My favorite tips for taking practice breaks

When I was 18, it seemed like I could practice piano for hours without needing a break. Who knows how effective that kind of practice actually was (probably less than I thought at the time). As a more mature, and hopefully smarter practicer now, I find that scheduling breaks into my practice helps refocus, reenergize, and most importantly gives my body and brain a needed respite from solving problems. Here are some suggestions for how to spend this valuable time so you can optimize the time spent devoted to music:

  1. Take a total break. Set an alarm, find a cozy and warm place to doze off, and close your eyes. I find this kind of break to be most effective in the late afternoon when I am already getting a bit tired. Just a tiny cat-nap can be exactly the right thing for regaining focus.
  2. Take a walking break. A brisk 5-10 minute walk outside is especially refreshing if I’ve been stuck inside my windowless office for too long. If it’s cold outside, I heat up water for tea before I bundle up.
  3. Take a stretching break. I take multiple short stretch breaks during most practice sessions. Depending on how my body is feeling, I will focus on full body, shoulders and neck, arms and wrists, or hips. A couple of minutes doing a sun salutation series, or even just resting in wide-leg child’s pose does wonders. This routine from Yoga With Adrienne is great for shoulder and neck tension:
  4. Take a breathing break. Close your eyes and breath slowly for 2-3 minutes if you are feeling anxious. For reenergizing, breath quickly in and out of your nose for 10 seconds, relax for 10 seconds, and repeat a few times.
  5. Take a mind-emptying break. Take a few minutes and write down all of the great ideas, questions, discoveries, tasks to do, or anything else that popped up during the practice session.
  6. Take a humor break. This is especially helpful if I’m feeling frustrated or overwhelmed during practice. Humor has been proven to heighten persistence! My go-to humor sources are The Onion, or videos of cats in compromising situations. If I can laugh out loud I feel even more refreshed.

Things I try to avoid doing during a practice break:

  1. Checking email and social media accounts. This will only serve to knock me out of the practice zone and make me feel anxious. Unless I am expecting a life or death message, I keep my phone on airplane mode throughout the practice and break.
  2. Continuing to practice by using the time to analyze, do mental practice, or read. My brain and eyes need a true break.
  3. Talking with colleagues, students, or family members. Sometimes this is difficult to avoid, but often these conversations derail the practice session by initiating some new urgent to-do.
  4. Using my computer, phone, or anything that will tax my neck, shoulders, and arms.
  5. Listening to music. My ears need a break as well.

What types of practice breaks work best for you? Do you schedule breaks, or do you wait until you receive signals from your body and brain that you need one? Do you have favorite stretches, meditations, or other routines?

I hope you find this helpful, and Happy Practicing!

How does vulnerability figure into effective practice?

Thanks to BrenĂ© Brown, it seems like the word “vulnerability” is everywhere. I am a recent convert to her podcast “Dare to Lead,” and find much there that applies to my life as a teacher in higher ed, but also so much that relates to life as a female professional. If you haven’t checked it out yet, do it now!

This emphasis on vulnerability leads me to question what this could mean in the practice room. Can the practice of vulnerability make us more courageous and less vulnerable to mishaps on stage? If cultivating vulnerability helps people to be better leaders, can it help a person lead themself more effectively in the practice room?

Why is Vulnerability Difficult to Cultivate for Musicians?

Musicians spend most of their time in the practice room trying to eliminate vulnerability. The goal is to make difficult things look easy so that an audience member can gain optimal communication from the stage, while experiencing awe in the face of flawless execution. Having experienced enough criticism, some well-meant, and much of it mean-spirited, musicians know better than to allow themselves to appear as anything other than perfect. We equip ourselves with layer upon layer of armor to achieve this end, but in the process we risk becoming inauthentic and mechanical. In really free, open-hearted moments, we may give our most honest selves to the audience, but in my experience, this is a rarity. How can we practice so that these moments occur more frequently, and how can we incorporate the practice of vulnerability into our routines?

This might be a dumb question, but…

This is a phrase I have real difficulty with, in fact I’m pretty sure I have never had the nerve to utter it. Taking the risk of asking a question that might expose ones ignorance is a raw display of vulnerability. Admitting that you don’t already know something, or that you are unsure of the next step is hard, especially if you are a seasoned professional. We live in a culture where “fake it until you make it” is an accepted adage. It’s not really effective in the practice room, as it results in a scaffolding of dishonesty of the worst kind- the kind where you lie to yourself. Yes, we have to exhibit some confidence in order to move forward, but we would be better off asking more questions rather than confirming our knowledge (especially when that knowledge may be incorrect). A veneer of confidence with little to back it up betrays us on stage when we confront the fact that we didn’t ask enough questions in the preparation stage.

In the lesson setting, I give my students many opportunities to ask questions. I encourage them to write down their questions before they come to the lesson, and I always end the session with one more chance to ask questions. With few exceptions, students rarely come to the lesson with prepared questions. When they do, there is a flip from a teacher-driven session, to a student-driven session. This is always more productive. Rather than guessing what the problems are, I can target them easily. The last-chance question session rarely gets any response. Usually the student will cop out, and say something like ” I just need to practice it more.” I think that if students honed their question asking skills more in the practice room, they would ask more meaningful questions in the lesson, and would be more willing to display vulnerability in front of their teachers.

Things I’m going to try:

  • Begin the practice session by writing down 3 things I don’t know, or 3 problems I haven’t solved.
  • Keep track of self-armoring thoughts during the practice session, especially excuses and confirmation bias.
  • Write down at least 3 discoveries I make during the practice.
  • End the practice session by writing down 3 questions I have for tomorrow.
  • At least once per week, ask a colleague a “dumb” question.

If you feel moved to try some of these ideas, I would love to know how they affected your practice. Happy Practicing!