For years now, I have wanted to write a book on drumming. I have, in fact, started one and it has been in the process of being written for, oh… I have no idea how long. At least since 2002.

The problem is, I continued to learn new things since I started jotting down notes that it’s hard for me to say, “Yup, this should be included in the book.” And every time I revisit the book, I keep finding new ways to refine or change what I’ve written. Not to mention the fact that whatever it is I write, I rethink, re-experiment, re-evaluate, and re-analyze what I’ve written because if I’m going to write it down, I want it to be as accurate and clear as possible.

Too anal, I guess.

So, I’ve started this blog. I will still keep working on the book. However, at least with this blog, I can offer my ideas regarding the art and craft of drumming and the blog will evolve with me as I continue to improve as both a drummer and an educator. The idea of “Conceptual Drumming” is to examine what it is we drummers do and try to figure out why we do it; to figure out ways to drum better; to approach the art and craft of drumming better; to learn how to teach better; to learn how drumming relates to the rest of our lives. These are the things I’ve wanted to write about but, alas… my anal retentive, over-analytical nature has gotten in the way of completion.

My flaw as a writer of things drum-related, however, brings me to my first online lesson:

Teachers – no matter what you are teaching, when you convey your lessons make sure that you are conveying it as a near-universal truth. In other words, there are almost always going to be exceptions to the rules you’re teaching, but it is vitally important to say what you mean and mean what you say.

I have encountered many drum instructors that say one thing in their instruction, but they mean something different or they don’t demonstrate the lesson they’re giving. For instance, if you tell your student to use all fingers during a legato stroke exercise, that isn’t universally true. You can’t use “all fingers,” because your fingers alone won’t lift the stick up for the upstroke. An example consisting of a minor detail, sure, but students that are eager to learn and try to utilize the information you’re giving them take the information home to practice (hopefully) so that they can learn to put it to use. Giving them information that isn’t necessarily true, or information whereby you did not say what you mean, can only serve to potentially confuse the student.

As students go on to learn from other people, they will be introduced to different methods, different perspectives, and different techniques. Provided there’s a logic to each thing being taught, they’re all valid. However, students will eventually have to decide what methods, perspectives, and techniques are right for them depending on their situation(s), and in order to make smart decision, the information they are given needs to be accurate.

I’m sure this all goes without saying, but I’ve encountered plenty of situations where the instruction just isn’t accurate. It doesn’t matter if I agree or disagree with the method, perspective, or technique in question. I want accurate logic and an accurate explanation of the lesson. I’ve talked to too many students and felt the need to give them this advice: When you’re given a lesson, figure out if the instructor is saying what they mean or saying one thing while meaning another. Use your discretion to figure out if the instruction is accurate and helpful.

We’re drummers, right? If we’re striving for accuracy in our drumming, we should also be striving for accuracy in our instruction.