Posts Tagged ‘Longy’

Longy and Turning Pro

Friday, December 16th, 2011

Earlier this week I had the privilege of returning to the Longy School of Music in Cambridge, Mass to work with the Masters level voice students as they prepare for the holiday break.

I expected some serious burnout at this point in the semester, and I tiptoed into the topics, not knowing how the reaction would be. I asked, “How y’all doin?” and leaned on the desk as we got to know each other. It immediately became clear: far from burnt out, these singers were “amped up” and eager to get a plan in place. We were off and running on what was to be a very productive two hour session.

At Longy, they do something very smart — they require this Monday seminar for all of their graduate level singers, and it becomes a catch-all for guest artists, special presentations and collaboration. I think it really pays off that they have this time set aside to bring in folks like me. Then they don’t have to pull teeth or beat a drum to get the students excited and energized about these “special” topics. The field is tilled, the soil is ready to receive. I think this setup helps make my visits to Longy very productive.

We talked through some of the basic principles of maintaining an active, “living” document to serve as a business plan. It doesn’t need to be perfect, it doesn’t need to contain every last element fully fleshed out, it just needs to be alive and relevant and easy.

It also helps to drop a reminder into your calendar for the two or three times a year that you will revisit these topics. January and August are the best planning times for me, and it sounds like for many other singers. Some of the students at Longy also suggested that mid-semester can also be a great time to revisit your strengths & weaknesses list or to check in with a goals list.


While in Boston, I also had the chance to meet with a few colleagues at different schools, checking in with them and learning a bit more about how their work is progressing. When they asked about my sessions at Longy, I ended up mostly describing the one-on-one sessions that I did Monday afternoon.

I began these sessions a touch low on energy after scarfing down some delicious New England clam chowder, but I found myself basically bouncing off of the walls by 5:00 when I wrapped up. These students each had such unique stories and such profound passion for what they do. I was delighted and invigorated because I felt well equipped to address so many of their questions, and where I wasn’t sure, I confessed my ignorance and moved the topic along.

Among other things, I kept revisiting what has become somewhat of a mantra for me:

    If you want to be a professional singer, simply do one thing: build and sustain a lifestyle of singing.

It is completely within your control. Fear not! Those that ‘win’ at this game are those that can sustain the lifestyle the longest. That’s it. Talent helps, sure, as does getting a few good breaks. It is easier to sustain the lifestyle if you have the support of friends and family, of course. But it is completely up to you.

As Stephen Pressfield writes in his fantastic book about battling resistance and self-defeating behavior in the creative arts, The War of Art:

    “There’s no mystery to turning pro. It’s a decision brought about by an act of will. We make up our mind to view ourselves as pros and we do it. Simple as that.”

If you don’t already have a copy, I highly suggest picking one up, especially if you want to get psyched up over a holiday break!

Integrating EEP After Longy – A Goals-Centered Approach

Tuesday, March 22nd, 2011
    Preparation for Longy EEP Seminar

    A few thoughts before the EEP morning seminar.


Longy School of Music‘s Experiential Education Program is the picture of collaboration. We had a condensed 90-minute session, but it did not take long for this group to begin sharing. Kudos to Dr. Judith Hill Bose and this class for bringing their energy and intelligence to earnestly consider how EEP will play a role in their lives going forward.

“Turning what the students have learned from this project into goals and action items for their future is really important – and I like Bill’s thoughtful and systematic way of going through the goal setting process and learning how to make priorities. It is important for young artists to encounter lots of ways to think about things.”

Dr. Judith Hill Bose, Director of Education Studies at Longy School of Music.

As I wrote in my blog post from February titled “Longy’s Experiential Education Program”:

Many students choose to tie in a service aspect to their projects. This is a great way to generate an audience and seems like a very natural transition to post-graduate life, where many musicians go on to serve the community professionally and semi-professionally.

I was blown away by the creativity and drive behind the projects: one singer worked with an elementary school group and was already contracted to return to this same school after EEP, a collaborative pianist created an avant-garde vocal recital to be performed in bars and restaurants, a young conductor built off of his previous work with vocal ensembles in working in the community. Service, execution and creativity. This class should be a model for other schools around the county.

Our discussion focused around four questions supported by discussion, small break-out groups, slides and workbook exercises:

1) What new experiences did EEP bring you?

  • List three new business skills / experiences
  • List three new performance / presentational experiences

2) What did you learn?

  • Entrepreneurship strengths / weaknesses, indicating which you discovered through EEP
  • Professional Values checklist, indicating which you discovered through EEP
  • List three key take-aways / lessons learned

3) How would you like this make you different?

  • 5-year plan, broken into six sections (performance, teaching, artistic development, collaboration, financial, life/family)

4) What are you going to do differently?

  • Priorities, indicating which you emphasized during EEP
  • Goals for the next year
  • Action items for the next month

I tried out our new Values checklist for the first time and found that it really fostered an interesting conversation. Most, if not all, arrived at unique lists of their top five values. There were some favorites such as “Improvement” and “Learning,” yet even in these cases, each student derived different connotation and meaning from these words. For example, for one student valued “Improvement” in the context of their instrument performance whereas another saw “Improvement” as a value to pass on to others through teaching.

      Creativity abounds in Cambridge, even on the transit signs. Creativity is a "treasure," to be sure.

This was also my first full seminar with instrumentalists and I was delighted to have Dr. Hill’s support in putting together a meaningful session, and appreciative that these students were able to jump into such deep, structured thinking. Bravo Longy EEP!

At Longy, E-Workbook and Conversation Flows

Monday, March 21st, 2011
    Preparation for Longy Seminar

    A few thoughts before the seminar.


Each Wednesday afternoon, Longy School of Music‘s Chair of Vocal and Keyboard Studies, Brian Moll gathers a talented group of singers and collaborative pianists together. Of the many seminars I have given, this group was one of the most diverse in their experience, interests and backgrounds that I had ever worked with.

I think that diversity of perspectives, combined with a highly-supportive environment created just the right recipe for what was, I believe, my best seminar to date. So much of the impact of these seminars is determined before I even walk in the door. The academic season, the interpersonal climate or even the timing of the event during the day play huge roles.

I was also delighted to have several distinguished guests participate in the seminar: Brian Moll, Karyl Ryczek and Sarah Bellott.

“It was excellent! All that Bill is offering is so helpful – especially the direction to let life teach you to act!”

Brian Moll, Chair of Vocal and Keyboard Studies at Longy School of Music.

“The seminar is well-organized, well-presented and offers optima organizational information for the performer / artists. Terrific!”

Karyl Ryczek, Conservatory Chair of Instrumental Studies at Longy School of Music.

    Sarah Bellott on Longy Seminar

    A message from Sarah Bellott, Student Services Coordinator at Boston University School of Music. Sarah and I had met at the NETMCDO conference in January in NYC. She is a very intelligent, energetic and creative counselor; we were all fortunate to have her insights.


Our new E-Workbook may have also shaped this dialogue to be just a bit more focused that normal. Students downloaded and began tinkering with the workbook before the session. In addition to saving time, perhaps this pre-install helps prepare the participants, giving the session some context.

I also reviewed resumes before the session, which helped us jump right in to deeper conversations. My feedback and edits seemed to be very valuable for the singers and pianists alike. We were able to review some patterns that I noticed, such as alignment issues, too many fonts, too many font sizes, too creative with colors and lines, significant experiences not highlighted well, multiple page resumes, and wasted space with wordy section headers.

Several students had such genuine interest and earnest curiosity about my approach that we continue follow-up conversations over phone and email even now, weeks following the seminar. Longy School of Music is a gem and I am excited to continue work with them in the years to come!

Longy’s Experiential Education Program

Thursday, February 10th, 2011

The Longy School of Music in Cambridge, Mass offers something very unique to their students — the Experiential Education Program requires all conservatory students to create a music project and carry it out through live performance. It is like what we called in engineering school, a “laboratory.” It is not enough to think about the project or to write about the project, you actually have to get out there and do it.

“Experiential Education is a vital component of Longy’s Conservatory curriculum, designed to prepare student-musicians for an increasingly diverse and complex world, to prepare them – in the words of our mission statement – ‘to make a difference in the world.’

Required of all students, this two-semester course includes interactive presentations, discussions, and readings. Students strengthen their communication skills and understanding of audience education, public advocacy for music and the arts, and entrepreneurship. They are challenged to think more broadly about music, its role in society, their career options, and the best use of their skills.”

– from Longy.edu

Many students choose to tie in a service aspect to their projects. This is a great way to generate an audience and seems like a very natural transition to post-graduate life, where many musicians go on to serve the community professionally and semi-professionally. I have found singing for children to be personally rewarding, artistically enriching and lucrative. By way of example, I had the good fortune to perform with Opera for the Young, the Lyric Opera of Chicago’s Opera in the Neighborhoods program, and through the Chicago Symphony’s Kraft Family Series.

Serving children, the elderly, poor or imprisoned is an experience I certainly wish I had been challenged to pursue during school as they do at Longy. How vivid of a memory and how empowering would it be for the students to create, promote and perform a concert at a jail in Boston? Look out Johnny Cash! That is not to mention the actual, tangible impact that these concerts will make in enriching the Cambridge and greater-Boston communities.


I am trilled to be working with singers and non-singers at Longy this March through the EEP courses! I definitely think I can contribute and am excited for the opportunity to expand my game.

I will tailor the material to address the needs of the project team (rather than the individual singer) while each team is in the midst of executing their projects. Teams will have made some strides in planning and researching, but potentially not quite solidified anything tangible and deliverable.

We will focus the session on project management: techniques, tools and skills. We will extract lessons learned from the first half of their EEP project, give them some time for a “reality check” and help them plan what they would like to do differently going forward. It would be a shot in the arm, to help get the teams re-energized and focused.

I will customize my new e-workbook to cover some of these principles:

  • Entrepreneurship strengths / weaknesses checklist
  • Visualization / discussion of the ideal project workflow
  • Reality check and personal tendencies
  • Project risks assessment
  • Project priorities
  • Project goals
  • Project action items
  • Project accountability

I am thrilled to help support these many worthwhile and service-oriented projects. See you in Boston!