How to Be a Successful Music Education Major

Lifehacks to Manage Your Music Success Masterfully (Part 3 of 3)

Ok, confession time. I was raised by Depression Era/Greatest Generation parents. They were tough, hard-working rural farmers. I was a “surprise baby” late in their lives. And no surprise, their values shaped mine.

Proper was defined in our home through work ethic. It wasn’t proper to question “why?” It was proper to just do it (way before Nike), and get it done properly. If you had to ask how to properly do something, then you didn’t listen the first time. Further, you didn’t listen the first time, then your work ethic wasn’t a habit. 

Again, that was my upbringing. You made it a habit to listen the first time and do the work properly. There were consequences if not. Sounds harsh, but it really wasn’t. In fact, I didn’t know any other way. 

I only learned later in life that different people raise their children differently. And that different children learn differently, even in the same environment – like brothers and sisters, or in a school classroom, for example. 

So for me, working was natural. And once I discovered my passion for music, doing “work” – or practicing – was never a chore. 

I loved it. 

But what I didn’t know was proper practicing.

As a professor of music in higher education for over 20 years, I’ve found that most young musicians don’t know how to properly practice... or rehearse... or perform for that matter. 

Practice vs. Rehearsal vs. Performance

Generally, practice, rehearsal, and performance are defined as:

• Practice – Individual’s responsibility to learn.

• Rehearsal – Ensemble’s responsibility to learn.

• Performance – Ensemble’s moment to elicit emotion and stimulate intelligence.

As a student seeking a music education degree, most assuredly your professors believe you understand the differences between practice, rehearsal, and performance. 

However, if I were to ask you point-blank, could you provide the criteria for these terms? Moreover, and reflecting on hack #1, could you define the norms as understood by your current professors? 

My guess is no.

I’m not implying you’re not currently doing these things. I’m stating you cannot reproduce your professor’s expectations for each activity. Why?

Because you haven’t discussed or defined them. 

And if you have, they’ve been defined locally: 

• “Practice this passage for next week’s rehearsal” 

• “We will rehearse the transition between rehearsal letters R and S”

• “In performance, we will use the real timpani” 

These statements are specific to a period of time, but what is meant when your class piano professor expects you to practice? 

Or your applied lesson professor asks you to rehearse with the accompanist? 

Or your theory professor asks if you are practicing your homework? 

Or or or…???

So beyond the now obvious hack #1 of talking to your professors early regarding the expectations of practice, rehearsal, and performance, what the hack can you do?

Part III – Be Proper

Hack #5 – Proper Practice, Rehearsal, & Performance

In hack #4, I stated that establishing habits #4 – 6 (practice, rehearsal, and performance) should be done properly, but I did not define “properly.” 

Further, I included “study” with practice – because they are very closely related although we often do not think of them as the same. 

It sounds awkward to say, “I’m going to practice my history.” However, it does not sound as odd to state, “I’m going to study my music.” 

Here’s the distinction – one does not perform history, but certainly one does perform music. Therefore, the careful study and practice of music must be executed properly so one can achieve the highest level of performance.

So what do proper practice, rehearsal, and performance look like to you? 

What should it include? 

What are the parameters? 

Here are some considerations to reflect and discuss with your professors:

• Self-Motivation is defined by being proactive. 

• Self-Discipline is performing, assessing, and working at a high level.

• Self-Preparation is the understanding of the process.

• Self-Assessment is the understanding of quality.

• Self-Control is the mentality of leadership.

• Self-Management is the consistent control of your time.

• Self-Determination is perseverance during rough times.

• Self-Reliability is maintaining consistency with yourself and others.

“We are what we repeatedly do. Excellence, then, is not an act, but a habit.” – Aristotle

THE STRUGGLE IS REAL.

But not impossible. 

As I said, my intent in providing this is so you’ll give back to the profession of music education. The overarching idea is that you must contribute to your growth as a music educator, especially in a small music program environment, so you’ll give back to your future students. 

I’ll admit, I didn’t understand that idea going into college. And because of that, I simply wanted to learn and experience music for myself. I loved (and still do love) theory, history, research, performing, practicing, rehearsing, etc. – but for me. 

Only me. 

That’s not a unique perspective to have as an undergraduate, but it’s dangerous for your future students. It produces a narrow view of how all students learn (or learned) which is just not true. And if you develop this perspective in a small music program, the view closes even tighter.

So I’m offering these hacks as a gift to you. I know, I know… thanks for all the extra work, Doc! But in all seriousness, if you can apply even one hack, your perception of music education will positively affect your future students, and that’s the best gift of all. 

Time to hack into your future!

Hack yes!