Artists are not born, they are made. Their journey, like everyone else’s, begins as students, and at some point, something clicks, and their process radically diverges. This leads us to the realization that while all artists are students, not all students become artists. What sets them apart? Is it talent, resources, intelligence, or willpower? These could all be factors, but the true distinction lies in something much simpler, yet profound: it is the power of intention guided towards a mindful outcome.
Artistry ignites when the individual, moved by self-drive and initiative, seeks a particular form of expression or tries to solve a problem. It boils down to the fundamental human desire to be heard and to find answers to deep questions. In that exploratory process, artists want to capture the senses of their audience to deliver a unique experience of their worldview. What follows is an intimate journey experienced by the audience, which lies beyond the artist's control.
In the words of Roberta Smith, the great art critic from the New York Times: “Artists do not own the meaning of their work … This means your work is alive, and it has more than just you in it … If you’re lucky, it will remain alive long after you’re gone, changing and growing as more and more people come into contact with it.”1
The Great Divide
Do you remember the workings of the education system during your time in elementary and high school? Comparing grades with your peers, last-minute cramming sessions before a history quiz, the sheer panic over a bad grade, or trying to keep your GPA high enough so you could go to a decent college and make your parents proud. As we move on from this stage and embark on a career path, we look back and realize that the goal of the teaching methods was not particularly rooted in creativity. Rather, we were graded based on our ability to follow directions, short-mid-term information recall, and in some cases, participation and teamwork. Those criteria are not inherently bad or wrong; in fact, they are necessary to provide structure to the methods and systems. However, critical thinking, problem solving, emotional management, and creativity were significantly less important in the evaluation standards. And these are the skills and mindsets that are most useful to us in the real world when pursuing a career.
For most children and adolescents, the current structures result in a homogeneous outcome where there’s little to no room for individual self-expression. And for those who do show it, it’s likely because of their extraordinary drive to pursue something beyond what their eyes can see. Criticism aside, I recognize how strenuous it can be to reform the education system. To attend to each child’s education in an individual, personalized manner is a monumental task, full of academic, logistic, and even ideological challenges. But we all know the consequences of such a rigid system. Many of us are living proof of it. Let’s just say it can be improved. OK, rant over.
So, where do we start? Like most of our human endeavors, it’s all about the mindset and intention.
Artist vs Student, what is the difference? Let’s break it down.
In essence, students do what they’re told. Artists do what’s necessary to carry out their vision.
Show Me the Way, Master
Everyone started as a student. Clueless, sloppy, raw. It is true that some individuals are born with advantageous brain wirings and exceptional physical attributes, but these are by no means the ultimate determining factors for success. Proper guidance is key to train the child to develop the body, mind, and spirit.
Let’s take the case of one of the most successful artist mentors in history, whom I consider to be the “Yoda” of our times: Nadia Boulanger. The line up of her students include artists like Daniel Barenboim, Aaron Copland, John Eliot Gardiner, Dinu Lupatti, George Walker, Quincy Jones, and the list goes on … all of them so unique, authentic, and wildly successful, yet possessing completely different personalities and musical specialties. What made her guidance so tremendously impactful? In her conversation with Bruno Monsaingeon, Boulanger eloquently summed up her entire philosophy: “You need an established language and then, within that established language, the liberty to be yourself. It’s always necessary to be yourself—that is a mark of genius in itself. All a teacher can do is develop in the pupil the faculties that will permit him to handle his instrument.”2
My former teacher, Alexandr Sklioutovski, was often asked about his remarkable ability to bring out the artistry in his pupils. Like a magician pulling a bunny rabbit out of an empty hat, he said: “there are no bad or untalented students, only teachers that don’t believe in them.” He also said, “there are no miracles, only work.” It took me years to realize what these powerful words really meant: there is artistic value in everyone. You don’t have to be Mozart, Oscar Peterson, or Jacob Collier to create real artistic value. Everyone is on their own journey, and with honest work, you will find a place in the world.
An artist then, can be viewed as the extension of the student putting knowledge to practical use with the purpose to fulfill a vision.
The Artist’s Journey
The process of artmaking is a unique blend of science and magic. There is no universal formula or recipe; however, the great pioneers from the past—think Leonardo da Vinci, Nina Simone, and J.S. Bach—left some clues, patterns, and stages that paved a path for us to follow. Let’s dissect the science and interpret the magic.
Master the Basics
Artists must acquire, maintain, and improve knowledge and execution in technique, ear training, theory and analysis, sight reading, and music history; learn vast amounts of repertoire; and take every opportunity to perform. These are non-negotiable aspects to grasp at a high level for anyone considering an artistic career.
Josef Lhevinne wisely said, “The trouble with many students is that they attempt difficult problems in what might be termed musical calculus or musical trigonometry without even mastering the multiplication table. Scales are musical multiplication tables.”3
A Plan is the Road to a Dream
As beautiful, exciting, and wonderful life is, it also comes with complexity, chaos and uncertainty. Navigating it without planning is quite literally like sailing off from the Port of Los Angeles hoping to arrive in Shanghai without mapping your route, taking the necessary navigation tools, and calculating the timing. The chances of making it to Shanghai are nearly the same as arriving in Australia or Chile. A plan is the step-by-step breakdown of your vision. It’s not always perfect, and it will almost never happen as it is on paper, but it keeps you guided and accountable. Success is never an accident when you have a plan.
There are countless ways to lay out a plan. My favorite approach is reverse engineering it, starting at the end and working my way back. This helps me clarify the vision and understand the requirements from a more realistic perspective. In our sailing adventure to Shanghai, we must consider our vessel's navigation capabilities and weight capacity; identify points of rest, maintenance, and resource replenishment; compare timing and costs; prepare mentally and physically; and most importantly, establish the values by which our journey will operate. Perhaps a shorter trip with only one stop in Alaska may seem more desirable, but if our chances of a safe arrival decrease, a longer journey with stops in Honolulu and Okinawa may be a safer bet.
The same principle applies to any goals we set in various aspects of our lives. It is through deliberate preparation and a commitment to learning from experience that we improve our ability to manage the inherent uncertainties and mitigate risks.
Ready, Set, Action!
Artists must follow the plan, get to work, and course correct when necessary. They must also create unique projects based on their knowledge and skills that continue to be sharpened while building their craft. Try, fail, try again, fail better. Failures are stepping stones towards improvement. A critical element that is often overlooked is establishing an objective metric to measure progress, and we can only do that reliably when we compare and contrast the current state of the work versus the goals established during the planning phase. With every repetition, the artist is seeking to get closer and closer to the envisioned "ideal."
This process is usually messy, full of mistakes, self-doubt, ups and downs, anxiety, hope followed by the loss of it, and many surprises. It is a non-linear evolution. Artists must allow flexibility, and, most importantly, a mindset focused on evaluating their work solely based on its alignment with the "ideal." They also must avoid falling into the trap of self-judgment that can harm their ego and spiral them into insecurity, resulting in abandoned projects, reduced productivity, and frustration.
Embracing this emotional roller coaster with resilience and confidence will allow the artist to emerge through the limits. Trust the process, and remain humble. Emerging artists are standing on the shoulders of giants, and if they honor the art like those who came before them, the muses will reward them with abundant inspiration.
Show and Shine
After overcoming the hurdles and obstacles, polishing the last details, and accepting the fact that perfection is unattainable, artists must take the courageous and vulnerable step of sharing their work with the public.
The stage is a bridge connecting the artist and the audience, with the sole purpose of devising an open pathway that allows a powerful exchange of emotional energy. It can be a scary and lonely place to be, but a reminder of the artistic mission will often partially soothe the nerves and allow the artist’s creative spirit to take over. This also requires consistent practice.
Memory slips, wrong notes, confusion, panic, and imagining worst case scenarios come with the process of performance. Regardless of experience, these challenges appear in every artist’s development. An example: in the finals of the 2019 Tchaikovsky Competition, pianist Tianxu An took the stage expecting to perform Tchaikovsky’s Concerto No. 1. As he nodded to conductor Petrenko to begin, the orchestra played the opening of Rachmaninoff's Rhapsody on a Theme of Paganini, and you can see the sheer panic in his face, making him miss the timing of the very first entry. He impressively recovered almost instantly and continued to finish the performance successfully.4 This happens even to the very best. Obstacles and unexpected events will show up. Trust your training and let go. That’s where the magic happens.
Feedback: the Artist’s Life Force
The book was published, the painting was hung on the wall, and the notes were played. The artist no longer has control over how the product will be received by the audience. This uncertainty is one of the biggest mental obstacles that artists must overcome, especially when they intend to make a living out of their art.
In the face of this uncertainty, it is crucial to embrace criticism. Whether positive or negative, artists must accept it with an open mind, take what is valuable, and discard what isn't. Artists understand that it is impossible to please everyone, and not everyone will grasp the depth of their art or connect with their artistic journey. However, when art is created with authenticity, it will find its way into people's hearts.
Project-based Education
I’ve defined the aspects of what makes an artist; what can we as educators do to help the artist in their journey? It's easy to lose sight of the bigger picture and get caught up in trivial minutia. We may feel frustrated or disappointed at times when our students don’t polish their scales, lack consistency in practice, or have gifted kids who don’t reach their full potential. One key reason for this is that students often fail to see the relevance and future application of the techniques and skills they're learning.
Fewer things motivate humans more than deadlines, and when combined with group or social activities towards a meaningful destination, motivation is amplified by enthusiasm.
With this in mind, I frequently assign my students challenges that not only require immediate evidence of their proficiency, but also demand the creative application of their skills in real-life scenarios.
For instance, a few years ago, I challenged one of my brightest teenage students to take her musical skills beyond her living room and my studio, and find a way to contribute to her community. After months of brainstorming and execution, she launched a project dedicated to bringing jazz music to underprivileged children in Orange County. She promoted her program tirelessly, securing a grant from a local foundation to fund it, covering expenses like rent, basic instruments, and food. The project was a tremendous success. Following this approach, my students have engaged in various creative projects like storytelling through music, recording albums, organizing concerts, composing for films, and teaching.
Projects can be as ambitious as the students’ capabilities allow. The key aspect is to empower them to define their mission and become excited about fulfilling it, creating something of immense value for themselves.
Take a moment to evaluate your teaching style, regardless of the artform you specialize in, and perhaps these practical tips might encourage you and your students to explore new creative endeavors.
Ask thought-provoking questions! A Socratic approach can open minds and hearts to ignite creativity. For example, involve multiple senses by exploring the possibilities of colors, images, moods, and textures in a musical phrase or discuss the emotions evoked by a particular section: what other colors or textures can you create in this phrase? How does this section make you feel?
Encourage students to suggest solutions for improving technical or musical aspects of their playing. What other solutions do you suggest to polish this passage? How does this melody change when you sing it out loud? Help them visualize potential scenarios: Where do you see yourself performing this piece? Who would you be most excited about to see in the audience? Spark curiosity for knowledge to add context and depth to their interpretations: What can you tell me about this composer? What interests you most about this particular style?
Encourage critical thinking. Is this exactly how you want it to sound? What made you decide to play it this way instead of any other way?
Validate the student's point of view. Respecting their perspectives creates a safe and supportive environment that nurtures their creativity.
Allow them to disagree with you and ask them to explain their positions.
Provide honest and constructive feedback. Separate the individual from their actions. Avoid making character judgments and instead, focus on addressing specific actions or behaviors.
Celebrate every sign of progress without over-praising. A little encouragement can go a long way.
Involve students in planning phases and empower them to lead their own journey. Set accountability through deadlines and tasks to keep them on track.
Build trust and connection. The quality of the relationship with your students and their families is far more important than the content of your teachings.
Remind yourself regularly that you are not raising mere students, you are guiding artists to find their own greatness.
References
Saltz, Jerry. How to be an Artist. New York. Riverhead Books. 2020
Monsaingeon, Bruno. Mademoiselle, Conversations with Nadia Boulanger. Boston. First Northeastern University Press. 1988
Lhevinne, Josef. The Principles of Pianoforte Playing by Josef. New York. Dover Publications, Inc. 1972
Tchaikovsky Competition 2019 Final Orchestra Fail. Piano League Channel. Youtube video posted on July 2, 2019. https://youtu.be/UOUSFNgEy7c
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