As soon as effective listening takes place, the ear identifies what needs to be done and guides the techniques search for a solution
. . when the initial excitement of playing starts to evaporate, good habits are needed to sustain the learning process.
If we're not actively making things better, chances are we're making them worse.
[perfectionism leads to] a tendency to apologize preemptively for one's efforts, knowing from experience that there's sure to be something wrong with them.
Robotic correctness is the last thing judges want to see or hear
Most of us have very clear memories of the self-critical internal conversation running on in our heads while we were playing poorly, and yet it often seems that we hardly remember noticing it at all while we were playing well.
The reason so many of us lose our bearings about practising early in life is that we practice in living rooms with other family members in earshot - and healthy practice would simply sound too obnoxious, intrusive, repetitious and unmusical for others to hear without annoyance.
Failing to remember is the primary reason for most performers' poor practising habits.
Don't attribute mishaps to a lapse in concentration - if you missed the note you don't know it.
It is the height of professionalism to be able to make an ordinary piece of music sound good. When playing routine melodic studies the player must treat them as if they are musical value.
If practice makes perfect, and no one's perfect, then why practice?
If you don't live it, it won't come out your horn.
If you want money, buy lottery tickets. If you love music, practice and keep your overhead to the bare minimum. Keep your promises, who you are is more important than what licks you know to any band leader.
The most efficient way to memorise a piece is to use the one which proceeds in an error free manner
Much music teaching seems more concerned with controlling the student than with encouraging the student's own impulses.
There is a direct parallel in the way that we speak, with natural variations of pitch and volume that give full meaning to our words. This is what is missing in the words on the page of a book, and the notes on the score.
They teach you there's a boundary line to music. But, man, there's no boundary line to art.
Man, there's no boundary line to art!
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