member’s crinkling candy wrappers or ringtone. At an amplified rock, country, or hip-hop concert you can make noises like that, and no one will hear. But at a classical music concert people might hear those sounds even if they are far away. The performers can maybe even hear them from the stage.

    Classical music wasn’t always such a stuffy affair. Some of the music was originally performed in more boisterous settings. And there are people in classical music interested in changing the current etiquette. But for now, the (mostly-unspoken) “rules” lean toward pretty strict and formal behavior.

    And, for classical music fans, it’s one of the things they might love about it. The quiet atmosphere is a blank, unblemished canvas for the musicians to paint on. It’s a chance to hear every fine detail of a performance by highly-trained musicians. It can be immersive and meditative. You might find you enjoy it too.

    To seasoned classical music fans, a disruptive audience member (even unintentionally!) might feel like someone standing in front of the TV during a crucial moment in the big football game. And, unfortunately, they might react like a sports fan, with dirty looks, unkind words, or other rudeness. That’s bad too, because it can scare away potential new fans of classical music. But it probably comes from a place of wanting to experience the music in a pure, uninterrupted way.

    A polite audience member also shows appreciation to the performers, usually with applause (not so much yelling, whistling, “woo,” etc.). But pieces of classical music sometimes have multiple parts, with silence between. It can be tricky to know when is the right time to clap. If there’s a printed program, that might help you figure it out. But if you’re not sure it’s best to follow the lead of some of the other concertgoers. (There’s no prize for being the first one to clap.) Sometimes there’s a long silence between the end of the music and the start of the applause. Audience members may be waiting for the last note to finish echoing in the hall. And they might even wait a little longer to savor the magical moment of silence at the end. Don’t worry. The musicians will appreciate that too, and won’t take your hesitation as a lack of enthusiasm.

    If you find all this off-putting, there are ways to appreciate classical music performances from home instead. If you enjoy it you can work up to an in-person concert. Or you may be able to find free or inexpensive concerts in your area, especially if there’s a university with a music department. You can try one of those and leave at intermission if you’re bored or uncomfortable.

    Thanks for your interest in live classical music, and I hope you enjoy!

  • Slowing down

    I can’t tell you how often I have had this happen in lessons, especially with my younger students:

    Me: Play your E-flat major scale.

    Student: [Begins scale at breakneck speed, plays 3-4 notes, makes a mistake, stops. Begins again at the same speed, makes a different mistake, stops.]

    Me: Wait—

    Student: [Begins again at breakneck speed, makes a different mistake, stops.]

    Me: Wait. Please slow down and play accurately.

    Student: [Begins again at same speed as before, makes a different mistake, stops.]

    Me: Okay, let me show you what I mean. [Demonstrates.]

    Student: [Rolls eyes. Plays the scale slowly, with much-improved accuracy.]

    Me: Good. See what I—

    Student: [Plays at breakneck speed. Makes a mistake.]

    Younger or less-experienced students in particular seem to get fixated on a perceived need to play everything as fast as possible, and often seem to prefer fast-with-mistakes over slower and more accurate. But as more experienced practice-ers know, time spent practicing this way is virtually 100% wasted.

    Mastery of a technical sequence, such as playing a scale or musical passage, requires repetition. If my scale turns out differently every time because I’m playing too fast and sacrificing consistency, then I really haven’t done any repetitions. Or if I’m making the same mistake repeatedly because I’m not giving myself time to think while I play, then I’m doing repetitions of something that I didn’t want to master: an incorrect version of the passage. I spent many of my younger years throwing away practice time doing each of those things.

    It’s also a mistake to move on too quickly from playing slowly. Sometimes I will see a student make several hasty, sloppy attempts at a passage, then relent and play it slowly, and then, having “succeeded,” immediately return to playing too fast. Once isn’t nearly enough. It may take several, or dozens, or hundreds, or more accurate, controlled repetitions before it’s possible to play the passage at the desired speed. But if I have laid this foundation well, I find that speed is the least of my worries—I have all the speed I need, and with solid accuracy.

    And the speeding-up part of the process often takes place very late in my preparations. I think sometimes my students expect their speed to increase like this:

    speed-straightBut I get much better results if I allow this to happen:

    speed-curved

    I spend more and more of my time polishing every detail of a passage at a slow tempo, and let the speeding up happen later and later. When I do this, I learn technical sequences much more thoroughly and much more efficiently (in other words, the “Time spent practicing” for a particular passage gets shorter and produces better results).

    Don’t waste time and effort practicing mistakes. Be patient, slow down, play it with accuracy and control.

  • Mormons and musicians

    Mormon Tabernacle Choir and organ pipes
    Photo, More Good Foundation

    Some of you know that I am a “Mormon“—a member of the Church of Jesus Christ of Latter-day Saints. I find that sometimes fellow musicians are curious about my faith and how it connects to my career in music, so I’d like to share a few thoughts.

    Music in LDS (Latter-day Saint) theology

    Mormons embrace the biblical Old and New Testaments and find in them reason to consider music, both vocal and instrumental, integral to worship:

    And David and all the house of Israel played before the Lord on all manner of instruments made of fir wood, even on harps, and on psalteries, and on timbrels, and on cornets, and on cymbals. (2nd Samuel 6:5, KJV)

    Let the word of Christ dwell in you richly in all wisdom; teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord. (Colossians 3:16, KJV)

    Books of scripture unique to the LDS canon also promote music in worship. The Book of Mormon describes gatherings of the faithful in the ancient Americas:

    And their meetings were conducted by the church after the manner of the workings of the Spirit, and by the power of the Holy Ghost; for as the power of the Holy Ghost led them whether to preach, or to exhort, or to pray, or to supplicate, or to sing, even so it was done. (Moroni 6:9, emphasis added)

    The Doctrine and Covenants, a collection of revelations from the 19th and 20th centuries, includes divine sanction for music in worship:

    And it shall be given thee, also, to make a selection of sacred hymns, as it shall be given thee, which is pleasing unto me, to be had in my church.

    For my soul delighteth in the song of the heart; yea, the song of the righteous is a prayer unto me, and it shall be answered with a blessing upon their heads. (Doctrine and Covenants 25:12)

    If thou art merry, praise the Lord with singing, with music, with dancing, and with a prayer of praise and thanksgiving. (Doctrine and Covenants 136:28)

    Read More “Mormons and musicians”

  • Using a pencil like a pro

    pencil
    Photo, rutty

    I know that my students (or I) are practicing badly when their sheet music remains in mint condition week after week. A good practice session involves lots of small successes and breakthroughs, many or most of which will be forgotten by the next practice session. Using a pencil is the obvious but somehow frequently-overlooked way to make sure tomorrow’s practicing builds on today’s successes, instead of repeating or rehashing.

    It’s a mistake to think that pencil marks are amateurish or a crutch. Musicians in professional situations often have to learn music with little lead time or rehearsal, and a pencil is a professional-grade tool for making music with accuracy and poise. The most effective pencil usage depends on a couple of prerequisites:

    1. Have one. It’s embarrassing, unprofessional, and time-wasting to be caught without a pencil. Buy yourself a bulk package of cheap mechanical pencils, and stash them everywhere: Pockets, purse, instrument case, sheet music folder, gig bag, desk, reedmaking table, teaching studio. Tie one to the music stand in your practice space. Every so often, restock each space, since, if you’re like me, pencils seem to have a way of wandering off to be discovered later in the laundry.
    2. Read. If you’re the kind of player that tends to ignore markings printed in the part, then you probably won’t pay much attention to pencil marks either. Become a meticulous follower of written instructions. (If you don’t like the printed instructions, use your pencil and your well-informed artistic judgment to change them, then obey your pencil marks.)

    Good pencil markings are clear, concise, efficient, and preferably easily understood by someone else at a glance. I find circles, stars, and highlighting to be so vague as to be pointless; don’t bother making a mark unless it’s adding information to the page. Most common woodwind fingerings can be readily identified with a letter or two (such as “S” for a side fingering or “L” for a left-hand fingering). Develop a vocabulary of markings and use them consistently, so that ultimately you can read them as quickly and accurately as you can read notes. If your sheet music is looking a little too pristine, ask yourself if your playing might benefit from having any of the following information right there on the page: Read More “Using a pencil like a pro”

  • Please lose the music binder

    For some reason a high percentage of my incoming students each year like to make a 3-ring binder for their sheet music and lesson materials. I don’t know why.

    They apparently put a fair amount of time and money into this project, which often involves custom cover artwork, dividers, and plastic sheet protectors. As the semesters go by, the binder fills up with every bit of sheet music they have used, until the binder is so heavy that a music stand won’t support its weight.

    I applaud and relate to their interest in keeping things organized and their enthusiasm for the course. But the big music binder just doesn’t work very well. Here are my complaints: Read More “Please lose the music binder”

  • Local vs. big-picture dynamics

    An important part of interpreting music is figuring out how to use dynamic markings. They aren’t as simple as just playing louder or softer.

    It helps a lot to understand the difference between what I call local dynamics and big-picture dynamics. Unfortunately, they are marked in sheet music using the same symbols, so it’s not always immediately obvious which they are. When you study a new repertoire piece, ask yourself why the composer or editor has provided each dynamic marking:

    Is it there to call attention to a major event in the music, like a new theme, a return to an old theme, or some other kind of climactic moment? If so, it’s a big-picture dynamic. In many cases there is some other evidence that this is an important moment: a double-bar, a fermata, a key or tempo change, an entrance after some rests, etc. (If you have studied musical form, you probably have some more ideas of what to look for.)

    Or, is the dynamic marking there just to provide some shape and direction to a phrase? There’s no major musical event, just a hint about the momentary musical gesture. If so, it’s a local dynamic.

    When you think in terms of local vs. big-picture dynamics, it’s clear that not all fortes or mezzo-pianos or crescendos are equal. If the composer uses dynamics to contrast two themes or sections, for example with one being soft and the other being loud, that probably calls for a dramatic change. (It may also hint that some other unwritten contrasts are appropriate, like nuances of tempo, articulation, or tone color.) But a one-measure decrescendo from forte to piano in the middle of a theme might be more of a suggestion from the composer about what direction that phrase should take, and should be handled with more subtlety.

    Beware of the limitations of dynamic markings in music notation, and of careless editing, and use your best-informed musical judgment to interpret the meanings of those symbols.

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