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Daily Music Practice: Why it Works

Years ago, Brendan showed me a version of this practice circle:

I’m not sure where this circle originated, but to this day, I have it up on the wall next to my drum kit. Whenever I lose motivation to practice I try and remind myself of this little circle and how everything is connected. It feels counterintuitive, but practicing when I don’t feel like it (even for just few minutes) can slowly build momentum and help regain confidence and motivation.

Part of the difficulty with establishing a practice routine is discovering a habit loop that works for you, and tweaking it as needed over time. Charles Duhigg, author of "The Power of Habit" describes how habits work as simply a cue -> routine -> reward pattern.

Photo credit: https://charlesduhigg.com/how-habits-work/

He explains that if we wish to modify or create habits for ourselves, it is helpful to observe the how and why of what we do. Similarly, it is helpful to observe and tweak the patterns we have in our daily practice routine.

To do this, sometimes I imagine that I’m running my own mini-laboratory. I use the margins of my music notebook to write "lab notes" about which parts of my routine seem interesting and useful, and which parts are becoming boring and useless. I try and run experiments to see what adjustments to the routine might work and what doesn’t work. For instance, if practice feels monotonous, maybe I can use a dice roll to decide what to work on. Or maybe I can try using a stopwatch to set timed intervals to help focus how time is spent and to create a sense of urgency.

A few years ago I was trying to do a lot of triplet exercises out of method books that I had since I first started playing drums. However, I found myself losing interest. I was bored practicing them and they seemed incomplete. So, I started to experiment with making my own triplet exercises. Because I had created them, I felt more motivated to test them out to see if they would be more successful than the previous exercises that felt so dull.

It helps to remember that if one goal of practice is to stay motivated to practice in the future, then it shouldn’t feel like a monolithic chore. Sometimes things work for a while, and then they don’t, and at that point it is probably time to switch things up and try something new.

It’s always a challenge to remember the long term goals and outcomes that come from short term activity. The impact of daily practice may not show up until weeks, months, or even years later. I believe staying motivated is the hardest part.

How to keep a steady beat (pulse) while performing music

In my high school string orchestra class, where we’re rehearsing Handel’s Sarabande, I’ve been having an ongoing discussion with the students about the unintended tendency of our tempo to fluctuate — rush or drag in certain sections. Some of the students immediately want to use a loud, rehearsal room metronome to keep the performance in time. My instinct is to encourage them to subdivide and to listen around the ensemble for the finest subdivision — in our case eighth notes. My sense is that we need to try listen and internalize subdivisions. “How can we internalize something if it’s not externalized first?” some of the students complain, with a certain logic.

Classic style metronome and wood stringed bass

How does metronome practice “work”, anyway? Do we have to be highly attuned to where we rush, where we drag, for it to be an effective learning process that leads to improvement in our consistency of pulse? Or does metronome practice work more by rote and repetition, ingraining a clockwork in our minds and muscles?

I asked Farsheed for his input on the issue, figuring his skills as a drummer mean that he’ll likely have some ideas. Here’s his response:

"I think the way metronome practice works is more through slow repetition that builds muscle memory. The goal isn’t to get better at playing along with a metronome like a robot, but to improve our ability to play without one. That means ideally when playing along with a metronome, you can hear it but you don’t have to pay close attention to it. If playing along with a metronome feels stressful or difficult, that’s probably a sign the tempo is too fast for what you are trying to do. Slow the metronome down to the point where you can play along in a more relaxed state of mind and so the metronome no longer feels imposing. I think issues with rushing and dragging often happen because we are not in a relaxed state of mind & body, and that anxiety causes us to overthink and causes our muscles to tense up. So, I think the idea of practicing with a loud metronome in class is not a bad idea, but maybe only at a very slow tempo to make sure the students are relaxed and that the metronome is not an elephant in the room. Then once everyone feels comfortable at the slower tempo (comfortable to the point of boredom), you can try gradually increasing the tempo and/or remove the metronome. Your idea to have students listen around the ensemble for the finest subdivision seems a bit counterintuitive as you want them to hear and pay close attention to a kind of relative ‘hidden’ metronome. That might lead to a distracted and tense performance, which may lead to more rushing and dragging. I wonder though, is your idea to focus on listening to subdivisions because students are having trouble understanding how to play the notated rhythms?

I really like Farsheed’s idea of aiming for a relaxed state of mind in which the metronome is no longer imposing, and getting there by starting well under the desired tempo. We’ll try that in rehearsals next week! In the Sarabande, our unintended tempo changes usually occur in transitions — for example the violins are playing an eighth note accompanying role, while the cello section has a melody with longer rhythms, in this case dotted half notes and quarter notes. When the roles reverse in a transition, there will be a tendency for the tempo to drag, the guilty party usually being the violins taking on the melodic role with longer tones. The idea is that keeping the listening focus on the chugga-chugga eighth notes (the finest subdivision) before and after the transitions will help keep the tempo consistent. String players are renowned for taking their sweet time with long tones in the melody, and in their bliss, blocking out all else. I know because I’m one such string player myself!

Two-Part Harmonies in Pop Music (Part 1)

I want to take a closer look at vocal harmonies in pop music– specifically, which intervals are frequently used between voices? Which are more unusual? What are the effects of the different intervals in terms of the character of the music? I’ll explore these questions this in a series of posts on vocal harmonies.

After making a short cello arrangement of Major Lazer/DJ Snake’s tune Lean On, I’ve started listening for the use of perfect fourths (P4) and perfect fifths (P5). Fourths and fifths sound “open”, “hollow” and “scary” to me. The uses of fourths and fifths in the examples below probably violate prohibitions against “parallelism”, but that’s another subject for a different post!

Perfect Fourth (P4)
Perfect Fifth (P5)

Danish singer MØ uses fourths and fifths throughout Lean On. The first example is right at the beginning: “…innocent, remember, all we did was care for eachother….” In the arrangement below, the piano RH (second line) is playing the fourths and fifths.


Another tune that came to mind when I tried to think of any recent (and not-so-recent) pop tunes with “hollow” and “scary” vibes was Lorde’s song Royals. Sure enough, it also has lots of fourths and fifths in the vocal harmonies, here also taken by the piano RH (middle line). “…I cut my teeth on wedding rings….”

Are there any other good examples of pop tunes that make use of fourths and fifths in the vocal harmonies? The genre of bluegrass is coming to mind for some reason. Are these intervals more common there? Jazz too might have more examples of parallel fourths and fifths, though perhaps more frequently between instrumental rather than vocal lines. Maybe also soul and gospel harmonies?

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