"You can whip around the drums at 900 miles an hour. Not that anyone care about that, cause they don't" Brilliant, because it is the truth. Took me a long time to realize that.
Learning things that don't DIRECTLY apply to the " NEW Music Venue " ARE IMPORTANT !!!!!! They expand the Students mind to other ideas that exist OTHER than the new stuff that EVERY garage band drummer has learned from watching You Tube !!!. How many drummers do we need that sound ALL THE SAME !!!!!!!! I would For-Go Mr.Igoe !!!!!!! to be a " Musician " that can be an Individual player, NOT a regurgitated GARAGE BAND DRUMMER like everyone else. This is just my opinion, BUT each my students actually have a unique sound unto themselves, and can be a real player in ALLl situations, not just the " Current Recording Type Drummer " Realistically, how many drummers are actually going to be recording artists, versus working musicians ????? I said my piece..... Choose your weapons !!!!!!!
I love you...I have your DVDs..I'm playing for 36 yrs and I teach over 20 students a week..your such an inspiration,and I use your ideas every week please teach me more
I studied with him years back and wondered why he was giving me a chart of “Gumshoe” when I enjoyed rock/pop modern music. Very outdated teaching model. Glad he figured it out.👍😂
I was fortunate to meet him a few weeks ago at a drum clinic in Denver,( Thanks Josh at Denver Percussion and Yamaha)- The clinic was full and he was brilliant. He discussed every level of drumming from studio to Broadway and everything in-between. The ages were 11 to 75 year olds and all at different levels. He was to the point, kind and considerate, and gave his time and advice like a true teacher that cares about his pupils. The man was frankly a bad a$$!
Love the sentiments here. The crux I guess is to be flexible enough to cater to each students needs, ambitions and learning style on an individual basis. Reading can be an important tool for learning complex rhythmic concepts and how they fit with other things, but this is not always important for a particular student. The idea that 'I worked hard on it so it must be important' as being disingenuous is an idea that had not occurred to me, but so true. We are there to produce successful musicians, not just to have people emulate us. If Tommy released a DVD solely concerned with teaching concepts, I would buy one! Greg J - A good teacher will teach the kid what he needs to know in order to get what he wants. That's how you keep a student engaged in the process. On top of that he will open the students mind to new experiences and ways of approaching their music and explain why it is relevent to them in particular and where they can take it, as you obviously do yourself. I think this is a pretty certain way of producing individuals rather than clones. As for youtube, you can pretty much find anything you want there. When I started 40 years ago, my teacher was one guy. There has never been so much information available and now the world is my teacher and I am learning nearly every day. It's not as though everyone using this medium will end up sounding the same as they will all be looking for different things, and anyway, how many kids in the 50's wanted to be Buddy Rich or Gene Krupa? For the craft to progress, teaching needs to be innovative, up to date and relevant. I gather this is the core of Tommy's message here.
No - I do not agree - it, the statement, is based on my experience and will to share. -> Cause and effect. What is logic but thought patterns? I can presume life a priori but I can only experience life in reality a posteriori(by measures given in time and space). Logic and objectivity are considered to be percieved a priori(Independent of time and space). Objectivity is perfect, but life is a continous proces, where intersubjectivity and its culture constitutes "objectivity". Therefore empirical research is acknowledged. Not to say logic is needless. Not at all. My point: relations, in themselves, are important in order to create meaningful existence/life. Relations consist of two or more subjects. If both the subjects contributes to the health of the relation in order to keep it going, it will appear to be meaningful.
***** ofcourse I do. Please don't tell me what I have ideas of and what I don't have ideas of. I(subject) love(verbal link) you(object). Though - you are only object(you) to the subject(I), not object to your self(unless you are self centered or speaking to yourself in third person). Grammar may be a good way of percieving objectivity as it refers to words, to which people have different associations. Can language be objective? Not unless every single body has the same state of time and space + its contents. Since I do have, according to you, no idea of what "objective" and "subjective" means, who has a better idea? Who is in authority? I don't think it(whatever it is, you can't describe) is sad, using ways of expression to put me in a box.
Mad respect for this guy. He's totally right about flipped classrooms. But I think there's a fundamental problem here... if your student wants to be a session drummer, this is great. He's right they don't need to know rudiments snare drum or orchestral etudes. However the second you talk about this as art, it becomes greater than getting paid. We as musicians have been creating music for hundreds of years to emote and converse and convey... only recently have we been doing it because there was any other incentive. So I think it's a total disadvantage to tell every student ever learning drumset "yeah orchestral stuff is dying and not worth your time" not only are you doing a disservice to your art, but you're cutting them off from growing as a player. To understand our instrument is to understand it's roots. The drumming greats solos were shaped by their understanding of music, and their ability to manipulate it into something special. If you want them to be a musician, not a drummer (something Tommy prides himself on talking about in other interviews when he champions learning theory and piano) then you should at least acknowledge this stuff.
