Search This Blog

Wednesday, July 27, 2011


Excerpted from the article by Brant Taylor:

Author Michael Ruhlman’s writings about Thomas Keller sparked my interest in this topic some years ago. I paraphrase Ruhlman here, easily turning what was for him a culinary discussion into a musical one:

The concept of finesse rests upon a conviction that paying attention to a handful of small details in a given musical pursuit has an enormous impact on the quality of the finished result, and is a primary form of gratification for the musician in his or her pursuit of a rarefied level of accomplishment. The level to which a musician attends to these details describes the finesse of the musician.

Capuçon performs Meditation de Thais by Massenet

Gautier Capucon - Joplin Ragtime

Sesame Street: Itzhak Perlman Talks About Easy and Hard

Sesame Street: Yo Yo Ma: The Jam Session

Thursday, July 21, 2011

"Musicians Are Probably Smarter Than The Rest Of Us"


"While it is known that practicing music repeatedly changes the organization of the brain, it is not clear if these changes can correlate musical abilities with non-musical abilities. The study of 70 older participants, with different musical experience over their lifetimes, provides a connection between musical activity and mental balance in old age. 'The results of this preliminary study revealed that participants with at least 10 years of musical experience (high activity musicians) had better performance in nonverbal memory, naming, and executive processes in advanced age relative to non-musicians.'"

Read the whole article here.

Saturday, July 2, 2011

Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid. —Albert Einstein

Friday, July 1, 2011

Suzuki Violin Teacher Teri Einfeldt on Guiding the Transition from Student to Artist

Excerpted from the article:

Practice does not make perfect, "practice makes permanent," Teri said. "Don't practice until you get it right, then practice until you can't get it wrong." How do you get to that stage, where you "get it right?" Here are a few ideas: Start with tricky sections. Identify the problem. Use the metronome. Remember that most mistakes happen between two notes. Play a section and stop right before the mistake, then sing the next note. Practice in rhythms. Record yourself. Repeat, a lot!