pencil and a digital metro tuner on music sheet

Use your metronome most of the time

Why should you use a metronome when you practice?

  • Music is about organizing sounds in time. Often my students are so focused on playing the “sounds” (pitches) that they forget about the time part. They learn to play the right sounds in the right order, but not precisely in time.
  • The metronome helps reveal problem areas. Without a metronome, it’s easy to conveniently slow down or hesitate over a challenging spot. The metronome annoyingly reminds you that something went wrong.
  • Working with an audible steady pulse helps develop your inner sense of time, so you’ll play more accurately even after you turn the metronome off.

How much should you use a metronome?

  • Probably most of the time. I use a metronome for at least 80% of the time I spend practicing.

But doesn’t playing with a metronome make your playing sound too mechanical?

  • I know very few musicians who have the problem that their tempos are too steady. It’s important to practice the tempo nuances too, but if you can’t play the line in perfect time then you probably can’t do a convincing accelerando/ritardando.

What about when you’re practicing something that doesn’t fit well with a metronome, such as changing time signatures?

  • Smartphone metronome apps have pretty amazing features these days. And music notation or audio editing software can create anything you can imagine. (For examples, see Adam Ballif’s “Ballif Beats” for clarinet repertoire, or James Barger’s classical saxophone accompaniment track videos.) Time invested creating practice tools like these can pay off in a big way. And in many cases you don’t have to create a metronome track for the whole piece, just for the spots that don’t work well with a standard metronome.

What if you’re “not good” at playing with a metronome?

  • Practicing with a metronome is a crucial and mandatory skill for a developing or advancing musician. It’s time to learn.
  • Start slowly, maybe very slowly, and work in small chunks.
  • Learn to use your metronome’s features, including subdivisions and time signatures.
  • Make sure the metronome is loud enough. If feasible, consider using an earphone, an external/Bluetooth speaker, or metronome features like flashing lights or vibrations you can feel.

But what if you heard a big-shot musician say you shouldn’t practice with a metronome?

  • In my experience, there are two kinds of musicians who think they don’t need a metronome. One is the top 1%, who have spent a lifetime developing world-class musical abilities. The other is beginning and intermediate musicians, who haven’t learned the value of metronome work because they haven’t done it enough. Don’t mistake a top-level musician’s musings for good beginner advice.

Fire up the metronome and go practice!

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    Q&A: The big picture

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    Why does music move humanity so profoundly?

    My personal belief is that music is divine in origin, and that there is something inherent to humankind that responds to music. Since I believe that everyone is a child of God, I suppose the love of music is a divinely-inherited trait. Leaders in my faith have said, for example, that “Music is given of God to further his purposes,” and observed “Music is truly the universal language, and when it is excellently expressed how deeply it moves our souls.”

    If that’s not your style, you may prefer Darwin’s speculation that the earliest attempts at human language were more like musical gestures than like words. An ability to relate to these sounds is at the foundation of language in the more modern sense, and thus underlies virtually all human experience and culture.

    In any case, even as a faith-plus-science kind of guy, I’m definitely out of my depth here, so feel free to share your theories in the comments.

    Are applied music studios in higher education sustainable considering the supply of music graduates exceeds available employment?

    There are issues here for sure. I can only vouch for my own approach:

    Most of my university students are music education majors, and where I live this does seem to be sustainable. My graduates for the most part are able to land and keep jobs doing what they are trained for: directing middle school and high school bands.

    Many of my students at some point inquire about the degree in performance. If they are interested in that route and have the skill to pursue it, we have a long talk about the career path of a performance major. Essentially, a bachelors degree in performance qualifies you for one thing, entry into an masters program. The masters qualifies you for a doctoral program, and that qualifies you to teach in higher education and perpetuate the cycle. We talk seriously about the prospects for employment in higher ed (slim).

    On the other hand, a college or university education isn’t a trade school certificate—it is meant to produce a well-rounded citizen of the world, with literacy in key fields of human thought and skills in areas like communication and critical thinking. If a prospective student wishes to study the art of musical performance for reasons that are not necessarily 100% practical, then I would like to see that opportunity available to them. Schools and students should be clear with each other about their goals, so there isn’t any confusion about, for example, guarantees of employment.

    Some of my students have leveraged some of the more general skills developed in their musical education to pursue careers in other fields, which I find to be a perfectly good outcome. There is also at least some anecdotal evidence that college music majors are welcomed by challenging, high-status programs likeĀ law and medical schools.

    When will woodwind makers deplete resources of grenadilla/mpingo wood?

    I don’t know the answer. My understanding is that these woods are not in danger of extinction, exactly. But the culling of the tallest, straightest specimens for products like oboes and clarinets has potential to cause an evolutionary bottleneck, since only trees that are unsuitable for instruments (because they are curvy, for example) are left alone to reproduce.

    I think that the inevitable conclusion to this is alternative materials for instruments. This will be a tough sell for some musicians, but will ultimately be for the better. If modern science can develop amazing new materials for everything from mobile phone technology to medicine to space travel, why not for music? I’m confident that the “wood”-wind instruments will continue to exist in materials that are more sustainable, stable, affordable, crack-free, ergonomic, and beautiful-sounding.

    Why does the principal oboist tune the orchestra?

    Tradition. We have methods of providing a reference pitch that are far more accurate and reliable than even the best oboist. But the ritual is a comfortable one.

    There are lots of additional theories. I’ve written previously about why a bunch of these don’t make sense, and that post continues to draw comments largely based on questionable understanding of “overtones.”


    Thanks for your questions! These are some tough ones.

    More 10-year anniversary Q&A

  • It’s not too soon

    Photo, thelouche

    Frequently I think about something one of my teachers said to me as an undergraduate student. I was preparing for a rapidly upcoming recital, and played one of my repertoire pieces in a private lesson. There was a tricky page turn in the printed sheet music, and my run-through came to a halt while I fumbled with the pages. A little embarrassed, I assured my teacher that I intended to photocopy a page at some point so this wouldn’t happen in performance.

    “You know, it’s not too soon to do that,” he said with a tired smile.

    Of course I learned many valuable lessons from that teacher, but “it’s not too soon” is one that has really stayed with me, and now I try to pass it along to my students. Here are some things they (and sometimes I) like to procrastinate, but I try to remind them it’s not too soon to do:

    • Photocopy pages to ease page turns
    • Mark in all the places you intend to breathe, and practice them
    • Look up any unknown foreign musical terms, and pencil in the translations
    • Decide exactly what all ornaments, trills, and such are going to sound like, and practice them
    • Listen to recordings
    • Get that sticky pad or crumbling cork replaced
    • Plan good fingerings, mark them in, and practice them
    • Study the accompaniment part
    • Pencil in any rhythms, accidentals, or other reminders that will improve your performance
    • Start stockpiling good performance reeds
    • Add dynamics or other expressive markings that support your interpretation, and practice them

    What small things are you procrastinating in your own preparation? It’s not too soon to do them now.

  • 10 ideas for more focused practicing

    It can be difficult to keep practice sessions focused and productive. Distractions, burnout, boredom, and bad habits get in the way of progress. Try some or all of these, see what works well for you, and make the most of your practice time.

    Photo,  woodleywonderworks. (license)
    Photo, woodleywonderworks. (license)

    1. Prepare yourself mentally. Before you start, take a few minutes for meditation, prayer, introspection, deep breathing, self-awareness, or whatever else helps you set aside the concerns of daily life and get in the zone.
    2. Prepare yourself physically. Stretch, hydrate, dress comfortably. Get enough sleep and exercise and eat a balanced diet. Protect yourself from repetitive-motion injuries and make sure your body can perform at its best.
    3. Embrace routine. Develop some habits around your practice schedule. A carefully-selected routine gets you into practice mode and reduces the chances of falling into procrastination. It also gives you a framework that can be fine-tuned when you have a new idea you would like to incorporate.
    4. Warm up. It doesn’t just mean bringing your instrument up to temperature. Do long tones, scales, articulation studies, or other things that get your instrument-playing muscles working together. Choose ones that demand your very best embouchure, voicing, breath support, finger technique, etc.
    5. Be goal-oriented. Know what you want to accomplish, as specifically as possible. Not “I’m going to practice my scales.” Try “I’m going to get my F-sharp major scale tempo up to sixteenth notes at 60 beats per minute with no wrong notes or hesitations.” Or even better: “I’m going to train my fingers to use that alternate D-sharp fingering in the top octave of the F-sharp major scale at 60 beats per minute with no incorrect or hestitant finger motions.” Goals shouldn’t only be technical; they can be expressive and interpretive, too. Make a list, and start checking things off.
    6. Seek variety. Don’t drive yourself crazy or die of boredom practicing one problem phrase for hours on end. Through experimentation, figure out how long you can really maintain focus and enthusiasm for a single practice task (10 minutes usually works well for me), and move to a new task when it gets less productive to work on the old one. You’ll come back to it later with fresh ears/eyes/fingers/lips.
    7. Take breaks. Take them frequently, but don’t leave them open-ended. Know exactly when you plan to get back to work, and what task you will be tackling next.
    8. Self-evaluate. You probably already have some kind of device you can use to record yourself. Listen back as though it’s somebody else playing. Make notes about what you hear. Pick the biggest-priority items and add them to your goal list.
    9. Escape distractions. You know what pulls you away from the task at hand. Hide it, silence it, power it down. How different would your practicing be if the only people or objects in sight were you, your instrument, and a music stand?
    10. Find inspiration. It’s hard to reach a performance goal if you aren’t sure what that goal sounds like. Don’t be afraid to listen to recordings or watch videos of your heroes—you will still sound like yourself, just a better-informed version of yourself. Listening to singers or players of instruments besides your can really open up your mind and ears, too.

    Have additional tips? Leave a comment!

  • 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”

  • Time-crunch vs. long-term practicing

    My approach to practicing has to adapt to deadlines. Sometimes the deadlines come up fast, and there isn’t time to make everything as perfect as I would like. Other times I have plenty of preparation time and want to make the best use of it.

    Suppose the music I’m working on has one or two especially challenging spots, and I know I could put many hours into trying to perfect them. If I get bogged down trying to make those couple of spots perfect on a tight deadline, I might fail to adequately prepare the rest. It’s a better strategy to make sure I’m ready to play 98% of the music at tempo, make a reasonable effort with the remaining 2%, and hope for the best.

    But if I have plenty of time to prepare, that approach can backfire. Getting the 2% “good enough” early in the process may mean compromises that I have to undo later. I’ll have a better final result if I’m not in a hurry to bring the tough spots up to standard. Instead, I give them time to settle deeply into muscle memory before pushing the tempo. I practice difficult spots for a few minutes every day, instead of cramming.

    Think carefully about your practice approach, and adapt as needed. Good luck!

  • Playing issues vs. reading issues

    Sometimes when I struggle with a musical passage it’s because I can’t quite play it—maybe my fingers or tongue won’t move quite fast enough yet, or there’s a difficult slur or interval leap that I’m still mastering. The solution is methodical practice, which of course takes significant time and effort.

    But there’s an additional set of issues that can be solved more efficiently: reading issues. These are caused by a variety of things: unclear printing, bad editing, poor eyesight, or something just not quite clicking in my brain for some reason. On flute I sometimes get a little lost in the ledger lines, and on bassoon my switches between bass and tenor clefs aren’t always as agile as I’d like. Plus I still sometimes stumble over a double-sharp or some other less-familiar symbol.

    Reading issues aren’t shortfalls in my ability to physically operate the instrument—they are a disconnect somewhere in my eyes-to-brain-to-execution connection. And they often don’t need hours of drilling to solve.

    Keep in mind that reading from your score is 100% optional. Would it solve the problem if you just memorized those few notes? Made some nice clear pencil marks? Rewrote that measure in a clearer way? Scanned the whole thing and reprinted it at a larger size?

    Taking reading out of the picture when necessary can save many hours of frustration and tedium. Try it!

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