| My first two students are graduating this year. Makes | | | | record for not only succeeding, but being top |
| me feel pretty old, but that is beside the point. | | | | contenders at local, regional and state competitions. |
| These two gentlemen have been in my studio for 6 | | | | Without the stressful competitive attitude. It's all |
| years. I am so proud of their accomplishments! | | | | about the optimism. |
| Between them, they've made top chairs at local, | | | | This brings me to the second success point: |
| regional and state competitions, performed in | | | | imperfect action. The body has a natural ability to |
| numerous solo recitals, and have led their respective | | | | correct and heal itself. In health. In mind. In spirit. In |
| bands to higher accomplishments because of their | | | | music, too. If I have a bone that is out of place, my |
| high level talent. They are aiming for scholarships at | | | | body will immediately react by tensing up the muscles |
| some prestigious schools in this part of the country. | | | | around it to brace for strength until the bone heals, |
| I remember their first few lessons; I knew then that | | | | right? If I teach a student what a good tone is, but |
| these two students had the ability to be top ranked | | | | not how to do it, their body will naturally adapt itself |
| musicians. They were willing to try any of my | | | | to match the good tone. |
| teaching methods. Let me tell you, they are not of | | | | The HOW to get good tone takes a great deal of |
| the traditional sort. Meditation. Mental practicing. | | | | imperfect action. Trial and error. Cause and effect. |
| Playing music backward. Trial and error. Lots of | | | | Experimenting. My long term goal of teaching music is |
| coaching. Teaching me. I could go on, but I won't | | | | to teach each of my students how to teach |
| bore you. | | | | themselves so they will not be dependent on a |
| I would like to point out to you their 2 keys to | | | | teacher or coach for musical excellence. The key is |
| success today. Optimism and imperfect action. | | | | to teach a certain tolerance level for imperfect |
| Optimism is an internal instinct of hope. Without hope, | | | | playing. This goes hand in hand with optimism. |
| growth is unlikely to occur in any part of your life. | | | | Teaching them to have hope and be open to new |
| These two students have hope, and lots of it. They | | | | experiences, while trying new things that don't work |
| may not always know exactly what they are doing, | | | | or almost work until they find the thing that does |
| or how they are doing it, but they understand that | | | | work. Then, voila! Success is born. |
| the end is in sight. My first impression of these guys | | | | I use these same skills - optimism and imperfect |
| 6 years ago was that they were optimistic - willing to | | | | action - in my coaching practice. Find hope. Do |
| hear new ideas for the betterment of their skills. | | | | whatever it takes to foster optimism. Try new |
| Hope. In return, I was able to foster that hope inside | | | | things. Take imperfect action until the end result is |
| them, increasing their likelihood for success. | | | | obtained. Simple, right? Not exactly. There were |
| Optimism is also a willingness to reach outside of the | | | | some struggles in the middle, of course. The |
| box. An internal desire to know more, to experience | | | | optimism is what took them through the tough |
| more, to expect more. Without reaching for new | | | | experiences to the success point. |
| information, these students would still be playing at a | | | | I have great hope and optimism for the future of |
| 1st year level. How fun would that be? NOT! Their | | | | these two gentlemen. I know they have the skills to |
| willingness to open up to possibility is what catapulted | | | | continue to teach themselves, as well as the basic life |
| them to the top of their class. My studio is know for | | | | skills for a successful life in and out of music. |
| having students who succeed - because I foster this | | | | Optimism. Imperfect Action. |
| optimism in every student. They have a great track | | | | |