Posts Tagged ‘trumpet’

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The Power of Mental Focus

May 13, 2015

In the time I’ve been teaching trumpet lessons, I’ve worked with students of all ages, interest levels, and experience- beginners getting their horns for the first time, high school students, professionals, come back players, and of course college students.   For the long term growth as a musician and trumpet player, one of the most important concepts (and sometimes the most difficult to teach) needed is mental focus.

When I first started teaching beginners, this is what I told them:

“If you practice everything I give you, the stuff you are responsible for in band is going to be pretty easy.  You’re going to sound really good in band, and your director will be very happy with you.  Your director and the other kids in band will think you’re very good.  But we’ll know the truth.”

Then I would explain to them what I meant by “the truth.”  The truth is that our playing is always changing.  Done right, our playing is always growing.  In the big picture we need to do two things:

  1. Practice how to play the horn. In other words- fundamentals.
  2. Practice what to play on the horn.  In other words- music.

(There’s a lot of overlap here, as fundamentals should be played musically, and playing music can certainly inform our technique and spur fundamental growth…but that’s a discussion for another day.)

So “the truth” is that there is always work to be done on our playing.  Always.

There are two reasons I told my beginners this.  They are:

  1. to give them confidence when playing in a group, whether in a performance or rehearsal, that they have the tools necessary to do a terrific job.
  2. to stave off the stereotype of the “cocky trumpet player” by letting them know that there’s always more work to be done.  When things go well, it’s a result of good practice, and not because they were anointed by magic fairies at birth with a special potion that made them the greatest players the world has ever heard.

This worked well. Since I started teaching college, it has surprised me how many students get this backwards.  I hear how their thought process in rehearsals and performances focuses on what is lacking, and the thought process in the practice room focuses on how good everything is.

I found this troubling.  So, like always, let’s start with the easy stuff:

Everyone has strengths and weaknesses

This seems like a simple enough statement.  Here’s why I bring it up.  When in a group, it can be easy to focus on someone else’s strengths, especially if they are your weaknesses.  This is a quick road to Insecureville, which is right next to Underconfident City.  Once you arrive there, it’s very difficult to play your best, as you will be telling yourself how much you can’t do.  Similarly, there are those that like to focus on someone else’s weaknesses, especially if it matches their strengths.  This is the express lane to Conceitedton, which borders Cockyberg.  Once you arrive there, you are so sure of yourself you don’t play your best because, no matter what comes out of your horn, you’ve already convinced yourself you’re the greatest thing since the invention of nachos (mmmm….nachos).

These are bad places for your mind to dwell.  Here’s how mental focus can help.

When practicing, focus on your weaknesses

Again, this may seem simple.  For a lot of people, closing the door to the practice room and really admitting to and working on a weakness can be very difficult.  Once you really commit to this kind of focus while practicing, you’ll see the benefits.

Which brings us to:

When performing, focus on your strengths

When it’s time to play with others, your mental focus needs to shift. Finding the mental place of being confident without being cocky can be a challenge.  Your mental focus will be most beneficial if it is focused on what you bring to the performance.  If you’ve been practicing well, this can help, as you’ve built a habit of playing the instrument well fundamentally and musically in the practice room.

The Circle of Growth

If you can take charge of your mental focus, you can build a circle of growth.  At the top of the circle is practice.  Since you’re focusing on your weaknesses in the practice room, you’re getting better and better at the instrument, building your confidence in what you’re able to do.  At the bottom of the circle is performance.  Since you’re focusing on your strengths in performance, your performances become better, building upon the good habits you’ve build in the practice room.  After your performance, you take what didn’t go as well as you’d like in the performance into the practice room and treat it as a weakness to be worked on.

Keep doing this.  Forever.

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The Case Against Buzzing

April 22, 2015

Buzzing seems to be a divisive topic in the brass world.  Some consider it an absolute necessity.  Others say it’s useless.  Although the title of this article may lead you to believe I’m against buzzing, I’m not.  I am against bad technique.  And there are some dangers in buzzing to watch out for.

First let’s clarify what we mean by buzzing.  There are 3 large categories:

  1. Free buzzing- Making sounds with only the lips.
  2. Rim buzzing- Using only the rim of a mouthpiece (or a mouthpiece visualizer) to make sound.
  3. Mouthpiece buzzing- Using a mouthpiece to make sound.

Now let’s move on to the fun part.  When buzzing in any of the ways mentioned above, you are not doing exactly the same thing as when you are playing the instrument.  When free buzzing or buzzing on a rim, the sound is made at the lips.  When on a mouthpiece, the sound comes out the end of the mouthpiece.  As soon as you put the mouthpiece back into the horn, the sound comes out of the bell.  This difference is significant.  The instrument provides a certain amount of resistance that obviously does not exist when buzzing.  This brings us to:

DANGER #1: Creating Resistance

When looking for the same exact feel as playing the instrument, some people will resort to creating their own resistance.  Often, this is done in the neck.  People will tighten up their necks when buzzing to get the same feel of resistance.  Sometimes this can be easier to see than to feel.  If you’re concerned, buzz while standing in front of a mirror, and look at the side of your neck.  Once you start doing this while buzzing, it can be difficult to stop doing when you’re playing.

A really good exercise that I’ve seen several people use in buzzing is making a siren sound.  First, take a nice, easy breath.  Next, buzz a comfortable low pitch and gliss up and down.  The aim is to make both the feel and the sound very free.  While playing the trumpet with this smooth, consistent blow, we build the coordination of seamlessly moving from the center of pitch on one note to the next.  Since the lips, rim, and/or mouthpiece provide no help in finding the center of pitch, we are now at:

DANGER #2: Placing Notes

The siren exercise shows how buzzing does not help finding the middle of any one pitch.  But when people move to playing simple melodies or exercises that require specific pitches, often they will look for the same feel of certainty as they get when playing the trumpet.  This can lead to a slight hitch just before the initial attack, and/or, tonguing too hard (to put that note in place).  When working with specific pitches, sit at a piano and play the note first.  If you don’t have a piano, most smartphones have tunings apps that will also play any specified pitch.  Get it in your ear, then take your best shot.  Should you miss, gliss to the center of the pitch before moving on.  When moving between notes, start by thinking of each interval as a gliss.  If you want to have beautiful intervals in the music you play, start by blowing from one note to the next, making each interval a mini-siren.  As you get better, you’ll be able to make the transitions quicker without placing them.  Then, when you make the transition to playing the instrument, the trumpet will actually make it easier when you are blowing from note-to-note.

The last big problem to tackle today is one of my favorites: range.  There are those who say that to be able to play the note on a trumpet, you need to be able to buzz it.  I have not found this to be true.  To be able to do so brings us to:

DANGER #3: Physical Manipulation

When it comes to range, trumpet players will do all kinds of crazy things to try and play higher.  I’ll be happy to revisit how I believe range to just another aspect of playing that can be improved with dedicated practice and good technique, just like sound, articulation, flexibility, and finger dexterity, another time.  But for now, I want to warn you about the dangers of wacky physical manipulations to make higher notes come out while buzzing.  The first one is covered above in DANGER #1.  Part of trumpet playing, and this includes playing in the upper register, is blowing against the resistance of the trumpet.  Without that resistance, especially in the upper register, people will lock up their necks to get it.  There are several examples on the internet.  Another physical manipulation to watch out for is stopping your air.  Ideally, when playing the trumpet, you take a nice easy breath and, coordinated with the tongue, blow right back out.  The air does not stop.  But some will demonstrate upper range, especially while buzzing, by taking a breath, holding it, then using the tongue to release the air and put that note in its place (see DANGER #2 above).  This technique might get the note to speak, but the sound will be thinner and trumpet playing has now gotten harder by adding two steps: 1) stopping the air, and 2) restarting the air.  The last physical manipulation I want to warn you about today is mouthpiece pressure.  Generally speaking, I don’t see a lot a problems with too much pressure while playing the trumpet.  The problem certainly exists, but I don’t think it to be as big of a problem as others.  Mouthpiece buzzing, especially into the upper register, is a different story.  Trumpet players will mash that mouthpiece as hard as they can to get higher notes to speak.  One way to combat this is to hold the mouthpiece with your thumb and index finger at the spot where it meets the trumpet.  If you’ve been playing any length of time, there’s already a line there.  Use it.

As you can see, I don’t hate buzzing, or think it’s inherently evil.  It can be valuable if practiced well.  Dedicated is good.  Smart and dedicated is better.

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Coordination

March 12, 2015

Last week I wrote:

It’s not all about strength.

It’s about coordination.

I keep reading what “the secret” to playing is.  So far the highlights are:

  • Air!- Whatever the question is, the answer is MORE AIR!
  • Tongue- The amount of physical manipulation of the tongue discussed on a regular basis is staggering.
  • Lips- 50/50, 2/3 up 1/3 down, 1/3 up 2/3 down, roll in/roll out….

Let’s take a quick look at each:

AIR

Air is certainly needed to play trumpet.  But how much?  Ah, that’s the question.  If you’re a regular visitor here, you know I consider myself a Radical Moderate.  Too often people seem to think every trumpet problem is a nail, and air is the hammer.  Here’s how much air to use- enough air to meet the resistance of the trumpet, but not more.  When you hear a trumpet sound that rings a room, that fullness is, in part, because of the air meeting the resistance.  Here’s a picture to give you an idea of what I’m talking about if what I’ve written so far is too vague, Goldilocks style:

  1. Stand facing a wall.  Reach out your hand so that your fingers barely touch it.  That’s not enough air.
  2. Stand facing a wall.  Punch the wall.  That’s too much air.
  3. Stand facing a wall.  Put your hand against the wall and lean forward.  That’s just right.

TONGUE

Your tongue is certainly necessary to playing the trumpet.  So- what is the tongue’s job in trumpet playing?  I ask this question in clinics and get all kinds of crazy answers.  As I like to make things simple, here’s the tongue’s job description:

  • When wanted, give notes a clear beginning.

That’s it.  For those of you wanting to tell me how much more the tongue does, please keep reading.

LIPS

Lips are certainly an integral part of trumpet playing.  Before we get to the job description for the lips, let’s address some common concerns about placement.  Because there are so many different shapes and sizes, there are no absolutes here.  These are general guidelines:

  • Put both lips inside the mouthpiece
  • Put the mouthpiece centered on the lips (not necessarily exactly center, as everyone’s face is different)

So what do the lips do?

  • Vibrate.

That’s it.  The reason to put both lips inside the mouthpiece and center the mouthpiece on your lips is to allow the vibration to happen.

COORDINATION

As you can see, we can’t play trumpet without Air, Tongue, or Lips.  So the secret can’t be just one of them.  The secret is getting them all to work together.

Let’s start with Air.  Trumpet players can be so crazy as to make breathing difficult.  Breathing is so easy that babies can do it.  Breathing is so easy that you can do it in your sleep.  Let’s not make it complicated.  You take air in; you blow air out.  That’s it.

Let’s add the tongue.  Take a nice easy breath, and coordinate the tongue as you blow out so that it gives a clear beginning to the outward blow without stopping the airstream.  If you’re worried about tongue placement, generally speaking, the tongue will work the same way as when you’re speaking.  If it helps, you can say “Ta” or “Too” to get started.

Now let’s get the lips vibrating.  I like to use the trumpet, but others like to start on just the mouthpiece or leadpipe.  There’s no wrong answer here.  With the corners of your lips firm, take a nice easy breath, tongue the beginning of the outward blow as the middle of your lips start vibrating.

Anyone can do this is no time at all.

The hard part is taking the time to keep it this simple when difficulties arise.  Often problem-solving involves focusing on one of the above subjects.  And this is where it gets difficult.  Sometimes the problem can be solved with more air.  But when students here “more air,” they often overcompensate by overblowing.  Teachers have telling students to arch their tongues since the dawn of time.  At times, that can be (at least) part of the solution.  But everyone’s mouth, tongue, and teeth are different sizes and shapes.  So students overdo it.  If a student’s tongue is arched as high as possible with no air, there’s more frustration on the horizon.  There are teachers that want to make sure everyone’s embouchure is exactly right.  And there are students who need help in this way.  But there is no “exactly right.”  That’s why it’s important to work with the student in front of you, from wherever that student is.

It all comes back to coordination.  We need to keep practicing these simple concepts to get everything working together for the best possible result.

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The Power of I Don’t Know

January 19, 2015

Regularly, new students will ask me, “Am I playing the right mouthpiece?”  My answer is usually, “I don’t know.”  This answer often surprises them.  I explain that because we are just starting to work together, I’m still learning their strengths and weaknesses, and planning how to address them.  That might include equipment.  It might not.

I don’t know.

It’s important to be aware when “I don’t know” is the best answer.

In college football we’ve been told all year that the SEC is the best conference and that the Big 10 is not very good.  In the bowl games this year, the Big 10 went 3-1 against the SEC.  So which is the better conference?

I don’t know.

We’re given long term weather forecasts daily.  You can open the weather app on your phone and get one right now.  I’ve done this a number of times when planning travel.  It’s astounding how often and wrong the forecast can be.  Why?  Because even with the best information we have today, predicting the weather is not an accurate science.  So what’s the weather going to be like in 10 days?

I don’t know.

Although sports and long term weather forecasts are trivial when compared to teaching, they provide excellent examples of how reticent people can be to admit how much they don’t know.  As someone who has (rightly) been accused of being a know-it-all, I hope I can help you learn this lesson.  When put in a position of leadership, it can be easy to feel the responsibility for knowing..well…everything.  Should you take on that impossible responsibility, you can quickly alienate those around you that could help because they know things you do not.  You can also lose the trust of those you lead.

Here’s my message for you this week:  I don’t know can be the best answer you give.

Teachers can have a hard time admitting there are things they don’t know.

Students can have a hard time not getting an immediate answer to a question.

Teachers- Please be honest with your students, which includes admitting what you don’t know.

Students- Be respectful to your teachers.  Realize they are real people that can’t be expected to know everything.

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Level of Expectation

January 7, 2015

Here’s one of my least favorite phrases:

Good enough

What that means to me is that it’s not as good as could be, and that it’s okay to settle for less than an optimal result.  I’m not okay with either thought.

Level of expectation can be a difficult topic of discussion, as everyone is in a different place.  So I will try to be as clear as possible.  There are many times when I’ve witnessed players of all levels finish a performance and say something like:

…but that’s not how I play.”

Here’s the truth:

That is how you play.

If you’re unhappy with your level of performance, it’s likely that you should be unhappy with your preparation.

Too often, people dutifully spend time in the practice room hacking away until it’s time to be done for the day.  When a performance comes around, they think the mindless practice (“But I practiced 2 hours a day every day this week!”) will magically transform into a higher level of performance.  That’s not how it works.

If you truly want to raise your level of performance, it starts with how you are practicing.  Here are some guidelines to help you get started:

  • Before you start practicing, have a idea of what that session will accomplish.
    • It could be as simple as figuring out where you’re going to breathe, or increasing the tempo by 5 beats per minute on a particular piece or passage.
  • When you have accomplished what you set out to do, move on.
    • If you finish quickly, set another goal and continue.
    • If it takes a while, then it’s time for a break.
  • Practice performing.
    • If the performance is the first time you’ve played that piece all the way through without stopping, you have not set yourself up for success.
  • The quality of your practice, not the quantity, is the most important aspect.

Now comes the hard part.  You’re practicing dutifully, holding yourself accountable, and making real progress in the practice room.  The next performance comes around, and you’re still not happy.  That’s okay.  Take each performance you get as a check-up on how you’re doing.  Be honest with yourself about what’s getting better and what needs work.  Then get back in the practice room.  Repeat this…forever.  If you do it right, you’ll get better and better while still realizing there will always be reasons to practice, and the process of learning and musical growth is neverending.

And you’ll know what I tell my students on a regular basis:

Good enough…isn’t.

 

 

 

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An Open Letter to Internet Stupidity

December 2, 2014

Recently I read an astounding thread on Facebook.  It all started with someone offering a range and endurance course…for women.  Predictably, the comment section got quite ugly.  The person offering the course wrote some of the worst comments, which only generated more backlash.  And that is the shame of it all.

First, let’s make this very clear.  One’s gender is not an advantage in playing a brass instrument.  There is no argument here.  There is no discussion needed.  If someone tells you the sun is cold, you wouldn’t take them seriously.  So let’s stop engaging in non-arguments.  You can’t argue with stupid.

If you read my post “You’re Not Always Entitled to Your Opinion” you know that I want to make online communities more representative of the real world.  The person offering the course seems to exist solely on the internet.  He advertises himself as a professional trumpet player and teacher.  So let’s ask a reasonable question:

Is he a professional player?

There are lots of ways we could define professional, but I’ll choose something simple with which I believe we can all agree:

To be a professional, one must be employed in that profession.

As musicians often like to compare themselves to athletes, imagine trying to call yourself a professional basketball player because you can dunk, but have never held a position on any professional team.  No one would consider you a professional basketball player.

The person who is advertising his course believes, “Playing the written high note solo is the most difficult endeavor on any brass instrument.”  He has consistently referenced Maynard Ferguson and Bill Chase-two spectacular trumpet players who spent a lot of time playing in the upper register.  They both led their own bands, recording and touring successfully.  Our alleged professional also leads his own band, in which he plays a lot of high notes, although I don’t know how much touring they’ve done, and, to my knowledge they have yet to release a commercial recording.  But that’s where the very scarce similarities end.  Before leading his own band, Maynard played with both Charlie Barnet’s and Stan Kenton’s bands.  Before going out on his own, Bill played lead for both Maynard and Woody Herman.  In other words, they were established professionals.  The only professional experience I’ve seen this person espouse is playing summers at Kings Island.  In the early 90’s.  I’ve been to his website to see if there are any professional credentials listed, and there are none.

With the evidence we have, it is clear that we cannot consider him a professional.  And that brings me to this:

Why is anyone engaging in a discussion with a rude amateur about anything?

This is the worst part of the internet.  Because he has put up a website, and has been loud enough for long enough, people treat him as if he actually has something to say.  And by engaging him, you make him more empowered.  Imagine dealing with a 3-year-old that keeps asking for a cookie.  After you’ve said no the child asks again and again…and again.  So you relent and give the kid a cookie.  What have you taught the child?  That badgering works.

So here’s my advice:  Stop engaging.  Let him write and say whatever he likes.  He holds no place in the trumpet world.  There is no good that comes from communicating with him.

Instead, let’s focus on the great playing and teaching that is going on all over the place.  I always enjoy seeing who’s doing what and poking fun at my trumpet playing colleagues online.  It’s the best part of the internet.

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You’re Not Always Entitled to Your Opinion

November 12, 2014

Recently Chris Botti played the national anthem for a Monday Night Football game.  By the time I was in my office Tuesday morning, trumpet players had spent a considerable amount of time online discussing Mr. Botti’s performance.  This can be the best part of the internet- players of all levels able to communicate, from all over the world, with each other.  Unfortunately what actually happens way too often is the discussion sinks to the lowest possible level, usually driven by people posting anonymously.  Inevitably lines are drawn and sides are taken- “he’s great” vs. “he’s terrible”, “you can’t do it so you can’t criticize” vs. “I’m as good as he is”, and my all time favorite:

I’m entitled to my opinion

No.  You’re not.  Not always.

Sure, you’re entitled to your opinion on what is the best ice cream flavor.  You’re even entitled to your opinion on which is the best holiday (it’s Thanksgiving…more on that later).

But if you’re saying that Mr. Botti is not any good, you’re not entitled to that opinion, because you’re just wrong.  I’m not saying you have to run out and buy his recordings, or go see him in concert the next time he’s in your town.  What I’m saying is this:

Chris Botti is a professional trumpet player and musician who performs at a professional level

Now you might be asking:

Joey, what gives you the right to write this?

I’m glad you asked.  Because I’m an expert in this area.

The internet has provided access to millions of people.  But just because you have access does not mean you have expertise.

What I see happening online is disturbing.  There are people posting so often that their voices are heard more, and they are therefore treated as experts.  But a lot of these people have no standing in the real world.  Recently, I read as the Associate Principal Trumpet of the Los Angeles Philharmonic and the Third Trumpet of the New York Metropolitan Orchestra were, separately, berated online for offering their opinions on some trumpet related matters.  I’d like to say that I was amazed, but considering what I’ve read in the past few years online, I was just sad.

You might be asking:

Well, what can we do about it?

I’m so glad you asked.  You are full of good questions today.

We need to make the online community more representative of the real world.

Here’s what I mean by that.  Let’s say you have a trumpet related question.

-In the real world, if you’re in school, you would probably ask your teacher and some of your classmates.  If you’re not in school, you might ask your colleagues and other people you trust.  When given responses, you would likely thank them, even if you didn’t fully agree with what they said, as I know you to be nothing if not polite and gracious.  It’s also likely that you would give more weight to the answers from your teachers and colleagues for whom you have respect.

-Online, you might post your question on a message board or forum.  When a professional offers a response, it might be a good idea to thank them and try out their advice.  When another person replies telling the professionals that they have no idea what they’re talking about, I’d like to see the online community ignore them.

I am in no way saying that all professionals agree on all matters, or that you can’t get good information from other sources.

What I am saying is, if we want the online community to operate at its highest possible level:

  1. Listen to the experts who take the time to offer advice.
  2. Ignore the people that seem focused on tearing down, rather than building up.
  3. Post as if you’re speaking to a roomful of strangers.

I know we can do better.  Let’s start now.

 

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Teachers

September 24, 2014

Finding a teacher can be a difficult process.  And here’s why:

There is no 1-1 correlation between playing and teaching.

Many successful players are also wonderful teachers.  They have spent the time figuring out how to do what they do and are able to explain it well.

There are plenty of successful players who will tell you that you should study with them because they “can do what you are  looking to do, so who better?”  This doesn’t always work out so well.  Just because someone is able to do something does not mean they are able to teach.

Then there are fabulous teachers who did not have a playing career.  They are able to help you grow both technically and musically because they have devoted their life to teaching.

And the most difficult, the bad player and bad teacher.  This seems obvious.  Not able to have a performing career can drive one to teaching, but without an understanding of either creates a failure at both.

So how do you find a great teacher?  Good question.  

If you are young and inexperienced, ask someone you trust.  This could be your band director.  It could be an older student who is playing well.

If you are older and have some experience, go and take a lesson from someone.  With some idea of what you are looking for in a teacher, you can get an idea of how a prospective teacher and you will work by spending one-on-one time with them.

Okay, I’ve found a teacher.  Now what?

Once you’ve found a teacher, listen to them!  If you’re paying this person to help you grow, make sure you’re doing what they say.

Okay, go practice.

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Keep an Open Mind

September 16, 2014

As a new school year begins, it’s important to encourage everyone, especially those starting in new places to keep an open mind.  In my last trumpet lesson before heading off to college, my teacher gave me two pieces of advice.  The first is something I still tell my students at the end of their time at IU:

When you meet with other teachers in the future, they may offer advice that sounds contrary to what you’ve learned from me.  Listen to them.  Give it your best shot.  It could be exactly what you need.  

The second, although informative, was not nearly as useful as a musician.  It was:

Watch out for dancers.  They have ugly feet.  

If you’re going to make the commitment to study one-on-one with someone, you should put your trust in them.  It has been a bit of a surprise to hear from students “that’s not how I do it” or “that’s not how I learned that.”  Usually I’m offering a different approach precisely because how the student does or learned something is giving them problems or limiting their growth.

But this doesn’t apply just to a student/teacher relationship.  It’s very easy for professionals to become set in their ways and reluctant to keep searching for anything that can help.  That search can be for new music, information, approaches, or technology.

This is where the internet is the best, and worst, place to go looking.  YouTube is a great example of this.  There are so many amazing performances that people have shared on YouTube that I would never otherwise been able to see.  But there are also plenty of people that think what we need to see is them holding out the highest note they can squeak on their phone’s camera.

The same goes for message boards and websites.  Although I want to encourage everyone to keep an open mind, that does not mean believing everything you read.  I try my best to keep up with everything that is out there.  The stuff I find that is great I share with my students and friends.  The stuff that is…well…not so great…well, if it’s really funny, I’ll share that too.

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Set the Bar High

June 11, 2014

One of the first questions I ask new students is this:

If it’s completely up to you, what will you be doing once you graduate?

Shockingly, some of the answers given begin with phrases like, “I guess it would be okay if….”, or, “I’d be fine with…”

Similarly, after a student plays something in a lesson, I will ask what he/she thought of the performance. Often the responses include, “okay”, or “pretty good”, and the students seem satisfied.

These are big problems.

If your goal is to be average, how will you ever achieve greatness?

It’s time to start thinking big.

First-your career. Ask yourself what you really want to be doing. Not what you’d be okay with, or even what you presently think is realistic. It can be a job that already exists, or something no one has ever done before. Now instead of following a career path that someone else has for you, or worse, having no plan and hoping for the best, you have a direction. Follow that direction. You’ll be amazed where you can end up.

Second-your playing. Remember this:

Good enough isn’t.

Whether you’re working on technique or music, the goal must be the same- playing great. Be completely honest with yourself in the practice room. Never let yourself off the hook. If you work intelligently and diligently on a daily basis, you can’t help but get better and better.

It can be simple…even comfortable to set your career and playing goals low enough to be able to reach them relatively easily. It’s much more difficult, and even painful, to be honest with yourself about what you really want out of your career and playing, and then hold yourself accountable.

I promise- it’s worth it.