Meeting Musicians Where They Are
As musicians and music educators, we all know those moments where our “work” flows easily because of the people surrounding us. When Brent Paschke and I met and worked on a project with Jamstik, we had that experience – synchronicity and flow. We have many of the same views - including our philosophy of teaching music through inspiring students as well as the psychological aspects of music. During a recent conversation, I asked him to share his experience and approach with other music teachers. His approach as an accomplished pop musician gives a unique perspective on the development of young artists and the artist process. Though Brent’s path may have led to commercial and studio music, his life lessons translate across disciplines.
About Brent Paschke
Brent Paschke aka Jerry Stringer, is a guitarist, producer, songwriter, and educator based in Los Angeles, CA. His professional career in music started when his band Spymob signed a record deal with Epic records in 1999. Epic dropped the band 18 months later, but that proved to be a stroke of luck because it prompted Spymob to connect with the Neptunes (Pharrell Williams and Chad Hugo), a then-up-and-coming production team also performing under the name N.E.R.D. N.E.R.D. had been nearing completion of their first album, In Search Of … using only synthesized instruments. But when they heard Spymob, they decided that the band’s realtime playing was the necessary ingredient to complete the album. Williams and Hugo signed Spymob to their own label, Star Trak Records. The band appears on 2003’s The Neptunes Present … Clones album. To this day Brent still works with Pharrell and Chad having played the majority of guitars on the duo’s critically acclaimed side project N.E.R.D, Pharrell’s Grammy winning album G I R L, the Grammy winning single “Happy” Live, and many other projects by the duo.
You can also find Brent’s playing, producing, and writing on other major label artists such as Snoop Dogg, Kid Cudi, Post Malone, Katy Perry, Britney Spears, Chris Brown, New Kids on the Block, Kelly Clarkson, and many others.
Brent is very passionate about music education having co-founded Tuniversity, a company dedicated to reinvigorating music education using multimedia technology and the excitement of today’s pop music. Tuniversity’s development partners included Apple and Pharrell Williams.
Brent is currently working on his first solo project under the alias Jerry Stringer. His first single and video is scheduled for release spring of 2022. You can learn more about Brent’s work and reach out to him by visiting his website: https://brentpaschke.com/.
Brent’s Journey in His Own Words
I always remember being interested in music. I started playing at a young age. I took violin lessons when I was in grade school. Drums followed that. But around 13, I was introduced to guitar. And the day I got my first guitar I knew it was the path I’d be on for the rest of my life.
My parents were very supportive and got me into lessons with a great teacher in my small town. This was the 80s and my intent was to be a famous hair metal rocker! I was only interested in playing the rock songs that were popular at that time, AC/DC, Ozzy Osborne, Kiss, Ratt…. But my teacher would find clever ways to get me to practice chord melody versions of popular songs. He’d also pepper in some classic pop songs from the other genres and groups like The Beatles. To this day, I see the benefit of his approach. He met me where I was, and gave foundational training to my 13 year old mind. At that time, I didn't realize how this “old” music would be helpful, but it turned out to be priceless. Not only did it help me as a player, but it also helped me in my approach to teaching: Meet students where they’re at. Offer them “candy” along with “steak” to keep them interested, provide the fundamentals, and ultimately help them find their true identity. This approach has been very helpful in the long term, and having a teacher with this mindset early has been a big asset in my career.
In high school, I had a very heart-opening experience outside of my narrow rock music world. I sat down with the instructor of the Jazz Ensemble when I was in 10th grade. He said that we would play songs like this… and proceeded to play “Route 66.” I remember thinking “man that is cool,” so I joined the Jazz Ensemble. It didn’t come easy for me, but I put in a lot of time and learned the songs. It was an experience that was very helpful in shaping who I am as a player. Like my experience with my first teacher, this helped me expand my musical tastes. I didn’t listen to jazz at the time and to be honest, I rarely do now. But I loved learning all those chords. To me, they were beautiful new colors. I remember playing them and feeling how different chords would move me emotionally in different ways. These new experiences outside my comfort zone were very helpful in expanding me as a more well-rounded musician.
Around this time, I had another heart-opening experience when my friend played me a CD with Steely Dan’s greatest hits. I remember having flashbacks to being a kid in my mom and dad's Oldsmobile hearing those amazing songs. At this time, my musical palette really started to open up. I was evolving into this interesting mix of who I feel I am as a player. My rock background is permanently ingrained in me. It gives my playing an edgy aggressive feel. But I also love the beauty and sentimental touch of jazz chords & progressions that go outside of the norm and bend your ear. This interesting mix of styles is something that really resonates with me.
At 20 years old, I moved to Minneapolis and went to school at McNally Smith which was then called Music Tech. It was in these years I helped form a band called Spymob, which led us to the eventual signing and working with The Neptunes (Pharrell Williams & Chad Hugo). That chance meeting has led me to the vast majority of work I’ve done with other artists to date.
Music Making – the Integration of Inner Life and Artistic Product
Since I can remember, performing has not been my primary interest. Don’t get me wrong, I do enjoy it but I’ve always preferred composing and production. The primary reason I was inspired to get into music was because of the feeling I got when I heard music. It moved me in an unexplainable way. The way certain rhythms and chord progressions work together touch my soul.
For me, creating music brings all things into harmony. The place we get to in the purest form of creation is a place of oneness. We find that place in the clear choiceless observation of our thoughts. Not moving from them but simply observing them. Seeing them as they are. Thoughts are movements in time away from the timeless eternal present moment that we will always be in. This is very clear when creating and it’s undeniable when we feel it. The attachment to thoughts takes us out of the present when creating. It’s only in the present that we find our true selves. We are not the images we create of ourselves in the future, nor are we the images of the past, so creating in thought can never be a reflection of our truest selves.
What music teaches me directly aligns with my continual personal development as a human being. There really is no separation for me. Through music we can better grasp the lessons we need in our daily lives as we continue to grow and evolve.
When playing music, we get immediate feedback about our thoughts and emotions. We immediately understand the consequence of holding on to a “mistake.” (I don’t like using a strong word like mistake but for the sake of discussion let's define mistake as an unintended action.) We understand the importance of simply observing that “mistake” and not attaching to it, not giving it any energy good or bad. We learn how to listen. We learn how to work together and how the abandonment of ego/future and past images created by thought, is essential to the purest outcome. All of these are fundamental lessons when applied to any area of life.
These are truths that apply to everything. Music or creating in general just seems to be a placepiece where life lessons can be studied and felt at a deeper and clearer level.
Advice to Educators
When I was a senior in high school, I took an art class. I was naturally very good at it, unlike music, which required me to work a little harder. We spent most of the time working on pencil art, and I got to a point where I could draw faces almost as realistic as a black and white picture. One day, the teacher (Max) came by my desk to see a piece I was working on. It was later in the year, so I was doing pretty well. He said to me - Brent, you don’t have to make the picture look like a black and white photo. If you wanted a B&W you could take a picture. There’s a place in the process before you get to the B&W stage where it will feel complete. I immediately knew what he was talking about. I knew that place instinctively and I ignored it. In school, I thought perfection and technique was a means to the art being complete. But as I’ve developed more in my personal life I see that the art’s completion is more in the field of surrendering and not attaching to images and outcomes.
Learning when to stop in the process of creating is a tough lesson for all artists. A lot of times artists will pass that point due to insecurity. We’re worried about what someone might say, and that peer critiques might hurt the image we hold of ourselves. This fear drives us to emulate or copy something that’s already vetted as a great piece of art. In doing this, we’re not addressing the fear, but only feeding into it, further prolonging its life. It’s important to encourage students to explore these emotions and insecurities. If there’s emotional conflict, it’s a clear sign that something needs to be addressed. And it may not just be ego—it may be another situation in a student’s life. Encourage students to use art as a safe place for exploring these conflicts and trusting their intuition to make clear technical and aesthetic choices.
As teachers, we teach students using technique-based methods. We have them play patterns to practice and hone their skills and acquire as much technique and knowledge as possible. But technical methods, patterns and knowledge are only tools to help us express our truest feelings. The greatest gift we can give students is guidance to use the most effective tools and techniques that will help them best express their truest selves, and encourage them to go beyond the tools in their creation of new works.
Connecting the Dots to SEL
Brent’s lessons in fostering self-awareness could be pivotal for your students. To quote Socrates, “To know thyself is the beginning of wisdom.” Whether following principles of Social & Emotional Learning (SEL) or great philosophers, self-awareness is key to self-management. These two SEL core competencies provide a solid foundation for the other three: social awareness, relationship skills, and responsible decision-making. To learn more about SEL, visit https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/. For SEL integration in arts education, visit https://selarts.org/.
If you have students who will connect with Brent’s story or who may be interested in his work as a guitarist, composer, and producer, share his music via and connect with him on social media:
https://www.instagram.com/jerrystringermusic/ and https://linktr.ee/brentpaschke.
A special thanks to Marjorie LoPresti for her amazing copy editing skills and assistance with this article.
Shawna E. Longo is the General Music (Music Technology) teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She is also a published author with her book, "Integrating STEM with Music," with Oxford University Press. Additionally, she serves as a Practice Advisory Board Member for The Center for Arts Education & Social Emotional Learning, K-12 Educational Technology & Innovation Through Music Chair for the NJMEA Board of Directors, Coach for The Institute for Arts Integration & STEAM; the Arts Integration & STEAM Specialist for TMI Education; Lead Consultant for Essential Elements Music Class (Hal Leonard); and an Ambassador/Consultant for The Rock and Roll Forever Foundation, Music First and Jamstik. She is an internationally recognized clinician and consultant for music education, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021-2022 Sussex County Teacher of the Year, 2021 New Jersey Arts Educator of the Year, 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Mrs. Longo also serves on the Morris Plains Board of Education.
