Practice, Perspective, Patience and Musical Intuition

One of the issues I've been facing as I have been developing my new live performance rig is the transition between it being mostly conceptual to being comfortable to actually use.  Never mind the fact that it's taken me more than 4 years of experimenting with what in retrospect is an absurd amount of gear, or the fact that much of the experimenting was slow due more to my lack of programming skills at the time, or the - I would like to think this is the biggest factor - fact that I could not really find anyone doing what I was trying to accomplish so there was no road map to follow.

The sense I had from the start - through all the trials and tests to finally get a working rig - was that  I was radically changing my entire approach to live performance in this process. Now, of course there is the very real possibility that the sense of epic change I felt was mostly self imposed and perhaps this is all no big deal, but for me it has been very real - self-imposed or not - and what that has meant is that I have had to delay and delay and delay doing actual shows.

This has been disappointing on a number of levels, but on the other hand there doesn't seem to be any point in presenting what could be an amazing musical moment to anyone until it's actually ready to be amazing.

As a songwriter I tend to think in the moment of the song.  Everything moves outward from there.  Get the song itself in place and the rest will come.  But translating that song to an audience requires practice.  And that practice can require a lot of patience - something I am generally not always that good at.  Plus my entire performance technique has had to change and - I'd like to think - evolve, as I have developed the new rig.

This has meant that every time I make a change for the betterment of the bigger picture concept I have had to reteach myself how to operate the rig.  Then as I go through that process if something is not doing what I need it to do, I have to stop the entire process and look for a solution before I can move on.  Many times this takes additional weeks of tinkering until I can get everything running right.  Till there is another bump in the road and then it starts over again.  To be fair I should admit that part of me enjoys the tinkering - even if it seem endless.  Anyway...

In a way all this "practicing" has been a bit disconcerting, but recently something has happened that took me out of my now "Songwriting" mentality and back to more fundamental musical experiences of my youth.  The rig now makes sense to me intuitively.   Perhaps this is an effect of my doing so much with it that my brain moves faster than it did before through the process, but whatever the reason I find that I "see" the rig differently now.  It feels more like an instrument unto itself rather than just a way to facilitate song performances.

It reminds me a lot of when I was first learning to, for example, play basic grooves on a drum kit.  At some point I did not have to consciously think any longer about the groove.  It just flowed out of me.  At that point I was able to just play.  In the moment.  Intuitively.  Musically.  It was very freeing and it set a kind of benchmark for all my future musical experiences.

Of course there is always more to learn and add to one's toolbox, but the concept of musical intuition as a part of performance (in all parts of the process: writing, recording, performing, producing) has always intrigued me.  The idea "Nothing Forced Endures" (thank you, Richard Beal!) comes to mind.

All that in mind, as you might expect, I cannot at this point say "it's done."  Funny, if not predictably, enough, as the rig has reached this point of ease-of-use, I am still awaiting the release of some new gear from a few companies to complete my current vision of how it will all work.    In fact in the photo you can kinda see a "blank" area that is reserved for this very reason.  Most significantly I am looking forward to the Keith McMillen QuNexus and the Electro Harmonix 8 Step Program.  Both are due this month.  And then let the fun begin!

I did create a very raw video on the concept a few weeks ago, for anyone interested.  It's more of a prototype here, as since filming I have swapped out the SL-20 for an Adrenalinn 3 and reworked the actual placement and wiring to be more cooperative, and numerous other changes, but the idea behind the rig should be clear regardless.

It's an exciting time.  Lots more coming! Gotta go practice now...

Where's My Album?

I hear this all the time from CMAS students (and others):  "Why should I buy a full album from an artist, when I can easily just download only the tracks I want?  Plus, it seems like most albums, even by my favorite artists are made up of a few tracks I like and the rest is all just filler."

It's a complex issue.  On one level, there is the notion that while there is so much out there, a lot of it is junk.  It's easy to get lost in the din.  On another level, there is the notion that it was not always that way and the market has allowed this kind of disposable quality to music (perhaps to all the arts?) that fosters this frequent "not so great but good enough" approach.  Another level to consider is that the entire purpose of an album has been lost, just generally, as an art form.  And there are others.  Many others.  

But my point here is not so much those concepts but something more fundamental: are we doing a disservice to the art of creating music by even allowing the option of a single song download from a wouldbe larger scale project?

The artistic purest in me says, immediately and without a moment's hesitation, YES!  The pragmatist in me, however, is not so sure. 

Here is the dilemma:  if art is a reflection of society, and society is moving in a more, albeit artistically stifling direction, does art that works to offset or even to change that movement actually reflect society accurately?

This is not just semantics. You cannot have it both ways.  Nor can you claim everything is done as a protest.  It's certainly a conceivable possibility but it's not likely to actually happen in reality.  Frankly, it's far too easy to make a bigger name for yourself and more money if you don't protest and if you get along. 

And that does't even address the factors that revolve around the rather, I think, sad fact that the manufacturers of much of todays music production tools have found that if they make things that allow pretty much anyone to just, at the push of a button, sound "real," they can make even more money, regardless of where we wanna call the results art or just exercises in technology as a crutch.  But that is another rant for another time.  Anyway...

Sure you might get very lucky and be at the nexus of a great redefining of music, but most of us will never be there, regardless of our intentions, skills or anything else that might be a factor.  And, sure, you can go your own road all you want in the name of artistic truth, but what if no one is there to hear you?  Even if you are right?  Even if your music is legitimately brilliant; but because you are all alone no one hears it?  Really, what if no one hears?  And yet another rant...

It's a confusing and multi layered problem.  One that does not just have a silver bullet solution.  

As I begin to reexamine my own musical priorities as I prepare to start recording some of the vast multitude of songs I been writing in the past many months  I wonder where I will end up on this issue.  Or if it even matters.

Maybe that's the real point of art.  Not to be a statement of anything other than of itself.  hmmmmmm…

Serve The Song

I'm a huge techno-buff.  Particularly when it comes to music.  I find it all so fascinating.  The idea that there are these tools to help refocus my creativity and my overall creative process is just so cool a concept.

On the other hand, technology as a crutch drives me crazy.  Balancing these two used to be a considerable challenge for me.  But over time I have found that if I start with that basic idea, "serve the song," and actually follow that as a kinda of unbreakable rule - ironic in that I also firmly believe there should be no rules to creativity, *sigh* - I can pretty much move into any area that catches my creative fancy.

Let me give you a more concrete example.  I am also a big fan of Dave Grohl.  (Aren't we all?)  The guy is truly an inspiration for so many reasons.  Recently he made this incredible film called "Sound City," and I really encourage you all to see it.  Repeatedly.  It is quite astonishing, and has so much on so many levels that I found myself having to watch it a couple of times recently to ensure I felt I had gotten all that I could from the experience.  Anyway...

The film is part history lesson about a particular studio (Sound City), part recording industry rant, part technology rant...you get the idea.  On the surface there is this sense of a "technology has killed music" notion floated by a lot of the artists in the film - and there are a LOT of them in the film.  So many heroes of mine that I kinda lost count.  There are all these example stories of technology killing the musical process in favor a the quick and easy route to "success."  Dave went so far as to by the Neve console from the studio for his own studio and he's since produced several amazing LPs with it.

I've heard lots of musicians respond to this film - and similar- by saying that they are going back to analog.  No more computers.  No more artificial elements. It's all gotta be "real."  Ok, but the notion of "real" is not so clear these days.  As if the analog tape machine is any less of a technology than digital.  Different certainly, but technology all the same.  It's as though they skipped the scenes in the film with Trent Reznor.  Folks, it's not the technology.  It's you.

"No, man.  You don't get it.  Dave, he went all 'old school.'  All analog.  No computers.  It's all real."  Come on.  Really?  You gotta see past that.  What Dave did is nothing short of brilliant.  But, to me at least, it has nothing to do with pro-analog or anti-computers/anti-Pro Tools.  It's about how you get musically inspired.

Think about it.  Stripping things down and removing the computer really was just a way to facilitate a different approach to music making.  Opening up previously unexplored creative paths.  But the analog versus digital element is just a superficial bit on the surface.  Go deeper and they are both irrelevant.

All that matters is the song.  That's it.  Are you letting the music make the decisions or are you forcing yourself onto it?  Your song doesn't suck because you used computers.  And it's not brilliant because you went analog.  It sucks because you got in the way.  It sucks because you let your ego get to the point of arrogance and the music took a back seat in some way.  Maybe it was 'cuz you rushed something.  Or didn't practice the line enough to make it really shine.  Or didn't let things be gloriously out of sync and/or tune.  If your song sucks, it's not the music.  It's because you did not let the music rule the decisions.  Your song sucks because you did not get out of the music's way.  

And your song is not amazing because you went analog, and threw off the "shackles of technology." It's amazing because you got out of the music's way.  Maybe going analog gave you the needed perspective to let the music take control, preventing your ego from turning to arrogance and letting the music flow.  But that is about you, not technology.  And if that's what it takes to allow you to serve the song, then do it.  Go analog.  But don't for a moment  think that it's the technology that is making the music "happen, " or not.  That's all you.  It's why all the over processed crap might at first seem really cool, but then over time all fades away.  In the same way, though, if the computer inspires you in some way to harness the magic of the music, why turn away from it?  That's just as bad as using it as a crutch.  Maybe even worse.  How can you possibly justify turning your back on the music right in front of you just because you wanna throw those shackles off I mentioned earlier?  That's not musical.  That's just, forgive me, stupid.

Serve the song.  Serve the song.  SERVE THE SONG!  How you serve it is not the point, so long as you do.

This all has absolutely NOTHING to do with technology, by the way.  It's something far more pure. Technology is only a tool.  Or a crutch.  Your choice.  Serve the song and you will always know what to do.  Ok.  End of rant.  For now...

Too Much Technology?

A couple of years ago I started a blog.  On one level it was to feed my ego that I would be able to post all my "important" observations to legions of fans all over the world who were in various states of eagerness awaiting my every word or all things musical and related topics.  Ha!  On another level it was to see if I could not create a kind of journal.  This is more the truth.  I like the idea of my kids, and grand kids, etc. having something of an insight into who I was - at least musically - years from now.  Perhaps even when I'm gone.

I guess I'm at an age where I have begun to look both forward and back in equal measure (ooooohhh....that's a good lyric...I need to use that...anyway....) and I realize that I don't have nearly as much of that kind of thing from my own parents or theirs.  Not even musical elements, as they were not particularly musically inclined - but more of a sense of who they were. Perhaps this is a topic for another rant.  In any case....

As I pursued the blog, I also got more into other social media.  Facebook.  Twitter.  etc. and it began to evolve that my "blog as a journal" idea got usurped by a Facebook/Twitter journal of sorts.

The trouble is that while these are more convenient in many ways, their potentially dramatically smaller amount of content makes them less comprehensive, and to me, in many ways, inherently less intimate (the irony of my publishing this blog publicly not withstanding - I wanna be the humble, non-attention seeking guy - really, I do  - it just never seems to work out.  yikes!) Perhaps that's more an indication of my inability to be adequately succinct, but then again, perhaps that's just an accurate reflection of me, so why fight it?

We live in an age where there are actually so many ways to communicate that it all kinda washes over us. There is so much that in many ways we get nothing. (hmmmm...another good lyric there...)

I know I am not the first to encounter this.  Or the last.  And my rant here is very much proof of that.  But for some reason I feel that if I rant here, I may get lucky enough to get to a point where I can more consistently posting into this journal for my kids.  And my legions of fans? ugh!  ;)

It's an adventure.  Like writing a song a week I suppose.  You never know quite where it's gong to lead, but that's not the point.  The point is to keep moving, and that's what I intend to do.  Wish me luck!

Rebooting My Creativity - A Song A Week

Sometime in 2011 it dawned on me that I had not really produced anything of my own for a number of years. Somewhere between the arrival of Gray and Tanner and the desire to evolve CMAS, my own creativity got - unintentionally, I would like to think - lost in it all.

I suppose that characterizing the matter as "my creativity" may not be entirely accurate, as certainly I created CMAS and that was not exactly a non-creative endeavor.  Far from it.  And to be fair, I did write and record several tracks for a bit after Gray was born.  Even did a good bit of shows for a time.  But overall things had gotten, like much in life can, stagnant.

So maybe it was just timing.  Maybe some kind of preemptive midlife crisis of some sort. Whatever.  The point is that, whatever the reason, I was not writing much music for quite an extended period of time, and that began to weigh on me more dramatically the more I began to consider it a fact.

And so I began a kind of experiment with this new year of 2012.  I resolved that  I would write at least one complete song every week.   No excuses.  Every week.  No matter what else was going on.  At least one song.

As I am now approaching the midway point I can honestly say it has been quite a journey.  One I'm so glad I have embarked on.  In fact as it has progressed my only regret it that I did not start it years earlier.

For decades now I have felt that music was a kind of spiritual event for me.  It has always been,  in a very real sense, my religion.  My connection to the universe.  My direct tie to the Divine.  I was not always able to express that accurately - perhaps not even now - but none the less, it has proven true for me over and over again, and these past months have pretty much solidified what was already a very deep connection for me.  That alone has made it worth it.

And this creative reboot has provided so much more.  And not just, as I write this, 26 songs in 23 weeks - though that's pretty cool too.  It has made my writing process so much stronger.  I feel a musical confidence that I have been lacking for some time.  In fact on occasion I like to look back over the charts for these new songs and am constantly struck at how much I enjoy them.

Of course there is that matter of what to do with them all.  One of the things that became quite clear to me early on was that for it to work I could only approach the week's song as a writer.  If I got too in to the role of Performer, or Technical Engineer, or certainly Producer, I would be sunk.  In fact that has been one of the other benefits - a significant strengthening of my ability to partition certain skills as needed.  Or put better - my ability to focus on serving the song.  At the end of the day I can confidently say that is exactly what I am doing.  That is exactly what the priority is: serve the song.

It's pleasantly allowed me to move towards decimating my arrogance - something I sadly still struggle with - while reinforcing my ego.  The distinction is vital to creative pursuits in my mind.  The former is always ultimately self-destructive and terribly "unmusical," while the latter is essential to actually motivate the creative process.

Anyway, I am close to starting to record these songs.  Very close.  In fact all this creative activity has sparked another, interesting "diversion" as I am now ever closer to unlocking what I would call a great music performance mystery:  how to use technology in such a way to maintain the singer-songwriter paradigm, but far bigger in musical scope and sound, while still keeping the song as the priority, not the technology.  Again, serve the song.  More on this in another post.  Soon, I hope.  It's pretty cool though, I gotta tell you.  More soon...

Anyway, 26 songs is a lot over 23 weeks.  (Oh, for those wondering about the math, I had a week were I got 3 and other where I got 2 so that's how that all adds up to 23 in 26.)  And though I feel it quite possible am I actually writing the same song over and over again, one thing I am very pleased with is that none of them are "comical" or throw-aways.  I feel all are legitimate.  None of them have been less than significant as far as I can tell -though some weeks have been tougher than others to have the song fully complete by midnight on Sunday.  But in a very real way that has been the point.  As the weeks go on I find my writing not only improving, but it's gotten more efficient.  I can "find" song faster now.  Or perhaps it finds me faster as I am learning how ti get out of my own way.

Speaking of which, though perhaps imperfectly, this reboot has also allowed me to channel a lot of unfocused energy.  I find that lately ideas may slow for a time, but the suddenly there will be a flow of ideas that can happen so rapidly that I know I have lost several great ones along the way.  Even with my iPhone constantly with me, I lose them all the time.  A disappointment for sure, but on the other hand I still have been able to capture so much in it's raw state that I do not foresee a time when meeting the goal of a song a week will be unattainable.  Sure it's still somewhat daunting as I think of it, but clearly it's working.  Besides the real work is starting to take the shape of getting them all recorded.  And that looks to be like a whole other fantastic musical reboot that I'm soon to embark on.

The Nils Lofgren Project

Talk about lucky!  About a year and a half ago we were very lucky in CMAS to have Nils Lofgren (the E Street Band, Neil Young) come in and speak to CMAS about his career and his music, the industry - pretty much all the things that he has ever done professionally as a musician. He was scheduled originally to come in for, I think, about an hour and he wound up staying for just shy of three. Needless to say it was pretty amazing. Nils is an incredibly gifted musician - pretty much everyone knows that. It's evident in all the work he does. It's evident in the people he works with. But more than that, he's just a really gracious person. Nils is one of the kindest most gentlest souls I've ever met and very much willing to share anything that he can with others.

Certainly that session with CMAS was extremely successful. It was extremely inspiring - not just for the students, but also for me; as well as any number of other faculty from the school that attended. In the wake of that, I was blessed in that Nils wanted to stay in touch, and about 10 months ago, back in February of this year, kind of out of the blue, I got a phone call and he wanted to know a) if I'm still teaching at the school and had the CMAS program and b) if I would be interested in having CMAS work with him as part of his upcoming album that at the time he was still putting together.

Obviously the answer was yes. It is a rare gift when an artist of his stature and skill offers to work with your students. Something that we simply could not pass up. Basically, the project is rooted in Nils feeling that he's aware of all the new technology and is aware of the need to involve and reach out to a younger generation (more specifically people that are the age of my students) but he's not quite sure how to do it. So his idea was basically to turn my students into a kind of record labels of sorts. Not having the kids on the phones pushing the CD or anything like that, but just having them help him work through what I might or might not work. 

We started this process very recently. He's coming in frequently to CMAS and he's talked with students now quite a bit about what he has in mind.  He's played a good bit for them and has relayed some great stories to them.  He's basically giving them open access to Nils Lofgren the legendary guitarist, songwriter, singer, producer, and it's been just wonderful.

Right now we are focusing on helping him create two videos for two songs that are on his new album "Old School." The album by the way is unbelievable and if you get a chance to pick it up you absolutely should. It's on iTunes and it is also available at his website and any number of other places www.NilsLofgren.com.

Anyway, CMAS is not really a video production program. CMAS is about music. It's about writing it. It's about performing it. It's about producing it. Both live and in the studio. But we are not a video production class. However, several of the my students in CMAS are also very accomplished students in our Media Communications program at the school where they do work very specifically on video production, so we are tapping lots and lots of resources for this. 

One of the videos is basically going to be a more standardized kind of storyboarded video for the song "Miss You Ray."  The other one is going to be a kind of "making of" documentary for the song "Dream Big." We're hoping that after those we can move on into more detailed production and songwriting skills with Nils. He and I have even discussed the possibility of doing a live show  - one of our songwriter nights as it were - but featuring him. We're still not quite sure how that will work or if we can even manage to make that happen, but to even be talking about it is pretty amazing.  

Both Nils and I are hopeful that this will be a lasting partnership.  Something that the CMAS program does with him not necessarily every year, but that the students have this resource of an artist such as Nils.  It's a remarkable opportunity and it is a tremendous honor and I cannot ever fully thank or express how grateful I am to Nils for giving my students - and honestly me - the opportunity to work with him like this.

Much more coming soon...

Lemons, Lemonade, and CMAS

Lets be honest, nothings ever 100% perfect 100% of the time; and as much as what CMAS students are capable of, and as much as they've accomplished in the past, sometimes mistakes are going to happen.  That's part of learning, but that's also part of the real world.  You put yourself in a big high profile gig and sometimes during that performance there may be problems.  And last week that's what happened.  

It wasn't anybody's fault.  Nobody intentionally messed up.  The truth is that even the most "simple" CMAS show is pretty complex, by any standards: three totally independent Mix desks (FOH, Monitors, Pro Tools recording), some serious PA wattage (excess of 40,000 watts for some shows) etc., etc.; but that is no excuse.  We had a problem and the show suffered.  The performers did great, the crew worked really hard, but we made some errors on the production side of things and it was a problem.  So we were thrilled when we were going get to play one more show (at least) because the varsity football team was in playoffs and we were hosting last night which meant another Super Bowl style halftime show for us.

It might have been a bit nerve-racking as the students were feeling, all week, a good bit of pressure and where a bit worried could they pull it off?  Could they redeem themselves from last week and do it in such a way so that they would still feel good about everything that they've done in the past as well?

The answer turned out to be yes.  The students went back last week and completely reevaluated their process - voluntarily I might add.  They came to me after the problems from last week's show and said, "We don't want to do it like that again.  Ever."  It was a important learning lesson for the entire CMAS program.   A somewhat brutal one in front of a couple thousand people - not exactly my first choice - but an important one none the less.  Details matter.  Plain and simple.  Your best show in the past only matters if your next one is at least as good, ideally better, and certainly not worse.  More importantly, the audience simply does not care.  For them the equation is very simple: it's good or it's bad.  The reasons why, on either end of the spectrum, simply do not matter to the audience. Some tough lessons at any age, but certainly for a group of high-schoolers.

But they were flawless last night. It was amazing, and what's more, they were calm about it.  I was nervous a bit on their behalf.  Not that they cannot handle the job, far from it; but I wondered, leading into last night's performance, if they would be overly anxious.  Would they not have a good work ethic or attitude towards each other?

But this was the calmest most well-prepared easy-going show they've ever produced.  And it was certainly the highest pressure they've ever had because they know that if they make a mistake once they may be forgiven for it, but if they go out the next week in front the same crowd - huge crowds, by the way, we're talking several thousand people now at these games - and they make a mistake again, even if the crowd loves the CMAS program as a concept, the crowd may start to wonder can they really pull this off?

But CMAS did pull it off.  They did an amazing job last night.  Even managed to avoid the rain. It started to come down just as we were getting all the gear back in. Fortunately that's why they make road cases.

We also had the pleasure of recording the Peoria High School marching band up in CMAS Studio B. What a great group. They were so kind and receptive and appreciative of the opportunity to be recorded by our students.  To get a professional level recording in our studio.  They were just thrilled.  They were really gracious and it really showed the benefits of this kind of musical camaraderie across genres, and more than anything that was really nice to see and it's something that I would like to foster more of and bring in even more schools to do the same.

In the end it was really an exciting night for CMAS and I could not have been more proud.  Last week was tough for the students, and they really were upset; but it turned out they might've done themselves a favor.  They redid their process and that is now going to make every event they do even better.  And if you've ever been to some of their previous events it's hard to imagine how they could improve them.  It was just incredible and I'm so proud of all of them and I just can't wait to get back to it on Monday and see how much further we can push this thing we call music education: CMAS.

CMAS and the Apple Distinguished Educator program

I was recently asked to apply to become an Apple Distinguished Educator. Basically the program, which is facilitated by Apple, is a way to connect nationally, and internationally, with like minded educators each of whom are changing the old educational paradigms for the better.  I have no idea if I will be accepted or not, but I very much love the idea behind the ADE program.  My preference for Macs and related products aside, I think the notion of getting teachers like this together - even just helping to put them into contact with each other - is very cool.

On the other hand, funny as this may sound, while I am incredibly proud of what we've created with CMAS, on so many levels getting selected for the ADE program (should that happen) feels a bit like giving credit to the guy who sold you some paper to write your novel on.  Despite all that can be said, and again, I am very proud of all we've done with CMAS - to say nothing of what I feel we can do with it in the future, at the end of the day - and please forgive the ridiculous cliche that this sounds like - it really is the students making it happen.

I've been teaching a long time.  Far longer than I probably want to admit, but in that time I really have learned many things and one of them is that all I can really do is show them that there are opportunities for them to take advantage of.  I cannot make them take advantage, I can only show them what is possible.  They have to actually do the work.  I don't say any of that lightly.  It's just a reality of the gig.    

All that in mind, I put together the required 2 minute video that Apple asks for as part of the selection process.  The end result feels a bit, as I've said in other forums, self-indulgent for my taste, but I think I covered the main points that Apple wants.  Here's a link to the final two minute submission: http://www.youtube.com/watch?v=4nxAL_79aDc

In the end, the really cool thing (beyond some really wonderful comments by some incredible supporters of the program - there were so many more than I could include in this version) is that I found I have the foundation for what I think could be a great, and I think insightful, look into CMAS. I'm hoping to get this longer and, less "me centered" version complete shortly and be able to use it when I do presentations about CMAS and as a way for future/interested students to learn more about what it is we do.

I am also really hopeful to be selected as an ADE so that  I can further my own understanding of what sort of possibilities there are to continue to expand all that CMAS has to offer.  Wish me luck!

The "official" explanation of CMAS...for now...maybe...

I would have thought that the Summer would be a time when I got fewer questions about what CMAS is and such.  On the other hand, all interest is good interest as far as I am concerned.  So for anyone curious about this crazy music program that I am truly blessed to run, here...ya'...go:

The CMAS (Contemporary Music and Sound) program is a 4 year high school program that allows students to work with music industry professional grade equipment while learning how to take their music from the stage to the studio and beyond. Largely funded through Federal grants, in CMAS there are no musical restrictions of any kind, nor is any prior experience or training required. CMAS I is rooted in music fundamentals, emphasizing a comprehensive understanding of instrumental technique and music theory.  CMAS I students declare and musical emphasis of guitar, bass, drum kit, piano/keyboards, or lead vocals, and begin the process of learning the fundamentals the recording studio utilizing Pro Tools - industry standard software. CMAS II takes those fundamentals and expands them into the harnessing and refining of musical instincts with the creation of original musical ideas, as well as more advanced aspects of the recording studio process as well as live music technology.  CMAS III introduces detailed studio production techniques as well the further refining writing and performance skills.  CMAS IV culminates the program with advanced studio production, writing and performance skills, as well as internships and other specialized musical experiences.

Along with frequent guest artists and clinicians, approximately every six weeks of school the CMAS program produces a full 90 minute concert of original student music.  These “Songwriter Nights” are fully CMAS student produced, utilizing a massive 20,000 watt PA and full 16 channel ProTools recording rig, all of which is designed, set-up and run by the students.  CMAS also offers numerous other performance opportunities, all fully CMAS student produced, at various locations and events both on and off campus throughout the year.  All performances are mixed and recorded by CMAS students and many are available as downloads off the program’s website.

Beginning in the 2010-2011 school year CMAS will further change the paradigm of music education by producing CMAS student artist original music performances at all home Varsity football games with productions inspired by recent Superbowl halftime performances.   Additionally, students will be eligible to receive as much as 12 credit hours of college credit for their work in the program.

CMAS has been proven to reach many students who would otherwise never be involved in music; and in many cases provides the motivation to not only keep students in school but provides a path for them to achieve at much higher levels academically than might otherwise be expected. With literally hundreds of students involved in the CMAS program, and graduates moving on to work professionally in numerous capacities within the music industry, as well as partnerships with, among others, Arizona State University, Scottsdale Community College, and the Conservatory of Recording Arts and Science, CMAS continues to evolve and break the mold of standard music education.

The CMAS program was designed and is facilitated by Richard Maxwell.

Lift: An exercise in "does/should this matter to anyone other than me?"

"Lift" will be (is?), in some ways, a departure, and in others, a kind of musical reunion. For a while I felt I needed to move away from my more Art/Prog-Rock tendencies. I was having a very difficult time aligning my sense of being a singer/songwriter and those more "artful" musical interests. That's not to say I am particularly artful - though I'd like to think so - but I certainly have a great affinity for many of the Prog-Rock genre.

I am huge fan of musicians like Asia, Genesis, Yes, Peter Gabriel and so many others. For the longest time I have always wanted to be able to create that kind of musical atmosphere, but always felt I was coming up short. Actually, I should also mention that I am a big fan of the intricate orchestrations of bands like Iron Maiden. The orchestral nature of their music has always been very inspiring to me. There are of course countless other bands and artists (The Beatles, Queen, Toto, Flecktones, The Who, etc.) that are significant to me; but it would take me pages to get through them all.

In any case, with "Lift" I have decided not to worry at all, on any level, how the material might or might not translate to a live performance. Not only has this been very liberating from a creative standpoint, but it has also allowed me to somewhat rethink my entire creative process. "Lift," like much of my work, has its share of love songs and ballads - can't get away from who I am in that regard (and don't really want to) - but there is also a fair share of other subject matter as well.

The project is still a work-in-progress, so to some extent everything I write here is really just speculation as I am still waiting to hear what the final result really will be; but what I am confident in is that "Lift" is strong on all levels. Very strong. Only time will tell if others agree or not. Either way, as long as people are listening, it's all good.

Student Technology Gap

Every now and again, I will have a conversation with other educators about the use of technology in the classroom.  I always find it very enlightening to discuss this topic as it servers to help me refine my own methodologies in the area.  Once in a while though I get comments like, "You know, the kids know far more about his stuff than we do." 

When I was first developing the concept for the Contemporary Music and Sound program, having not even begun to create the curriculum, I was presented with this theory by two, highly respected arts educators. To be honest, my initial reaction was to be a bit shocked.  It seemed so odd to me that educators of any level would infer that students had nothing more to learn; or worse that there was some sort of generational gap that prevented anyone of a certain age being a viable instructor.  Odd.  Truth be told, I later came to learn the comment was more a reaction to the CMAS concept as a whole and a sort of veiled effort to block its creation in the first place. Obviously, the success of the program rendered this mute, but I digress (as usual)...anyway...

What I have become more fascinated with over the years is the realities of student understanding of technology.  Here is my current sense of this subject:  In some ways my earlier mentioned colleagues are correct-students today do seem more inclined to use technology than say my parents were.  But where they seemed to have missed the point is in the details.  For example, the willingness to use technology does not necessarily correspond to a real understanding of the technology.

Here's an example:  Year two students get to a point where they are ready to take their recording sessions they have created in Pro Tools and transfer them to a more consumer friendly medium - an .mp3, for example.  Now the task of learning to record to in Pro Tools is not simple. It takes a considerable amount of work, concentration and self-discipline and effort on the pat of the student.  There is a massive technological understanding required of the student be successful, even with the most basic of recording sessions. Frankly, it is one of the most enjoyable educational moments to witness as a student successfully crosses that ability threshold. 

To that end, if we go with the theory posed by my colleagues, and even forgiving them to somewhat myopic view that the use of a DAW such as Pro Tools as something a student could easily gain on their own, their logic falls tragically short in the creation of the final .mp3.  Ironically, I even fell a bit prey to this kind of thinking at first.  The file format conversion to the .mp3 format is, I had thought, a fairly simple process in, for example, iTunes.  Without intending to follow my colleagues lead, I assumed that all my students had a rudimentary understanding of programs like iTunes. After all, they all seem to have iPods or mp3 players of some kind, so it seemed like a fairly obvious conclusion that they understood the format conversion process - certainly to get he data onto their players they must have done the convertion, otherwise they would have nothing to listen to.

It turns out however that their understanding was limited to a very specific set of circumstances.  Change even one of the variables and they could not be successful. It's kind of like when I drive a car.  If there is gas in it and it is operating"normally" I can pretty much drive as needed to whatever destination is required.  However, if there is some issue with the engine, I have absolutely no idea what to do to make the car function normally again.  Not a clue.

And so I now see the implementation of technology in education as a function of process more than anything else.  It's not so much teaching the student which buttons to press when, it's more about teaching them how the button works.  Not so much the mechanics of it, but how it "talks" to all the other buttons - how they are interrelated - how their proper use accomplishes a specific task more efficiently.  Even better is when the student learns to make self-imposed critical evaluations of new, in some cases, as yet to be covered in the curriculum, topics.  "I took the ideas of this thing and wanted to see how they would work in application on this other thing."  Even if the result is less than perfect, the exploration of the process is being cultivated and in the long run that kind of inclination or instinct is invaluable.

Closing on a cynical note, one of the colleagues I mentioned has retired and the other, I think, is soon to follow.  Makes me wonder if in retirement, they'll be calling their grandkids to get instructions on how to use the TV or if they'll be brave enough to open the manual and learn it for themselves.

The student who creis wolf

My more advanced student kinda hit a temporary wall a few days ago.  The good news is that we got past it fairly quickly, but their initial impression of the situation, and treating the matter as essentially insignificant, struck me as troublesome.

The assignment had been to create a series of musically related themes (7 seconds, 15 seconds, and 24 seconds) that could be used in a news broadcast - a station had actually requested the work from them, so this was not entirely a hypothetical task for them.  Anyway, as a way to ensure a certain amount of quality control, I asked them provide the actual ProTools session data, not just the final mixes.  I had explained that this was an important part of the work they were doing so that there would be the opportunity to make any last corrections and thereby ensure a certain level of quality control.

For the most part they did a pretty good job, but a few either did not follow the instructions regarding the timings or in providing the actual session data.  The issue of a grade for the work aside, when I brought this up to the class, several students commented that since the end result sounded so good (which it certainly did) that it should not really matter that the details of the actual assignment were incorrect.

And so ensued a bit of a rant on my part dealing with the need to make sure that you always provide the client with exactly what they request.  No matter what.  Now, if in the process you come up with something even better, then it is certainly viable to provide that as well, but to essentially ignore the specific request, can easily jeopardize the possibility of new work later from the client.

Granted I was on a  bit of rant, but it was like I was speaking gibberish.  There seemed to be a complete disconnect over the realities of how the industry really works.  Artistic freedom must be earned, and I now realize that may be a far harder concept for my students to grasp than I had originally speculated.

We talked further, and it proved an interesting conversation, but it was such an odd starting point to me.  I know full well that there is an immense amount of talent in that room. Frankly, I find it staggering what they are capable of; but the confusion of arrogance with ego (another, more detailed topic for another time) was concerning.

One even commented, "Would you tell Bob Dylan to change his music for something like this?"  Of course not.  Even if he was willing to have some of his music used in a news spot, it would likely be taken from already completed work, not a request for new material for this specific objective.  And even then, no, I would not tell Bob Dylan to change his music.  But the comment is a bit absurd any way, and the fact that the absurdity was not immediately seen is really my point here.

Dylan has such a proven track record that he walks into a room with a musical credibility of such magnitude that anything he says has to be taken seriously.  But a 16 year old does not have that.  The trip-up for them was to think this referred to a lack of talent.  It's sort of the like a reverse boy-who-cried-wolf: students, younger musicians,  have to be establish that they can successfully navigate within the rules first. Then once they break them, a client knows it was done for a musically valid reason, not just cause it's the easy way out.

The State of Music Education (part 2)

The irony of the whole thing is that, if I am to be totally honest, a great deal of my motivation for creating the Contemporary Music and Sound program (CMAS) at the school was purely selfish.  After a decade of teaching I found myself longing for a better way to musically connect.  For a number of years it had almost felt hypocritical to be pushing students in musical directions that I myself no longer felt were valid.

And I got very, VERY lucky. When I started at the school I was brought on just to be the "band guy."  A position that I enjoyed but it was never part of my true musical DNA, as it is with most excellent band directors.  I was always more captivated by the possibilities of full symphonies - something I would eventually bring to the school - at one point as many as two full ensembles, actually.

In any case, shortly after I arrived I was asked to take over the guitar program - a popular if not complete waste of time for the kids as there was no defined curriculum of any kind.  That took a bit of time to correct, but regardless, from there it all kinda moved along logically (except for the eventual over-stretched part of things for me as I began to take on way too much.)  Kids in the guitar classes started to want to know if I might be able to teach them how to write songs since I was always playing mine for them.  That lead to a songwriting class, which became hugely popular, in no small part due to the live events we started to put on that soon balloned into a kind of massive production by high school standards.  (We are now a fully student produced event with a 25K watt PA, 8 moving lights, hazers, full 16 channel sound and 3 camera recording, etc. - very "Spinal Tap" at this point.)

From there it transformed again as students began to ask me if I might be able to also teach them recording production techniques to go along with what they were already doing with live sound.  Keep in mind I was still running the band and orchestra programs at the same time - badly, I would think, to be fair.

The real problem now though was that in order to teach that kind of thing we would need quite a bit of additional resources.  I have since learned that a CMAS program is far less expensive to run per student than a band or orchestra in the long run,  but the initial investment is a bit much.  So here's the really lucky part:  I decided to write a complete, detailed, four year curriculum outlining every conceivable facet of CMAS.

And it is a very tough curriculum.  CMAS is not an "easy grade."  Not even close.  I have been told many people who have since reviewed it that it is almost overwhelming the amount of expertise that is required of the students.  Almost, they say, but do not change it.  There is still a significant amount of "standard" elements: music theory, instrumental techniques, etc.  But it is the repackaging of that material into something contemporary and immediate that seems to have caught the attention of the students.

Did I mention the lucky part? I had been getting a lot of encouragement from my administration and some fellow teachers that there were some options for funding.  Specifically that the Career and Technical Education folks for both the district and the state were looking for ways to better incorporate fine arts.  They loved my concept and curriculum.  What I thought was a somewhat lark of an idea quickly became the model for everyone.  It has been an amazing ride so far.  We have a huge and growing recording lab of 16 ProTools stations and tons of outboard gear and on and on.  More importantly, the student interest is massive.  So much so that I cannot teach them all, even on an extended contract.  Don't get me wrong, it's a great problem to have, but I know full well it is not me.  It is the program.  The standards I wrote have also been adopted by the state, which added a huge amount of educational credibility, and we are soon to be offering college credit for the 3rd and 4th years of the program as well.  Another huge credibility factor.  CMAS has changed the music education paradigm. For the better.  I feel very lucky to be part of it.
(end part 2)

Crossfeed the what?

So for some time now I have been toying with the seemingly simple concept of being able to do accurate audio mixing with headphones as opposed to standard monitors, the usual term is called "Crossfeeding" and over time I have become a huge fan of it.  It started out as just a kind of frivolity - I just thought it might be fun to see what was possible.

But in more recent times it started to become a more significant and legitimate goal.  The driving force was really the birth of my first son Gray.  My wife Michele has always been pretty tolerant of the studio work I do at home - in fact, she is pretty accomplished on ProTools herself - but when Gray was born a bit over two years ago, it became obvious that a change was needed if I was ever going to be able to get any work done consistently.  To be fair, "Dude, "as we sometimes call him, has a pretty good sense of what works in a mix himself; but let's face it, he's still just a two year old, and daddy's work only keeps him interested for so long.  Plus, I'm used to working late at night, and that train pretty much left the station once Gray was in the picture, just from a purely practical standpoint.

My other motivation was to create a viable tool for my students to do their work. (I created a Contemporary Music program a few years ago for a public high school that has proven incredibly successful - I got very lucky; more on that in another post very soon)  Anyway, there is a practical matter for them both in the recording labs at the school, and also, like me, if they choose to do work at home. So between my own curiosity and needs, and those of my students, it - accurate headphone mixing - became a more pressing priority recently.

Fortunately, the concept has been around for quite some time, originally gaining some prominence, at least in theory, in the early 1970s, so there was a lot of data to cull and develop the methodology I am currently employing.   I would be remiss if I did not acknowledge a very serious piece of work from John Conover dealing with the spacial distortion research of Siegfried Linkwitz.  This pretty much is what allowed me to create the final, successful utility for ProTools.

There are a lot of products these days, particularly higher end headphone amps, and even headphones themselves, making use of various algorithms to create the same effect I have generated, but I find myself now somewhat addicted to the tweaking process and it has been fun to work to fully refine my own method.

So as my new Crossfeeding obsession grows - not insignificant towards my motivation is the success I am having at accurately being able to to mix with a good set f headphones - I began to formulate a way to perhaps rethink my entire creative process as well, not just the way I mix.  And thus I came upon "Crossfeed the Mix."  A kind of band mentality, even though it's pretty much just me for now.  I have no idea where it will take me, but it has been very freeing already not to think of my creative output as me, but as "Crossfeed..." Perhaps it is just my imagination, but as I tell my students, the ability to be able to push your creative process is a powerful and wonderful thing if you handle it the right way.

As I begin work on a new CD, I plan to document my progress in these posts as well as the progress of my other creative ventures, including the music education program I mentioned above and my production company too.  Certainly, some family items will make appearances as well, and to that end I figure if nothing else, years from now, should I proved disciplined to keep this up, these posts will help serve as a way for my kids (and grand kids someday) to learn more about me.  Not a bad motivator that one either.