Spady’s Sassy All-Online Approach

Concept: Music Lesson/Service that is entirely online

 Main Problem/Risks: Sound quality/ video quality

 Main Differentiators: Tailored music package based on an intake/questionnaire

1. Establish how they learn:

  • Visual
  • Audio
  • Or kinesthetic learners

 2. Determine what they want to learn

  • Type of instrument
  •  Do they want to learn sight-reading, or music theory/chords (both?)
  • What type of music do they like/will they want to play?

3. What are they most looking for, from the product?

  • Support: someone to ask questions/get help from?
  • Opportunities to play/jam/collaborate/preform?
  • Resources: free music downloads, chord cheat sheets, etc.
  • Inspiration: seeing the most creative/cool things that other people are doing with their music? Mashups, cool videos, etc.

 4. What level of a program do they want?

  • How much are they looking for? Resources and lessons, one or the other?
  • What are they willing to pay?

Determine their level of experience and training:

  • Beginner
  • Intermediate
  • Advanced

Ideal Client

  • Are looking for flexible music service
  • Are Tech-Savy
  • Most likely older teenager/young adult range: 16-26


  • Customizable
  • Flexible
  •  No transportation needed


Dragon Fly Effect Approach

1. Focus on one goal

  • Make music lessons FUN & ENGAGING
  • Human behavior dictates that if it’s fun, we will be very likely to do it again. Period.

2. Grab Attention

  • Use social media to promote people who are using the service in fun and creative ways
  • Make it a competition, make it a point of pride
  • Use music for something good and meaningful: flashmob preformances at nursing homes, in pediatric hospitals, etc. Something meaningful, that matters.

3. Methods to engage others

  • Begin with pain points: use social media for customer development, search by hashtags (e.g. #I hate music lessons, #music lessons, #music problems).
  • Begin a music community conversation: identify early social media evangelists, as well as the pain point themes
  • Once we know what the pain points are, we can overcome the barriers to fun & easy.

 4. Empower others:

  • Enlist mentors to be part of the service: either paid or voluntarily as a legacy
  • Give away product to key influences- make them brand evangelists
  • Give users discounts for every person they refer to the program
  • Offer obvious platforms to clients to share their skills: make their own tutorials, feature their best mashups, best performances sessions, etc.


Thinking Inside the Box Approach

  1. Remove seemingly essential elements
  • What if this wasn’t a music service? But a music-practice motivator?
  • Music lessons meets computer/video game? To open the gate, you have to play a complicated riff?The goal is to show the direct consequences of actions- make it like a reward system, or “leveling up,” in order to motivate people to practice.

2. Bring together unrelated tasks or functions

  • Create a music “pedometer.” Something like the app Runkeeper: tracks how long/far you’ve gone. Something that would track duration of practice, number of notes/chords played?

3. Copy a component and then alter it

  • Incorporate dreaded practice tasks such as using a metronome into the game. The metronome becomes a kind of music tight rope the character must walk. Similar to guitar hero.

 4.  Separate the components of a product or service & rearrange 

  • As Anna Armstrong’s pointed out, typical music lessons are arranged something like:
  • 1. Choose instrument, 2. Lesson, 3. Practice, 4. Preform, etc.
  • But what if lessons were less like a corporate ladder to be climbed, or hoops to be jumped through? And instead was more like sales or capitalism?
  • Ends justifies means. Deliverables = rewards.
  • Meaning “leveling up,” doesn’t happen according to a rigid linear timeframe, but simply: results (musical improvement/achievement)= rewards?

5. Make the attributes of a product change in response to changes in another attribute in the surrounding environment.

  • Based on the number of practice you record on your “pedometer,” your ability to stay in beat with the metronome, your video game powers/skills/ increases. Your teacher/supervisor gives you additional power/access based on your improvements.
  • Similar to Armstrong’s idea: “when a student reaches a new progress level, the student can view on the online collaborative platform new/more people at the newly achieved level with whom the student can collaborate.”




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