Have you ever found yourself stuck in a practice rut, playing the same passages over and over while hoping for different results? If you’re nodding right now, you’re not alone.
As adult music learners, we often hit plateaus that seem impossible to overcome. But what if I told you that the key to breaking through isn’t just about how you practice, but about how you think about your practice?
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Why Mindset Matters More Than Technique
Let’s be honest: I can teach you all the practice strategies in the world—the very best ones that have helped thousands of adult learners—but if I don’t help you choose thoughts that set you up for success, those strategies won’t deliver the results you’re hoping for.
We all have that little voice inside our heads. That voice that whispers “this is too difficult” or “you’ll never get this right” or “you’re too old to learn this properly.” None of us are unique in this way. We all experience these thoughts, especially when stepping outside our comfort zone.
And here’s the truth that might be hard to hear: if we don’t tackle those negative thoughts head-on, we’re not setting ourselves up for success.
Introducing DSD: Do Something Different
Today I want to share a powerful mindset approach that has transformed not just my students’ playing but my own as well. I call it DSD: Do Something Different.
When you hit a wall in your practice, when frustration mounts, or when traditional approaches aren’t working – that’s precisely when you need to DSD your way to success.
A Personal DSD Success Story
Let me share a story about when I put DSD into action. Years ago, I taught at a school where I conducted a jazz band that was renowned throughout the UK and Europe. We were known for winning competitions, and our performances were always highly anticipated.
One year, we were scheduled to perform at the Bridgewater Hall (the major concert hall in northern England) with a required theme of 1930s and 40s music – specifically, Glenn Miller.
Now, this presented a challenge. My students thrived on funk, Chick Corea, and Carlos Santana. Swing music is technically demanding, especially for younger players, and Glenn Miller’s “In the Mood” features particularly challenging trumpet parts hitting top D – really advanced stuff!
When I told my students, their enthusiasm plummeted. This is where DSD came into play.
Phase 1: Adding Visual Elements
First, I approached a student in my Clarinet Choir who happened to be the ballroom dance champion of Europe. I asked if he and his partner would choreograph dances to accompany our performance.
They jumped at the chance, planning costume changes for each piece – waltzes, jives, cha-chas, and foxtrots.
This was my first DSD move: taking attention away from any potentially “dodgy bits” in the band’s playing by adding visual spectacle.
Phase 2: Creating a Complete Experience
On the day of the performance, we discovered something that upset my students even more: despite the “1930s and 40s theme” directive, our jazz band was the only group actually playing period music! The students were understandably frustrated.
So I asked, “Do you trust me?” When they agreed, I outlined a radical plan that would take just four hours to implement:
- I contacted the lighting technician for a custom light show
- Then I arranged for a blackout in the hall with an air raid siren to start
- I assigned our head boy to memorize and deliver a Winston Churchill speech
- I had saxophonists positioned throughout the venue to march in from all angles
- We created a drum solo to transition between sections
- I secretly practiced the jive so I could stop conducting mid-performance and join the dancers
We told no one about these changes. At the afternoon rehearsal, we performed conventionally. But at the concert, we transformed the performance into a complete theatrical experience.
The result? We brought the house down. It was all anyone talked about during intermission, after the concert, and in all the local papers.
We had DSD’d our way to success, turning what could have been a disappointing performance into something extraordinary.
How to Apply DSD to Your Practice
When we get frustrated in our practice – and we all do, myself included – many of us keep doing the same things day after day while somehow hoping for better results. That’s the definition of insanity, isn’t it?
Instead, when I encounter a problem, I stop and get creative.
I do something different.
Here’s how you can apply DSD to your practice:
1. Recognise When You’re Stuck
The first step is awareness. Notice when you’re repeating the same approach without progress. Signs include:
- Playing a passage over and over with the same mistakes
- Feeling frustrated or bored
- Watching the clock instead of engaging with the music
- Making the same technical errors repeatedly
2. Pause and Reflect
Before trying something new, take a moment to identify what specifically isn’t working. Is it:
- A technical challenge like fingering or embouchure?
- A rhythmic issue?
- A memory lapse?
- A lack of musical expression?
3. Brainstorm Alternative Approaches
This is where the magic happens. Ask yourself: “How can I approach this completely differently?” Some ideas:
- If you’ve been practicing hands together, try hands separately
- If you’ve been focusing on accuracy, switch to expression
- If you’ve been playing at slow tempo, try chunking the piece differently
- If you’ve been using the metronome, try recording yourself instead
- If you’ve been sitting while practicing, try standing
- If you’ve been reading music, try playing by ear
4. Embrace the Discomfort
Growth happens when we feel uncomfortable. That discomfort you feel when trying something new? It’s a sign you’re on the right track.
Give yourself grace. Remind yourself that you’re DSDing – doing something different – because you want bigger and better results.
Applying DSD to Practice Planning
Many adult learners resist planning their practice because facing the reality of their daily schedule is daunting. Others think planning is a waste of time that would be better spent physically practicing.
But these resistances often mask deeper fears. Things become more real when we write them down, and for some, that can be tough to face.
If you want to learn new pieces quicker and easier (and I assume you do), planning – even if it makes you uncomfortable – is essential. The end result you’ll gain is bigger than the worry of sitting down with pen and paper.
It won’t kill you to plan your practice, but it might transform your playing.
If you’d like to learn more about planning your practice, watch the video here. Or download my free guide below.
Download your free planning guide
Your DSD Challenge
Here’s my challenge to you: commit to doing something different in your practice this week. Specifically:
- Spend a moment right now imagining yourself playing your chosen piece with ease and confidence
- Think about how that will feel and how it will propel you forward on your musical journey
- Ask yourself: “How can I DSD my way to success this week?”
Remember, there are no wrong answers—the only wrong approach is not giving this a try.
Get “DSD” tattooed on your brain. When you’re stuck, when things aren’t working, when you feel frustrated or in a slump, ask yourself: “How can I DSD my way through this?”
Because with the right mindset shift, anything is possible in your musical journey.
What will you do differently this week?
