Tempo, Perception And Tension

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Some months ago I wrote an article about how coordination was inextricably linked to the perception of time and rhythm. But just recently, I realized another aspect of this connection while giving an Alexander Technique lesson to a bassist.

This student could not seem to play a particular technical passage beyond a specific tempo without the entire passage falling completely apart. I began to suspect that he was thinking about the tempo in such a way as to create problems for himself as he played.

As it turned out, his self-imposed obstacle wasn’t a lack of clarity of tempo (he wasn’t dragging or slowing), nor of rhythmic conception (he demonstrated to me that he could sing the rhythms of this passage quite accurately).

Instead, it was his subjective reaction to what he defined as a “fast” tempo.

I discovered this after asking him a few things about how he was thinking:

“Why does it always seem to fall apart there?”, I asked.

“I’m not sure. It’s actually quite easy to play at a slower tempo. It just seems to get tricky when I try to play it at a fast tempo.”, he replied.

“What is a fast tempo?” I further enquired.

“When I’m practicing at home, it seems like it gets fast at about quarter note equals 138.”, he responded.

So I broke out the metronome. And sure enough, he was fine until that “breaking point” of 138. Then I had him play it at 132 and everything was fine: accurate, beautiful, lively, clear.  I asked him his perception.

“No problems. Like I said, it’s not difficult to play at slower tempos. And I thought to myself, “132 isn’t that much slower than 138.” But what I observed as he played at this slightly slower tempo helped shed light on the real problem.

The most significant thing I noticed as he played it at this “easier” tempo was how differently he was using himself as he played. His eyes looked calm, yet lively. His neck and shoulders looked more spacious and elastic. He looked more mobile and fluid, less “planted” and rigid. In Alexander Techique slang, we’d say that he was using his primary control (head/neck/back) in a more constructive, helpful way.

I had him notice how free and easy he was as he played. (Being a good Alexander student, he could notice this quite readily.)

Then we brought the tempo back up to 138. And everything changed.

His eyes became fixed, almost fierce looking as he knitted his brow. His shoulders began to narrow as his neck stiffened slightly. I asked him to notice this. (Again, being the good Alexander student that he was, he could do so readily.)

“Why do you think you change how you’re using yourself so noticeably?”, I asked.

His reply: “Because now I think I’m playing fast. And the thought of playing fast seems to tempt me to do certain things.” He just solved the mystery.

So we began to work toward getting him to react differently to the thought of playing “fast” in this particular passage.

The first thing he did was to redirect his thinking as he played in such a way as to prevent himself from physically responding in his “fast tempo” habitual way (no tense neck and shoulders; no glaring eyes and knitted brow).

In the Alexander Technique, we call this ability to consciously prevent unwanted tension  inhibition. It is a skill that is cultivated over time by studying and applying the Technique, and this particular student has developed his ability to “inhibit” quite well.

This redirected thinking made a noticeable difference in the outcome. Much less tension, better precision in execution of the passage.

But then we did something else. We started playing some games with the metronome to “trick” him about his perception of the tempo.

For example, I had him play the passage (continous sixteenth notes in 4/4 meter) as if they were eight note triplets. We started at quarter note equals 130 and gradually moved the metronome tempo upwards. The passage felt to him very easy and clear when approached as triplets. Before long he was playing the passage at quarter note equals 180 with considerable accuracy.

He didn’t have time to do the math to realize that he was actually moving the notes faster than he was able to do before.

I immediately had him go to quarter note equals 138 and play the passage as it was originally (in sixteenth notes). He was able to play easily and consistently at this tempo. Laughing, he said, “The tempo feels slow now. If feels like I have time to think.”  (He laughed because he realized that he just tricked himself in a good way).

This change in his perception of the tempo helped him to get out of his habitual thinking, and helped support his wish to keep the excess tension in check as he played.

In truth, there is no “fast” or “slow” when it comes to tempo. “Fast” is just an opinion (an adjective of judgement, if you will), as is “slow”. There is no absolute measurement for either. All there is is the objective measurement of beats per minute. There is just relativity between tempos.

So when you’re practicing or performing, don’t think, “Here comes the fast part.” All you’ll probably do is tense up unnecissarily and create unhelpful conditions in yourself to play the passage.

Think instead, “I have time.” That will help (if even a little bit) to keep you from going into tense anticipation of the music. It’s this tense anticipation that not only creates mechanical disadvantages in your body as you play, but also, puts your brain into an unclear state of a mild “panic”.

Let go of the idea of “fast” or “slow” and replace it with the more objective and measureable “clicks per minute” on the metronome (or whatever source you’re using to establish tempo).

And by all means, start using the metronome in such a way as to keep you thinking differently in how you perceive tempo and rhythm every day. Using your body well as you play and being flexible in your perception will reward you with measurable benefits.

Fitness And Exercise For Musicians: Choose Wisely

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As someone who not only practices music daily, but also, engages in physical fitness activities on a regular basis, I firmly believe that your fitness has an impact upon your music making.

It’s not as if you can’t play well if you’re not physically fit (lots of very unfit virtuosi out there). It’s just that you might do better if you stay fit.

Regular exercise not only helps improve your vital bodily functions (circulation, breathing, digestion, sleep), but also, has a measurable impact on your mental faculties. Exercising regularly improves your mood, your memory, learning and processing information…your overall mental acuity.

In my experience as a teacher, I find that students who are physically fit tend to have better concentration, efficiency and endurance in their musical practice as well (again, there are exceptions to this observation).

Yet it is with a note of caution that I recommend a physical fitness regimen to musicians. Here’s why:

Exercise in of itself can be harmful or helpful. It depends on how it is prescribed and how it is carried out (much like a good practice routine on your instrument).

As both a certified fitness trainer (through the National Academy of Sports Medicine) and as an Alexander Technique teacher, I too often see musicians blindly making poor exercise and fitness choices.

(And particularly as an Alexander Technique teacher, I witness the harm that some of these musicians bring upon themselves with their choices: stiff, inflexible bodies; sore joints; chronic injury, impaired technique on their instruments, and more.)

If you exercise regularly, or are thinking about starting an exercise program, I’d like to offer a few thoughts for you to consider. Keeping these thoughts in mind can help you make better choices to improve your overall health, as well as to support your music making skills. (Well, at the very least, not to interfere with your skills.)

To begin, it is important to understand what it means to be physically fit. Though this definition can vary from individual to individual, many fitness experts would agree that being physically fit means that you have the capacity to do your work, and to engage in recreational activities with sufficient energy and enjoyment. (In essence, you can meet the demands you face daily and not feel like you’ve been run over by a truck at the end of the day.) I would also expand this definition to include maintaining a healthy body composition (muscle to fat ratio; good bone density).

For you to have the kind of fitness I’ve defined above, you need to exercise in such a way as to call upon the various components that keep you functionally fit. These are:

Balance-This is the most important component of fitness, in my opinion. Without balance, your strength and flexibility are greatly compromised. The capacity to maintain posture and move safely and efficiently is crucial to anybody’s functional fitness. (One of the main benefits from studying and applying the Alexander Technique is a significant, measurable improvement in balance.)

Flexibility-You need a healthy range of motion around your joints. In part, this means you need good pliability and extensibility of your muscular tissues. It also means you need to cultivate the kind of coordination that enables safe, yet wide ranges of motion in all your movements.

Cardiovascular endurance-You need a healthy heart, lungs and circulatory system to help you sustain effort in activity (and to quickly recover from that effort).

Muscular strength-You need the capacity to generate enough force through your limbs to be able to remain functional (to be able to easily and safely perform tasks  that demand a reasonable amount of muscular strength, like gardening, or carrying luggage, for example).

Muscular endurance-You need to be able to effectively employ repeated muscular effort  as you carry out an ongoing task (while minimizing fatigue).

Core strength and control-You need the muscles in your trunk (including your neck and pelvis) to work in an integrated, efficient way, according to how your body works with gravity (again, this is where the Alexander Technique really helps). The better your core works, the more strength you have in the rest of your body.

Agility-You need to be able to quickly change the direction or position of your body as you move. (This can also be a crucial element in functional balance.)

By addressing the above components with regular, carefully planned and thoughtfully carried out exercise, I remain fit (I’m 57 years old at the time of this writing). I do this by engaging in what I call an integrated functional fitness routine. I use free weights, body weight, medicine balls, resistance bands, and balance modalities (like a wobble board, for example) to address all of the components in every workout. (Not only is it effective, but it’s actually fun. Yes, really!)

The three biggest mistakes I see musicians making when they decide upon a fitness activity or program are:

1. Choosing exercises that are contraindicative to playing their instruments (or singing)-Whatever exercise you choose, make sure it’s something that won’t interfere with or harm your physical instrument (you!) when you’re playing music. For many years (before I became an Alexander teacher, or started studying exercise science) I did lots of cycling (competitive and recreational, 200-300 miles per week). All that pressure and gripping I was putting on my hands as I was  riding began to have a significantly negative impact on my saxophone playing.

2. Not addressing all the above mentioned components of fitness-If you simply train with weights, or spend time on a treadmill, you’re only addressing a couple of couple of the above mentioned fitness components. Try to find activities that address them all. If you vary your exercise activity to address all the components I mention above, you’ll also most likely avoid boredom or burnout.

3. Failing to get good professional help (especially from the start)-Make sure you begin any exercise program by getting a medical clearance from your physician (VERY IMPORTANT!) Then, find a good personal trainer to  listen to your fitness goals, assess your current fitness level (VERY IMPORTANT) , and then prescribe and design a good program for you. Seek out a good trainer (get somebody highly recommended from somebody you trust, if possible). There are lots (and lots!) of very bad (unsafe and/or inneffective) trainers out there.

Avoid these three mistakes, and you’re on a good path to start a safe and effective exercise program.

And speaking of professional help, always keep in mind that the quality of your movement in an exercise is proportional to the benefit of the exercise (sort of like your music practice!) Exercising with poor form is not only counterproductive, but can be downright dangerous.  Working with somebody who can help you move well (either a personal trainer, or an Alexander teacher) as you exercise would be a wise investment of both time and money.

Bear in mind too, that no single exercise can effectively address all of these fitness components.

For example, bicycling is great for cardiovascular endurance, but does virtually nothing to improve over all muscular strength or flexibility. Whereas Pilates is very effective in improving flexibility, core strength/control, and balance (to a certain degree), but it doesn’t really improve cardiovascular endurance to any measurable degree. Resistance training builds muscular strength and endurance, but does nothing for agility or flexibility. And so on. (This is one reason why cross-training and interdisciplinary exercise is so effective.)

Finally, just about all forms of exercise can be of benefit to you as a musician. Generally speaking, find things that get you to move in as many different ways as you safely can (make sure you enjoy it, too). The aim is to choose wisely. I encourage you to give it some mindful consideration. Here’s to your good health!

Your Equipment: Keeping Things In Perspective

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Musicians and their gear. The topic itself brings up endless stories (not to mention debates), no matter what instrument you play.

As a saxophonist, I’m not immune to sometimes misunderstanding the role of my equipment with respect to my musical ability. (Many of us saxophonists love going on endlessly about instruments, neck pipes, mouthpieces, ligatures, reeds….)

But I always come back to this simple, truthful mantra (I’ve heard declared by some of the wiser saxophonists I’ve come to know here in Los Angeles):

“Your equipment either gets in your way, or gets out of your way. “

And it is as simple as that. You make the music. Your equipment doesn’t. It either interferes with your musical imagination and inspiration, or it doesn’t.

(To be clear, I’m not talking here about metronomes, apps, music stands, microphones, cases and such. I’m talking about the music making part of your gear, e.g., instrument, mouthpiece, strings, sticks, etc.)

Here are two extreme points of view about equipment that can lead to problems:

1. “My equipment is primarily responsible for my musical results (therefore, I’m not).” Musicians who think this way tend to always be looking for some new miracle piece of gear that will solve their problems. They’re always changing things (mouthpieces, instruments, etc.) in an eternal quest to find something (skill) that  can only be attained through intelligent, mindful and disciplined musical study.

They’re also quick to run to the repair tech the moment they’re having a bad day practicing. (It can’t be something I’m doing! It must be the horn.) The problem with this attitude is that it takes the responsibility for successful results off the shoulders of the player. By doing so it stifles the development of skills, and leads to endless frustration (not to mention expense!)

If you find you’re always looking for the “next best thing”, do yourself a favor and stay with one thing for a good while. Learn to really play on what you have before you venture off to find something new. Come to know exactly how this particular bit of gear is holding you back. Try to understand as clearly as possible the role of your equipment in relationship to your role as the player.

2. “If I’m having difficulty playing my instrument, it must be entirely my fault.” The other extreme is to blame yourself exclusively for everything that you don’t like about your playing. Sometimes it really is and equipment issue. Maybe the mouthpiece you’re using actually is unsuitable for your instrument (and/or your anatomical make up, and/or your musical conception).

People with this attitude don’t visit the repair tech enough. (I’ve been guilty of this myself sometimes.) If they’re struggling to play it must be them. As admirable as that attitude is (taking full responsibility for results), the truth of the matter is that sometimes you just need to get your instrument repaired. Not doing so leads to frustration, stunted development (not to mention what it does to your self confidence!)

Whether an ill-suited piece of gear, or an instrument in need of repair, in both cases the equipment is “getting in your way.” If you lean towards always blaming yourself, make it a habit to try different instruments, mouthpieces, etc., from time to time on a timely basis. And try to see a tech regularly, even if things seem fine. (I make it a point to visit mine every 2 months. I’m so glad that I do).

And if you are even reasonably sure that some bit of your equipment is defective, worn or has in some other way gone wrong, don’t take it personally. For example, if you know you’re playing on a dying saxophone reed, don’t morph that fact into the absurd notion that your sound has mysteriously changed for the worse because of something you’re doing wrong all of the sudden. Just find a better reed. Then get on with it.

As a final thought, regardless of your relationship to your equipment, the most important thing of all to remember is that you are the primary instrument. As I stated above, you make the music. So in this respect, take care that you are operating at an optimum level when playing.

As a teacher of the Alexander Technique, my job is to help musicians improve the quality of how they use themselves as they use their instruments to make music. If , when you play, your neck and shoulders are overly tense, your breathing forced and noisy, your legs are stiff and unyielding,  then you’re never going to get your best results.

Take responsibility for yourself first, find equipment that gets out of your way (and take care of it, too!), practice mindfully, and get on with the business of improving as a musician (and enjoy playing that much more!)

The Positive Power Of Saying “No”

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The word “no” often gets a bad rap, especially in the realm of self-improvement. Saying “yes” opens and expands the possibilities goes the conventional wisdom, whereas saying “no” closes or limits them.

I’d say that’s mostly true.

Except sometimes saying saying “no” opens up unexpectedly wonderful possibilities.

As a teacher of the Alexander Technique (and as a musician who applies the Technique to my practice and performance) the ability to effectively say “no” is the most powerful tool I  know of to make profound and lasting changes.

How could that be?

Let’s start with what it is I’m saying “no” to.  With saxophone in hand, the moment I think about playing a single note, my brain readies me for the task. It does so by “pre-firing” the muscles involved in playing the saxophone. I’ll call that my habitual response. (And yes, we do need habit to play music or to do just about anything else, for that matter.)

In the past my habitual response would be to tighten my neck, pull down into myself, stiffen my shoulders and suck air in noisily to inhale. I would also narrow my focus and shift my attitude into an almost warrior-like fashion, cutting myself of completely from anything except the thought of playing.

Much of that “pre-fired” pattern of muscular response was not only unnecessary to playing my instrument, but also, inefficient and harmful. 

What also came along with this habitual response was trouble. Besides the neck, shoulder and back pain I was getting, I was also developing some serious coordination issues that threatened my playing career.

Then I discovered the Alexander Technique. I immediately realized that for me to change these now debilitating habits, I had to learn to effectively say “no” to my habitual response to playing the saxophone. To make a very long story short, I have learned, and my playing has not only dramatically improved, but I continue to be edified and continue to cultivate my artistic expression by going deeper into the power of no.

You see, when you say “no” to your habit, you say “yes” to the possibility that something different will happen. You actually expand the possibilities.

When I learned to say “no” to all the tension and struggle I was bringing upon myself, I became free to play more in accordance with my imagination and intentions (and I continue to cultivate this freedom).

I teach classes in the Alexander Technique at the American Musical and Dramatic Academy in Los Angeles (part of a BFA and conservatory program for singers, actors and dancers). In one of the first class sessions, I have the students explore the power of no by playing a simple children’s game, called Simon Says.

As you probably know, Simon Says is a game in which “Simon” (in this case, me) gives various commands that you must carry out (like raising a hand, for example). But you can only carry out Simon’s command if he precedes it by saying “Simon Says”. If you carry out the command without Simon saying “Simon Says” you lose.

I’ve become very good at being Simon, and can usually stump an entire class of 12 students in no time. Then we talk about why the lost and we begin again. After playing two or three more times, I can’t stump anybody. They’ve all mastered the winning principle of the game.

And this winning principle is to stay in a constant state of saying “no” to oneself until the time is right, until Simon says. (In Alexander Technique jargon, we call this  conscious state of “no” inhibition.)

The most interesting thing to me as I play this game is how the students appear differently from start to finish. In the first round, their eyes are focused and narrow. Their shoulders and necks are tense. Lots of breath holding, too. They’re all in what I call a “hyper-reactive” frame of mind.

By the time we get to the third round (mind you, I stop between each round and give them some guidance) they look completely different. Soft faces, calm eyes, easy breathing, freer necks and shoulders. They look poised.

I tell them, “Now you are in a state of true readiness. You’re calm but alert. This is a great state to be in when you perform.” For many of them that’s a revelation. Performance mode has always been a hectic, tense scramble. Now it is anything but.

I usually have one or two of them perform right after this. The results are often stunningly different. Easy, powerful, authentic performances. This becomes the door that we use to explore performance for the rest of the semester. Saying “no” begins to have a powerfully positive meaning to these students.

As a jazz artist, I can usually hear (and see, if it’s a live performance) when an improviser is in this “no” state of mind. Certainly Miles Davis was in this state most of the time when he played, as was Lester Young.

To be clear, it’s not a dead and passive state of mind. It is an active state of mind that allows you to say “yes” to good things that might happen. Yes to joyful surprise. And that’s good for both artist and listener.

I’d say that when I’m in finding good flow as I’m playing (when I’m in the zone) that I’m in a perpetual state of no. It’s as if I’m waiting patiently for the music to come through me. It’s a beautiful thing.

So notice how you react as you go to play your instrument. Do you prepare to play that first note by tensing up and narrowing your focus? What happens to your shoulders and neck? Do you stiffen your legs? Your arms? Does your attention narrow or expand? What happens to your breathing?

If you find that your starting with too much tension, practice saying “no” to yourself as you begin again. See if you can reduce that tense response even a little bit. If you’re persistent in this endeavor, you’ll be delighted in how you can improve.

Bringing Things Within Reach

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“A journey of 1000 miles begins with a single step.”

-Lao Tsu

My conception of what makes effective musical practice continues to evolve. I keep the ideas and principles that help me, and shed those that don’t. The one principle that I never lose sight of (because it always helps!) can be stated in the form of a question:

What is the main aim of my practice?

The answer:

I want to give myself constructive experiences as I play my instrument.

Yes, for me, it’s as simple as that. I want to give myself constructive experiences...

The more I adhere to this principle, the more skill I gain as a musician (and the greater my sense of self efficacy becomes).

So what are “constructive” experiences?  They’re when I’m practicing with clear intention, and not doing these two things:

1. I’m not creating unnecessary tension/misdirected effort in myself as I play (in the most basic sense, not stiffening my body or letting my mind race ahead).

2. I’m not playing something that is too far outside of my reach (I’ll clarify what I mean by this this in a bit).

Now, both of these things are clearly related: As I play with less misdirected effort I’m able to bring more things within my reach. As I bring things within my reach, I’m able to play with less misdirected effort, and with a clearer, quieter mind (a more constructive quality of attention).

When I’m using myself well (that’s an Alexander Technique term meaning I’m working most efficiently in my body and with my attention, relative to the task at hand), and I keep what I’m working on within reach, I’m having a constructive experience, and very productive practice session.

And that’s how I continue to improve.

Let me clarify  here what I mean by “bringing things within reach”. To improve my playing skills I have to reach beyond what I can already do. (That’s obvious.)

But I must be very mindful about how far I reach. If I don’t reach far enough (or at all) I’m just maintaining the status quo. Not much chance for growth (nor for real satisfaction).

On the other hand, if I reach too far, I actually minimize my learning because I’m not able to give myself the necessary affirming psycho-physical experiences that can produce positive change.

If I keep doing things the “wrong” (unwanted, unhelpful) way, I just strengthen this pattern of “wrong” in my brain and body. This can lead to frustration (and is why a considerable percentage of my clients seek my help).

So in a practical sense, I could also say that the aim of my practice is to bring the “unreachable” gradually into my reach. To do this, I convert all the things I work on into bite-sized pieces of things I can handle. (And I suggest you do, too.) Here’s how:

  • Learn how to stop- Get comfortable with not trying to push past (over and over and over…) what you can’t do. Not only is it okay to stop, it’s fundamental to your growth. Stopping is a gift, not an obstacle.
  • Notice yourself-Are you unnecessarily tensing up as you try to push past what you can do? Check your neck, shoulders and back. Check your legs and feet. Notice your breathing (or breath holding, as the case may be). Ask yourself to let go of some of that misdirected effort.
  • Assess just how far out of reach the task is in the moment-Is the tempo way too fast (or slow)? Is the range impossibly difficult? Is the key (7 flats!) seem like an impenetrable jungle? To all these (and more), ask yourself, “How much so?” “What would I need to do to make this playable right now?”
  • Learn the art of regression. (This is necessary in order to address the two questions above.) Go to specifics: Tempo change? Stopping more frequently? Turn off the metronome? Easier key? Singing (or speaking) the passage instead of playing it? Strive to be creative in helping yourself.
  • Bring the challenge down. Way down-For example, if the tempo is impossibly fast, cut it drastically, far slower than you think you need to. Let yourself have a few successful experiences with the material. Cultivate the desire to increase tempo based upon your growing self-confidence, not on your sense of obligation. (“I feel like I can play this faster” instead of, “I should be able to play this faster”.)
  • Move it to the outer edge of your reach-Gradually. Make sure you’re keeping the aim in mind of creating good experiences as you practice. This is where learning how to stop is crucial (see above).
  • Bring it back within your reach-When you step too far, gently step back. Reaffirm your skills.

By bringing things within your reach (as you reach beyond what you can do), you’ll continue to improve.  I”ll leave you with this cautionary definition of “insanity”, often attributed to Albert Einstein:

“Insanity is doing the same thing over and over again expecting a different result.”

I would modify that definition to say that, “Insanity is doing the same thing over and over again in the same way expecting a different result“. And to do things differently you have to start by thinking differently.