Tag Archives: Academic

What’s your biggest guitar issue?

ATTENTION GUITAR FRIENDS!

This is a call for submissions!

One aim of my blog is to offer guitar & music-related advice and for the next few posts, I’d like to pass the power in dictating the topic of discussion to YOU. So tell me: what is the is the biggest issue you face in learning the guitar?

I’m happy to examine any relevant queries which have been bugging you. They could be technical (finger tapping, getting the right tone out of an amp), or more vague (who do you feel the best guitarists to listen to when learning Afro-Cuban jazz, etc). You might want to ask about bass guitar, ukulele or band performance/management in general. Feel free!

You can message me here, leave a comment in this post, or drop me a DM/tweet via my Twitter account: @tim_guitarist.

I look forward to hearing from you & talking your queries over the next few weeks!

Tim x

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Where have I been?

As the late, great David Bowie sang, ch-ch-ch-ch-changes…

Hi all, been a while! So where have I been?

In one respect, nowhere new. I have however been rather busy as wedding season came around & I took on a lot of additional limited-run teaching work about the same time. I’ve also been keeping busy preparing for the first big change to my work/life balance…

I have been successful in securing a place to study for a MSc in Music Therapy in Edinburgh. This means for the next two years I will be in Scotland for two days (one night) per week. Regular readers will not be surprised to learn that qualifying as a music therapist has  been one of my long-term goals for a while now. I expect it to be a pretty intense period of study, but I will aim to keep this blog updated of my progress. I’ll also continue to post any interesting insights into MT that I discover on the way.

Using ‘bedsit research’ as an excuse to travel up to Edinburgh this week, my partner & I spent a few days enjoying the Festival Fringe. You can expect blogs reviewing the shows we saw showing up here very soon…

Any other ch-ch-changes?

Well yes, actually. Remember that new music project I’ve mentioned starting (or attempting to start) intermittently over the last year? Expect a new update very soon – new (heavier) sounds are on the way!

Tim x

Mundane Science Fiction – taking fantasy out of the future

moon

Picture courtesy of Quora.com

Ok, so I’m a music writer first and foremost. The vast majority of my posts deal with (in no particular order):

  • The positive effects of music on overall wellbeing
  • Music therapy & community music articles of interest
  • Updates on my writing & recording work, focusing on new projects
  • Thoughts & discussions on the wider world of music, in all its beautiful and varied forms

However…

I do, on occasion, venture away from music and enter the wider world, focusing on my other favourite subjects: history, politics, travel and of course, books.

Like most people who write, I’ve tried my hand at fiction. I’ve started around five or six ideas for stories, only three of which were long enough to become novels. Two of these were science fiction. My love of sci-fi comes from a childhood spent reading the greats such as Asimov, Dick, Clarke, Banks and many, many more. Anyone who states that the genre isn’t proper literature has most likely not read the right books. The imagination required to conjure up these worlds and peoples goes fast beyond the standard writing advice of ‘writing what you know’.

Critics of sci-fi do have one valid gripe: in all of the grandiose settings and fantastical elements of the genre, characterisation can sometimes suffer. It is certainly true that only the very best sci-fi combines the huge space-opera backdrop with the human elements of character-driven plot lines. In that regard, can too much imagination be a bad thing?

Enter the relatively new sub-genre of mundane science fiction, a term first coined by Geoff Ryman and others in 2004. Those of you who follow my music blogs will no doubt be aware I have a dislike of genres and labelling. Good music is good music – shouldn’t the same be true for fiction? Well, perhaps with a focus on characters and more believable conflicts, it can.

The best way to achieve this? Remove the supernova-sized set pieces; the spaceships travelling at light speed; aliens from other worlds; time travel; in fact, anything considered to be outside of our current understanding of physics and the universe as we perceive it.

The Guardian newspaper wrote an excellent piece in 2008 introducing readers to the genre, which I happened upon recently which you can read here. This article and the original blog by SFGenics explain mundane sci-fi so much better than I can, but the basics involve a lack of the ‘fantastical’ elements mentioned previously, focusing instead on human stories and character-driven plot/conflict.

Interestingly, I have noticed that most of the books considered part of this movement (if you want to call it that) are set in the present day, near or approaching future. There is almost no likelihood of seeing a mundane sci-fi novel taking place in the year 30,212 A.D. because who knows what the world will look like then, and how could such ignorance be presented as mundane?

Another noteworthy feature is a focus the dwindling resources of this planet. In forcing themselves to look inwards, rather than to the stars, many mundane sci-fi writers imagine a future where food is scare, or climate change has irreparably damaged our ecosystem. Their stories focus on how these environmental perils being either fought against, or survived through by the protagonists.

In the full ‘mundane manifesto’ blog, which you can read here, a few classic works are included, including ‘Do Androids dream Of Electric Sheep?’ by Philip K. Dick, which became the classic movie Blade Runner, and ‘1984’ by George Orwell. These two contrasting examples of a near dystopian future should tell you that even without the wider galaxy to play with, there is plenty of interesting topics to be mined here on Earth.

To finish off, I’ll return to music an anecdote from Peter Gabriel. When working on one of his classic albums, he instructed the drummer not to play cymbals for the entire recording sessions. Effectively, he forbade cymbals from the entire album. While some might balk at such a draconian measure and say it’s a fast way to ruin his music, the end results were quite surprising. Forced out of his usual default playing patterns and styles, the drummer at these recording sessions had to entirely rethink his drum kit. Approaching it in this fresh manner brought out rhythms he would have never dreamt up otherwise.

As well as this, I have previously written on the amazing results pulled off by the late record producer George Martin in a previous blog post. Martin had severe limitations on the equipment he was using, but with The betakes, created the most technically astonishing music, certainly for their time. Some might use that example of ‘rooming the safety net’, but to me, it stands as proof that sometimes creativity works better within limitations. As I said earlier, what applies to music can also apply to fiction. Sometimes to ‘think outside of the box’, one has to be in a box to start with!

So what do you think? Get in touch and let me know!

Ukulele Problems: Tuning

Ukulele beach(pic courtesy of ukulelemusichawaii.com)

So you’ve bought your first ukulele & learned a few chords. But now you’ve noticed that it’s gone out of tune. No matter, you have a tuner, you tune up. Done. But after a pretty short time, it’s out of tune again. Why?

I get this query a lot from my new ukulele students. Just as they are getting started with their first steps into music-making on this instrument, they become frustrated with it’s apparent lack of tuning stability.

New ukuleles come with new strings, which haven’t been ‘played in’. Just like a new set of strings of a guitar, they need to be ‘stretched’. As ukulele strings are made from nylon, which is a very flexible material, this is even more apparent.

The quickest way to to this is following these basic steps:

  1. Tune your ukulele
  2. Take a hold of the strings & gently pull them up, away from the fingerboard, repeating across a few different parts of the string (see an example video here)
  3. Re-tune the ukulele
  4. Repeat steps 2 & 3 until re-tuning is no longer required

Hey presto! problem solved! Your ukulele should now not only remain stable after playing, but also hold it’d tuning better when travelling (though extreme changes in temperature will still cause the strings to expand and contract).

The video included via hyper link in point 2, above (https://www.youtube.com/watch?v=px0ds0T3ric) is one of many available online to help you better visualise what I mean by stretching the strings. It’s not as difficult as you might think!

Other things to remain mindful of:

While stretching the strings is by far the most common solution to fixing a consistently out of tune uke, you may still notice occasional tuning issues. Perhaps simple, mostly open chords sound correct, but those with three or four fretted notes, or barre chords, have one or two out of tune strings when played. More perplexing, this can happen when the open strings are still correctly tuned up.

The problem? In this case, it’s intonation.

Provided you have a decent instrument, where the frets are set up and spaced correctly (watch out for the false economy of the bottom range ‘budget models’), then this can easily be fixed by paying close attention to how you fret the notes. You may find, on new or more interestingly shaped chords, that you are pressing down too hard on certain strings, pushing that note slightly out of tune with the rest of the chord. Some positions might require you to stretch or bend a finger in a way which means it is not sitting behind the fret as per the standard method. This too, can be fixed with a little bit of practise, and a small amount of mindfulness. Happy Uke-ing!

Advice for young musicians

We all know how it is. You want to prove yourself and show the world (and your peers) that you ‘have what it takes’ to work in music; Self assured and not in need of any advice of pointers from anyone else. How would they know your ‘story’ anyway? How could someone advise you when your style, your sound, your ‘voice’, is unique to you.

True, confidence can be a great asset to our chosen profession. Even in an industry where we work together because it’s the fundamental nature of how music operates, it can get lonely out there sometimes. But a false confidence, or bluff, will leave you alienated and likely to make the same sorts of mistakes thousands of musicians have made before you.

So swallow your pride, take a seat, and listen to a few words of wisdom from those who have made music work – and pay – for themselves.


Keybaord player and composer Ben Folds wrote some advice a few years ago on his Facebook page. Boiled down to the essentials, I found three things especially true:

    Work on finding your own voice
    However much you try, you will always be you. Stop trying to be anyone else and accept this fact. Once you have come to terms with this, work on being the best ‘you’ that you can be.

    Learn your technique, then forget it
    learn as much as you can, as widely as you can. Read about it & practise it. Then follow the advice of the previous point and learn to present these techniques in your own, unique way.

    Before you can express yourself in words, you first have to learn the language; it’s vocabulary & grammar. But think of how many books & poems were all the more interesting for their yearning up of the rules? The same applies to music first. However, to reach this point, you need to know which rules you are breaking…

    Don’t they to force people into liking you or your music
    There will always be people out there who find what you do interesting, provided you are doing it well, and playing from the heart. don’t bend over backwards trying to commercialise your sound, compromising your music in the process. The audience will come to you, so just persist at it.

    This is even more true in our digital age – search for good advice on putting you material online. You should never have to pay to do this, due to the high number of platforms out there. It might be slow at first, but you will eventually reap the fruits of your hard work.


NobleViola.com also features a really interesting article entitled ’10 things I wish I knew when I was a young musician’ which, while echoing the sentiments of Folds, adds the following gems:

  • Practicing isn’t a matter of how many hours you put in, but how many good hours you put in. It’s quality, not quantity.
  • Your body is also your instrument – learn how it works and take care of it.
  • Being professional is a 24 hour job.
  • Keep busy, and do a variety of things. Diversify as much as you can.
  • Love what you do – and remember to nurture that love.
  • As Pat Metheny says on his website, “for me, after everything, the only thing that finally remains really true is the feeling that at the end of the day, I know that I played really good, or I didn’t ; or that I made some progress and understand something that I didn’t understand at the beginning of the day; or I didn’t. This, to me, is the real currency of what it is to have a life as a musician”.

    Well said, Pat.

    As always, comments and responses are more than welcome. Feel free to check out my previous articles too! Enjoy the rest of your week & happy playing!

    Music & Wellbeing (Part 7): Final thoughts & additional reading

    I hope you have enjoyed reading these extracts from my dissertation on the value of music on our overall wellbeing. I wanted to finish off this mini-series with a few final thoughts.

    First of all, it goes without saying that a lot more research needs to be conducted in all of the areas I have covered. From music’s impact on the brain to it’s beneficial applications within the education system, we have only begun to scratch the surface of what could be possible. Music’s transformative power needs much more investigation and research than, unfortunately, we seem able to support financially in the country at the present. Having said that, there are a few great organisations out there, most of them charities, which are performing Stirling work even in these most difficult of economic times.

    Nordoff-Robbins are the UK’s largest and oldest Music Therapy charity. Most of the MT courses on offer at UK universities are provided in conjunction with them, usually following their methods of practice. Another fantastic charity is Sunbeams. Working in the North-West area (Lake District, Cumbria) with a range of people, including children and adults with severe or multiple physical and mental difficulties, Annie Mawson’s organisation has won great praise and acclaim for it’s community music practice. I wholeheartedly suggest you check these guys out and donate if you can.

    All the papers, texts and books I referenced in my mini-series were worth a greater look and I would encourage you to look through my references list at the end of each article, and read as many of the titles as possible. However, of all of these, may I humbly suggest Daniel Levitin’s astounding book on music and neuroscience ‘This Is Your Brain On Music’ and Oliver Sack’s ground-breaking tome ‘Musicophilia’.

    As for the practise itself, get out there! Get volunteering! Use your hard-learned musical skills in the community to enrich the lives of those around you, especially those less fortunate, children, the elderly, disabled, ill and the isolated. Music is very much the world’s universal language – let’s use it to the best possible effect.

    Music & Wellbeing (Part 6): Music Therapy & Educational Wellbeing

    Music and educational wellbeing

    So far, we have investigated the value of music in physical and mental wellbeing. As previously discussed, a better education leads to greater feelings of wellbeing, particularly in later stages of life (Merriam & Kee, 2014). With that in mind, if we are to consider the value of music on our physical and mental wellbeing, we must also discern its role in our education.

    There have been recent arguments for the evaluation of wellbeing in the school system, examining what good practice is already in place, and also discussing ways to implement further measures (Aggleton, Dennison & Warwick, 2010). A recent study by McFerran & Rickson (2014) also highlighted the positive effect of music and music therapy in educational wellbeing. Both of the above studies allude to the wider benefits in the community and later on in the child’s life, once they reach adulthood. In this chapter, I aim to examine current thinking on the effects of music on improvements in children’s learning.

    The act of participating in musical activities, or playing musical instrument, is seen by many to be of great importance to children’s development (Scripp, Ulibarri, & Flax, 2013; Swanwick, 1988, 1994;). As well as teaching self-discipline and providing feelings of achievement, it acts as ‘a powerful therapy for all sorts of childhood conditions. It develops body, brain and soul in balance’ (Ben-Tovim, 1979, pp. 15-16). Music has been considered to share many similarities with language throughout our history (Thaut, 2005, p. 171). It has long been used as a method of communicating new ideas and concepts to children in a classroom environment (Welch, 2005, p. 254; Barrett, 2005). The use of music in teaching pre-school children acts as both an ‘aid in language development while promoting musical development at the same time’ (Wiggins, 2007, p. 55). Recent studies, such as those carried out by Rickard et al (2010) noticed significant improvements in the verbal memory of primary school children who had spent time studying and playing music.

    Such improvements, however, stop a little short of the now famous ‘Mozart effect’. This term is derived from an experiment in which students who listened to at least ten minutes of Mozart’s music performed better in special awareness tests (Rauscher, Shaw & Ky, 1993, quoted in North & Hargreaves, 2008, p. 346). The popularity of these studies allowing the idea that certain genres of music can increase intelligence has since filtered into popular assumption. However, the theory that listening to music increases intelligence quotient (IQ), excluding any other factors or stimuli, is in itself a ‘massive oversimplification and overgeneralisation of the original scientific findings’ (North & Hargreaves, 2008, p. 346). I agree that there are too many additional factors to be considered when taking into account music as stimulation for learning. I find it unreasonable to rely on an almost magical ‘Mozart Effect’ for better results in a classroom environment. I believe music needs to be employed intelligently as a communicative and participative tool in teaching practice. Student engagement will be increased through activities they regard as ‘fun’ and consequently topics can be digested more effectively. In my opinion, the musical method should stimulate creativity in the children, and better equip them for future learning in other subjects (Scripp, Ulibarri, & Flax, 2013).

    While Wiggins (2007) conducted her research in the United States of America, there is an emerging global consensus to collaborate her view surrounding music as an effective tool in teaching. A similar study undertaken in Australia investigated the effects of shared music activities in pre-school children at ages 2-3 years old. The researchers then successfully linked these to a positive range of skills by the time the subjects reached ages 4-5 years old. The children demonstrated higher abilities in ‘vocabulary, numeracy, attentional and emotional regulation, and prosocial skills’. (Williams et al, 2015). The children in these tests proved to be more developed in terms of numeracy, literacy and prosocial skills, than children who had not partaken in shared music activities at a young age; more, even, than children who had participated in shared reading activities at the same age as part of the same research (Williams et al, 2015). This builds upon previous research in Germany, which suggests the level of skills such as numeracy in children may be largely down to the home environment of the child, not to mention other factors such as the educational level of the mother (Anders et al, 2012). Williams et al (2015) use the studies of Anders et al (2012) as one of the bases for their own research. While the German studies are not music-specific, they do not preclude the theories on which the Australian study was conducted. Similar investigations on older children by Hille & Schupp (2015) demonstrated not only an improvement in school performance, but greater conscientiousness and improved social awareness.

    So what about children with special educational needs? ‘Special educational needs’ (SEN) is a term which encompasses a wide variety of physical and mental circumstances which might impede learning, experienced both within and outside of the educational system. In the classroom environment, examples of SEN include children with speech, sight or hearing impairments, dyslexia, dyspraxia, delayed cognition, Down’s syndrome and those on the Autistic spectrum (ASD). Studies carried out by Dieringer & Porretta (2013) have shown that the use of music during lessons improves concentration in children on the autistic spectrum. The data returned by their research showed significantly less propensity on the child’s part to diverge into off-task behaviours. They showed higher levels of concentration when music was used as part of the learning process. They reasoned that ‘music can act as an extra auditory stimulus providing additional environmental structure, thus prompting children with ASD to stay on task.’ (Dieringer & Porretta, 2013, p. 8). Dieringer & Porretta (2013) also conclude that looking into this area of study further could lead to improvements in other aspects of life for children with ASD, not least enhanced inclusiveness with other children.

    While Dieringer and Porretta (2013) demonstrate in their study that off-task behaviours are reduced when music is used, they argue that further research needs to be conducted into whether or not ‘improved performance or learning actually took place’ (2013, p. 9). However, similar research by Gerrity (2013) focused specifically on improved learning in children with autism during music lessons. The findings of this research conclude that improvements in musical ability and understanding did in fact occur.

    What is interesting about the studies carried out by Gerrity (2013), and those undertaken by Dieringer & Porretta (2013) is that they both focus on children with varying levels of autism inside the regular public school system. However, research by (Sandiford, Mainess, & Daher, 2013) has shown how music is of enormous help to teachers in specialist schools for children with profound and multiple learning difficulties (PMLD), including the most severe cases of autism. My caveat to this would be that such improvements depend on a number of interlinking circumstances. This is similar to the findings of Anders et al (2012). These include, amongst other factors; teaching style; available resources (learning support and funding, for example); environment (at home and school); and parental support.

    REFERENCES

    Anders, Y., Rossbach, H., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., Von Maurice, J. (2012) ‘Home and preschool learning environments and their relations to the development of early numeracy skills’, Early Childhood Research Quarterly, Vol. 27, pp. 231–244. Available From http://dx.doi.org/10.1016/j.ecresq.2011.08.003.

    Barrett, M. (2005) ‘Musical communication and children’s communities of musical practice’, in Miell, D., MacDonald, R. & Hargreaves, D. (eds.) Musical communication. United States: Oxford University Press, pp. 261-280.

    Ben-Tovim, A. (1979) Children and music. Great Britain: A. & C. Black Ltd.

    Dieringer, S. & Porretta, D. (2013) ‘Using music to decrease off-task behaviours in young children with autism spectrum disorders’, Palaestra, Vol. 27, No. 1, pp. 7-9.

    Dennison, C., Warwick, I. & Aggleton, P. (2010) ‘Evaluating health and well-being in schools’, in Aggleton, P., Dennison, C. & Warwick, I. (eds.) Promoting health and well-being through schools. United States & Canada: Routledge.

    Gerrity, K. (2013) ‘Conditions that facilitate music learning among students with special needs: a mixed-methods inquiry’, Journal of research in music education, Vol. 61, No. 2, pp. 144-159. Available from: 10.1177/0022429413485428.

    Hille, A., & Schupp, J. (2015) ‘How learning a musical instrument affects the development of skills’, Economics of Education Review, Vol. 44, pp. 56-82. Available from: 10.1016/j.econedurev.2014.10.007.

    McFerran, K. & Rickson, D. (2014) ‘Community music therapy in schools: Realigning with the needs of contemporary students, staff and systems.’ International Journal of Community Music, Vol. 7, No. 1, p. 75. Available from: 10.1386/ijcm.7.1.75_1.

    Merriam, S., & Kee, Y. (2014) ‘Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults’, Adult Education Quarterly, Vol. 64, No. 2, pp. 128-144. Available from: 10.1177/0741713613513633.

    Rickard, N., Vasquez, J., Murphy, F., Gill, A., & Toukhsati, S. (2010) ‘Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study’, Australian Journal of Music Education, No. 1, pp. 36-47.

    North, A. & Hargreaves, D. (2008) The social and applied psychology of music. United States: Oxford University Press.

    Sandiford, G., Mainess, K., & Daher, N. (2013) ‘A Pilot Study on the Efficacy of Melodic Based Communication Therapy for Eliciting Speech in Nonverbal Children with Autism’, Journal of Autism & Developmental Disorders, Vol. 43, No. 6, pp. 1298-1307. Available from: 10.1007/s10803-012-1672-z.

    Scripp, L., Ulibarri, D., & Flax, R. (2013) ‘Thinking Beyond the Myths and Misconceptions of Talent: Creating Music Education Policy that Advances Music’s Essential Contribution to Twenty-First-Century Teaching and Learning’, Arts Education Policy Review, Vol. 114, No. 2, pp. 54-102. Available from: 10.1080/10632913.2013.769825.

    Swanwick, K. (1988). Music, mind, and education. USA & Canada: Routledge.

    Thaut, M. (2005) ‘Rhythm, human temporality, and brain function’, in Miell, D., MacDonald, R. & Hargreaves, D. (Eds.) Musical communication. United States: Oxford University Press, pp. 171-191.

    Welch, G. (2005) ‘Singing as communication’, in Miell, D., MacDonald, R. & Hargreaves, D.J. (eds.) Musical communication. United States: Oxford University Press, pp. 239-259.

    Wiggins, D. (2007) ‘Pre-K Music and the Emergent Reader: Promoting Literacy in a Music-Enhanced Environment’, Early Childhood Education Journal, vol. 35, no. 1, pp. 55-64. Available from: 10.1007/s10643-007-0167-6.

    Williams, K., Barrett, M., Welch, G., Abad, V., & Broughton, M. (2015) ‘Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children’, Early Childhood Research Quarterly, Vol. 31, pp. 113-124. Available from: 10.1016/j.ecresq.2015.01.004.