February 1, 2025 • 48 mins
Access a FREE Troubled Teen Sort-Out Session with the Experts at The Competence Institute
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Join us for an enriching conversation with Danny from Danny Tyrell Studios, a musician who has journeyed through Detroit's iconic music scene. From playing his first gig at just 14 to opening for Motown legends like Stevie Wonder and Diana Ross, Danny brings a wealth of experience and nostalgia from an era that shaped modern music. As we talk about the vibrant live music culture of Detroit, Danny shares how being surrounded by talented peers nurtured his growth and creativity in a thriving industry.
We also explore the significance of effective study techniques and how these can be applied across various fields. Drawing from personal experiences in education and corporate training, we emphasize the role of structured learning processes in personal growth and leadership development. Discover how these principles have been successfully applied in substance abuse rehabilitation and innovative music programs, enriching communication and learning experiences through the integration of Native American traditions.
Finally, we celebrate the power of community collaboration and lifelong learning. Hear inspiring stories of homeschoolers and rehab patients joining forces on practical projects, leading to positive societal reintegration. Our episode concludes with a compelling account of how study technology turned unused song ideas into award-winning compositions during the pandemic, illustrating the profound impact of following one's passions and adapting to change. With insights from our guest, Dan, we highlight how these learning approaches have been crucial in achieving life goals and fostering personal growth.
To contact Danny, email him here: Dannythemanzz1@gmail.com.
Access a FREE Troubled Teen Sort-Out Session with the Experts at The Competence Institute
Click here now for instant access.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Ryan Kimball (00:02):
All right.
Hello everyone, and welcomeback to another episode of the
Competence Institute podcast.
This is Ryan, your host, andI'm very excited to have with us
today Danny from Danny TyrellStudios, and he is going to tell
us a little bit about hisexperience with the study
technology.
He also goes by Dan Naimowiczand he runs the Danny Tyrell
(00:28):
Studios, and he's going to tellus about what his experience has
been with the study technology,how he uses it, and his career
as a professional musician,which I'm very excited to hear
about.
We've not had someone on who'sa musician yet, so that should
be exciting.
So, hi Danny, nice to meet you!
Danny Tyrell (00:46):
My pleasure! Thanks for the invite.
Ryan Kimball (00:49):
Yeah, absolutely! Great to have you here.
So, tell us a little bit aboutyourself as a professional
musician and your career, so wecan get to know you a little bit
.
Danny Tyrell (00:59):
Okay, born in Detroit, I grew up during the
Motown era.
Hit the streets in the middle'60's, when Motown was hoppin',
doing well.
Had a chance to see theindustry grow, see the young
people from the streets ofDetroit create - be included in
creating worldwide careers andget that music that was
(01:31):
available in town.
You know, even to this day, nomatter where you go in the jazz
world or the good, really good,popular music world, you're
going to find players that camefrom Detroit, and Detroit City
is still full of - just loadedwith great live music, which
isn't the case in other citiesso much anymore, you know.
Yeah, my first gig - I was 14years old.
(01:55):
My neighbor hired me to play ata wedding, you know, and I was
a trained drummer and I playedsomething called the vibraphone.
And then, that was in school -schooling, but in the kids' band
I played kind of Ray Charlespiano.
So those two influencestogether.
But the first gig was onvibraphones when I was about 14.
(02:16):
My neighbors had a band and Iused to always go sit in their
basement and bug them, you know,all the time when they'd be
practicing, and finally theytook me with them.
That's kind of fun.
And then we played through highschool.
The guys in the neighborhoodgot together, wrote one hit
record.
We had one hit record as agroup, as writers, and that was
(02:39):
called Wait a Minute.
It was by a guy named RickWiesend and that was, I don't
know, maybe '63.
He ended up getting to sing onthe Dick Clark show and that.
But the day I graduated fromhigh school that - most people
went out, hung out with theirbuddies; I actually went to the
(03:00):
gig that night and from thatpoint on, I played pretty much
steady until my late 30s.
You know, uh, full-time.
You know, because in those dayswe had 60 bands playing
full-time, uh, in the city ofDetroit.
I mean, when I mean full-time,I mean six nights a week and
weekend matinees.
(03:21):
And, um, what do we do with thehigh school - with the high
school combo, the young guys -we used to open up for Stevie
Wonder, you know, The Four Tops,Diana Ross, you know, and those
were at sock hops in the highschools around the city of
Detroit.
So we got to see those guysfirsthand and fortunately we
(03:44):
were - um, okay enough, you know, to be an opening act in the
neighborhoods and in the city.
And that grew on past that.
So it just was a different time.
You know - how do we go toschool for music?
We went to the gig, we stayedin the band.
You learn three chords and youplayed that for a few years and
(04:05):
you learned the fourth chord.
You learned that and then you,you know so, it was a graduated,
uh - um, as music got pop -music got more complicated, we
got better at it, you know - it,um - so that was the life in
those days and that lasted until, I would say, until the disco
(04:27):
era hit, you know when - JohnTravolta's famous dancing movie,
you know.
And after that people changedthe way they combed their hair,
they changed the way theydressed.
The DJ came into the clubs, thelight balls were in the thing
(04:50):
and the hippie, grungy, rock androll dudes were out of work.
It never went back to what itwas before.
But, honestly, the club workwas more formal.
Guys would dress in - woulddress nicely.
You know, in the Detroit areathe bands were almost - well,
you've seen the Motown groups,you know, everybody dressed
similar clothes and colors andthings like that.
But great, I mean, it was justfun.
(05:12):
You know, I say a lot of peoplewent golfing, I went banding,
you know what I mean?
It's kind of like hobby/profession/ fun kind of thing,
you know.
So that's the intro to my musiccareer.
Ryan Kimball (05:32):
That sounds exciting.
Sounds like, yeah, it was fullof life!
Danny Tyrell (05:34):
Yeah, yeah I was fortunate.
(Ryan (05:35):
Very cool!) I was always in the band with how the guys
Go ahead!) I was always fortunate, where most of the
players in the bands were betterthan me, just - just enough to
pull me up and pull me along,you know?
I was a younger guy and, youknow, so it just was a series of
circumstances that overall,worked in my favor.
Ryan Kimball (05:59):
Nice.
(Dan (05:59):
Yeah) Yeah, I know, it sounds like quite an adventure
and you kind of self-taught andgrew as the music grew, from
what you said.
Danny Tyrell (06:08):
Yep! It was terrific! And good guys! I mean
the Motown guys - it was a job!You know, they're basically the
next generation from me.
I'm like a younger guy and theyworked nine to five, five days
a week.
It was a production.
I mean, they taught people howto dance.
(06:28):
If people ever can go to theMotown Museum, take the time to
go, because it'll give youinsight as to how they
cultivated raw talent in a veryproduction-like way, teaching
them to dance, dressing, manners, you know, and it was really
well done.
I mean it's - my hat is off tothem.
Ryan Kimball (06:50):
Wow, wow, whole culture, nice! Well, so tell
tell us, how did study tech comeinto your life, at what point
was that a part of what you weredoing and how did it influence
things?
Danny Tyrell (07:14):
Yeah, I was always interested in, like - I took
two years of music school andthen, as years went by, I'd go
now and then and I think for me,it's when I needed it in life.
I was probably, I don't know,maybe by the time I was 30, I
was thinking that, you know,I've learned all - I studied
alternative energy, I studiedmusic, I studied cultural
(07:35):
history and I was thinking it'sjust kind of like not working.
You know, it's just like notworking.
And I really didn't know why.
And by then I actually had adegree of some sort and couldn't
apply it.
I had the information butcouldn't apply it.
(07:58):
So, for my own reasons, I tooka study class - how to study -
it was called, I think it wasStudy Skills for Life - was a
real basic introductory course,and what I found out was number
one you have to understand thewords.
I mean, you really have tounderstand, not just imagine
what it is or feel good about itor go, Oh, that's a nice word,
(08:20):
oh, I heard that word before,you know?
It's like, what does that wordreally mean?
And so, using a dictionary wasimportant and, starting at the
beginning of the course, youknow, was - I would like to
maybe go to the second page andthe third page out of interest,
and then the teacher, thetrainer, would come back and go
no, no, no, you have to go topart number two after number one
(08:43):
.
And that was the discipline.
You know, the discipline.
And in that course I learnedthat words were important, also
(09:05):
the thing I think was reallygood - in learning theory, in
modern education, it'sconsidered the exception if an
instructor knows how to conductthe class in a way that meets a
student's needs as to whetherthey like to see things visually
or like to hear things or liketo touch things or like to apply
things or like to ponder thingsor like to solve problems, you
(09:28):
know.
One thing I found in thatcourse was that course actually
addressed all of those things.
You know there were recorded,some recorded aspects of it that
I would listen and I wouldapply and I would read as I
would listen and things wentright in order.
You know, you did number oneand you read what number one
said, made sure you understoodthe words, you would apply
(09:50):
number one.
You might even find a way todemonstrate it in the world.
So, it already handled all thelearning styles, which I was -
When I learned about learningstyles after this, you know,
because I ended up teachingcollege for a while and they
said well, you have to learn -they gave you a mini course on
learning styles and I went - Ialready know how to do that,
(10:10):
because just do a check sheet,check sheet goes in order.
Another thing too, excuse me, athing called gradients, where
you don't skip.
That's what I was doing.
I was going from page one, Iwas interested oh, what's on
page four?
No, no, Dan, go back to pageone and the increases in the
(10:32):
concepts add up, theapplications add up, but they do
it in a way that gets more andmore, builds on the previous one
.
It's like going up a hill, stepat a time, or going up a
staircase, and that's called agradient.
And so, if you skip any ofthose gradients, like I did,
(10:53):
when I went to page threebecause that was fun, then I
wouldn't know what was on pagetwo.
Another one - if you go too farand you look at something
that's a concept that's beyondwhat you're building in the
entrance level or in any level,if you skip forward and you put
your attention on a conceptthat's beyond what it is you're
(11:14):
prepared for, you're unprepared,and then you have something -
imagination or reaction orsomething happens that didn't
add to what you were buildingprevious to that.
So jumping too far is reallynot handy at all in any way.
And so I ended up teachingcollege after a while and I
(11:40):
found that as a collegeprofessor there were no courses
in teaching.
And I find that today I'mhelping out here at the local
college in the music departmentas a mentor to some of the young
players and very bright guyswho know the content very well
(12:04):
and can apply it, have neverbeen offered a method to present
the material in an organizedway to their students.
It doesn't mean they're notnaturally a good teacher,
because a lot of them areintuitively very handy people,
you know.
But there just are a lot ofthings that don't get them the
(12:27):
product that they want in apredictable way, see.
So that's another thing.
You get some prediction withmaking sure you go in order, you
understand the words and thenyou can do it on a gradient.
So in music, in all indus - inall industries, um - are all
study endeavors - there'snomenclature, there's the words
(12:49):
that apply to the - inpreparation for the things that
(13:20):
you're going to study, right?
And so I had a chance to usethis - um, study method, the
study materials.
I've used it - I became acorporate trainer.
(Ryan (13:29):
Oh, wow!) I taught - I had - I had a classroom for four
years where I taughtphysicians, dentists, lawyers,
tradesmen, (Ryan (13:30):
Wow!) other teachers, and it was very
successful for about four years,and then I moved on and did
something else.
But the same methods alsoworked when I went and I took a
job as a rehab - substance abuserehabilitation coordinator,
right?
And so, people who were tryingto rebuild their life were also
trying to rebuild how to learn,so that you could learn how to
(13:53):
do your life in order, on agradient - same thing.
What's the nomenclature -sobriety - you know, take the
words one at a time.
So it helped in that, in that -so we had - I used it for
myself, the study tech.
I used it in a corporateenvironment, I used it in a -
the rehabilitation for 10 years- I worked as a coordinator in
(14:18):
the - so then, I did somethinginteresting.
In that substance abuse place,I started a music program.
So the people, yeah, it was fun, it was really fun, and it took
a couple of years for me tokind of understand what the
gradient was.
You know - what thenomenclature was and what the
(14:38):
right words are, what to do,what the actions are, what - how
do you apply it, you know?
But I did get it.
You know, I finally got it.
And one of the things I foundis musicians - the Western
culture thinks music startedwith the printed word.
Where I was working at Manistee, there are a lot of Native
(15:01):
American people who have awonderful, intact tradition for
how to communicate withinstruments and gestures and
things like that.
So I kind of looked at theirways, you know, and the one
thing I did learn is where's thestarting point with music?
(15:22):
Music starts before the writtenmusic.
Music starts at birth.
I mean, a baby communicateswith you with sound, you know.
The Earth - there's soundeverywhere in the planet, you
know.
And um, so what we did is webuilt a program on communication
, uh, and on a gradient and um,emotions would come into that.
(15:47):
You know, we would try to -people - have people, uh,
communicate with their emotions.
So we started with the drum,the drum circles, like the
Native American folks do.
But they also were allowed todo it on instruments.
So you and I would communicate.
If you played guitar and Iplayed drums, I would go
dun-dun-dun and you would godun-dun-dun.
Then part of the drill would bedo it happier dun-dun-dun, and
(16:10):
then you would have to answer meback.
Then we'd go around the wholeroom and each person would
communicate to the next person.
Then that next person wouldhave to acknowledge that they
got communicated and pass it onto the other person, and so we
would do it in various emotionaltones or experiences, you know,
and it was great, you know, andwe ended up doing - well, -
(16:34):
here's the thing.
Okay, I had the - in thebusiness world, I used for
myself.
I used technology technologiesand I used it in the business
world and I used it in the rehabcenters I used it in - I had a
separate building where, whenpeople were graduating, they
could come in and they couldreview the study technology and
(16:57):
take some additional courses.
What was nice about that,I had the facility - guess what
happened?
Some of the people in theneighborhood whose kids were
being homeschooled said hey, Dan, can you teach my kids?
I says, well, I'm not going toteach them, but they can come in
and use our course room.
They can come in here and theycan take these courses, this
(17:20):
study tech course, and they caneven use the tables and the
facilities and all that forgetting through the class
themselves, right?
So we offered the neighborhoodkids.
Then guess what happened?
The Chamber of Commerce cameand they came in and they
started using their course roomand guess what they were
learning?
How to study, you know, on agradient.
(17:42):
Of course, we added acommunication course to that at
some point, but - so, the sameexact technology, the same exact
insight, the same exactprocedure helped business people
, helped young children, helpedfamilies, Chamber of Commerce,
helped musicians.
It's the exact same insight andit was done in advance of the
(18:07):
modern colleges saying, hey, youknow, maybe you want to apply
what you learn, or maybe youshould look up the words you
know, because we've forgotten alot of that.
That was in our early Westerncivilization style of training,
you know, and so the material wehave - it worked for anybody.
Ryan Kimball (18:30):
Wow! Wow, that's incredible! That's actually
quite an inspiring story.
First of all, you've had a veryfull life and your ability to -
I never really thought of it,but the methods we're talking
about of how to study, theyreally do - they kind of cross
(18:50):
all the barriers betweendifferent professions, different
ages and, you know, differentactivities and whatever.
I've never really - it's kindof really cool to see someone
who's actually done that andthen talk about how it is
universal.
(Dan (19:04):
Yeah, yeah, thanks, appreciate it.
) Yeah, how neat! Wow! Okay, soa couple of questions about the
things you brought over, becausethey're all very interesting.
You mentioned that you weretraining professionals from many
different professions onlearning how to study.
(19:25):
What types of benefits didthese people get from what you
were teaching them and thenapplying it in their life?
Danny Tyrell (19:39):
Well, I think it happens on a number of - it sort
of spreads.
It lets you also know that youmay not have communicated in an
orderly way on a gradient to anemployee.
You may not have developed yourcompany in an orderly way, you
may not have been clear aboutthe words that you used.
They may not have meant thesame thing to the person you
were talking to.
So, it's self-reflection, Ithink, for a guy that's already
(20:04):
out in the world, you startrealizing that there's an order
to the ways these things can bedone to be more effective, and I
have to be mindful of that.
I have to know what I intend totalk about and know how somebody
could apply it, but doing it inan order that builds, so we
don't jump their attention tosomething else so they go blank
(20:27):
on what we're doing right now,you know.
So I think every profession thatI saw there had some cognition,
whether they were developing anorganizational chart so that
they have clarity on what theorganization would build into,
you know, or they wanted to lookat what performance they were
developing in terms of theirstatistics.
(20:48):
All of that required some formof understanding what they're
looking at, what the words mean,what order they should be in,
and putting somebody newly on ajob or doing a performance
evaluation.
Have I asked things in anorderly way of this employee?
Have I asked them to perform ina way that's predictable,
(21:10):
that's on a gradient?
Does he understand what his jobis?
And you know a lot of thosepeople - I think they've
retrained people because of thatand reset their priorities
because they learned a way tolook into the future that meant
you have to go in - in order.
Ryan Kimball (21:26):
Right, right.
Yeah, that makes a lot of sense.
So, not only did theseprofessionals, business owners,
executives, whatever, learn howto study for themselves and be
able to learn their professionbetter and how to manage things
better, but they actuallylearned how to be a better boss
or create that group, thatbusiness, in a way that led to
(21:51):
prosperity and cohesion, and allof that, it sounds like.
Danny Tyrell (21:55):
Yeah, and you know , I think they could care in a
more methodical way about theiremployees and their business -
rather than rant and rave - on agradient.
You know - you're not doingyour job.
It's like, oh, let's do this.
Oh, did we miss something?
Let's go back, let's clean thatup, you know.
And the study technologybecomes a very broad view of
life, you know.
It's a - it's a - it's a verynarrow method, not narrow, but
(22:20):
it's a very framed method, youknow.
But it applies every time youwant to view something.
Am I looking at an order?
Do I know the words?
What's the nomenclature?
You know, it's - it builds intoother things you know?
Ryan Kimball (22:35):
Yeah, absolutely! I love that - Care in a very
methodical way.
That's great! I'm going tosteal that, if you don't mind.
Danny Tyrell (22:42):
Yeah, sure!
Ryan Kimball (22:44):
Nice! Okay, great, and then you also - so there's
so many different things thatyou did with study technology
and these methods of learning.
Let me ask you about youpersonally as a musician.
You are already practicingprofessionally and established
and knew your stuff.
Did you use the studytechnology to take things to a
(23:06):
new level or apply it to music?
Danny Tyrell (23:08):
Well, actually, recently, uh, I - I've had a new
experience doing that, actually.
It's very interesting.
I was playing, you know, with alocal group, just casually in
town, and a guy comes up andtaps me on the shoulder and he
says, Dan, would you - my wifeplays piano, would you teach my
(23:30):
wife how to play piano, like you- jazz style, you know.
And I said, oh sure, you know.
He said, I'll give you somemoney - it's okay, you know, you
come - he was very nice aboutit, very simple, you know.
And when I went to the house, Ifound out that she was a very
high level classical player.
I mean, she accompanieduniversity professors and their
(23:51):
concerts and guys doing theirgraduate concerts and things
like that.
And I'm, I'm, I'm watching herplay.
I went, sure, this is gonnawork great.
And I started laughing atmyself.
However, what I did do is Irealized that she didn't know
(24:11):
the nomenclature of jazz.
She didn't know the words, shewasn't even - she was not even
at the beginning of the gradientscale of trying to learn how to
play jazz.
So I had to walk her back to beherself, not to be the other
guy, not to be the sheet music,but the piano was going to be a
(24:32):
voice for you.
So we went right back to thebeginning.
What's the purpose of whatwe're doing?
It has some things in commonwith what you've been doing.
It's the instrument and thefacility, which has great
facility.
So I set up a course and ittook some work.
You know what?
There isn't any quite like thisthat I could find, and I
(24:56):
searched the internet.
I found a couple of doctoraltheses who kind of talked about
it but didn't show you how to doit.
You know, and so I startedright at the beginning.
You know what is jazz?
You know what isself-expression, what is
creativity?
Who am I?
You know?
And then they had to do somethings like why - why are you
doing this, what's - what's thepoint, you know?
And then we built, we built acustomized, um, approach for her
(25:21):
and we had a step one and wehave a step two and words she
had to know at the beginning,things she had to do, even
though she could do things athousand times more difficult in
the classical world, it wasgrade zero in the music world,
you know the, theself-expression.
So, we had to do some exercisesto get her comfortable with the
(25:41):
fact that it's going to be hermusic, it's going to be her
decisions, it's going to be heremotions, it's going to be her
sound, you know, and we'rebuilding up - and then how do
you do that?
Because there's a, um - well, acouple of things could happen.
One is there's a tradition injazz of a list of tunes, maybe
50 tunes all jazz people aresupposed to play.
(26:02):
So we agreed that we would putthose as portions of our future
study.
But there's also a greatcatalog of music that she
already knows Chopin, Debussy,Bach, you know.
What are we going to do aboutthat?
How's that going to fit in?
So we found a way to insertthose things that she's familiar
(26:24):
with and extract the piecesthat work and match what our
lesson is.
And then now we're going tocompare that to what the jazz
guy would do, you know.
So we validated and used whatshe knew and didn't realize
could apply across the board,you know.
And then finally - so there'sthe traditional jazz, there's
(26:51):
the classical music that peoplelearn - trained people learn.
And then now a third thinghappens - she becomes her own
music, which isn't either ofthose two.
She can interpret jazz any wayshe wants, because that's the
goal of it.
I don't predict that, you know,or not interpret it.
She plays classical music asshe should - however, that's
(27:14):
determined.
But there's also a thing thatcomes from her, like, if she's
playing some chords or decidesnot to play a chord, it's okay
too.
We have three tracks that we'relooking at simultaneously and
that starts at grade zero,lesson one, lesson two, lesson
three - be yourself.
Here's the chord.
Okay, what kind of tempo we'regoing to take this at, you know.
(27:39):
So it's taken some work for meto match that up.
It took a while to see how itgoes - and I think I can apply
this to - well, the result is,here's - I'm kind of talking
over myself - the result is,I've been drawing in three or
four other similarly qualifiedplayers who didn't know I was
(27:59):
doing this and didn't knowanything about her, and I just
would talk to them.
I met this other woman at adifferent job that I was playing
and she starts talking.
She says well, can I take somelessons?
I'm thinking, here we go.
You know it's coming from -starting to land, you know.
So, so I'm prepared to do it,you know.
(28:19):
And the thing is, without thestudy technology, I wouldn't
have known how to extract piecesin an organized way, in - words
in an organized way, in -competence in an organized way.
I would have just been kind ofguessing, you know.
(28:39):
But in music, you can, you know, something's a little more
difficult, a little moredifficult, you know, you can,
you can kind of work that out,um.
So I'm kind of excited, youknow, I think I found a niche
for myself actually, you know?
People that, uh - probablygoing to do a lot more teaching,
I think.
Ryan Kimball (28:57):
Nice.
That's so cool! Yeah, I'venever heard of somebody doing
that, you know, taking aperson's existing knowledge base
in music and then turning itinto a person who can play jazz
and express themselves (Dan (29:11):
or even personal, personal music.
) Personal music -wow! Okay,awesome!
Danny Tyrell (29:18):
It's been a surprise that it worked, you
know, because I thought, well,just keep the rules, Dan.
You know, just do it in order.
Ryan Kimball (29:25):
Yeah.
Nice! So cool! Wow! Okay, soagain, another example of the
many ways in which this methodof training people to study so
that they can then becomethemselves and learn things and
interact better - it's just so,so applicable across so many
areas.
So, you also talked about usingthis to teach young students
(29:52):
and kind of create theireducation.
How did that work for you andwhat successes did you notice in
that area?
Danny Tyrell (30:08):
Well, the thing I like is associated with this
insight into teaching and thistraining method is a home study
curriculum that can be used,that's compatible with what we
do, and the nice thing about itis that after a student studies
the course material, they'rerequired to do a project that
applies what it is that theyjust studied.
(30:29):
So, um, I - I let my - when Iwas at the rehab center, my
building was separate, in theend - the last two years - and I
allowed homeschoolers to comein and use our facility and
interact with the graduatingpatients.
We were okay with that -people, everybody had to sign
off that they were okay withthat - and so they could come in
(30:51):
.
And if you had to do a drill,we had to practice something or
interact with somebody.
They were, they were - it wasnice because the patients were
re-entering the community andthe community was coming in, um,
volun(teering) - just havingfun, you know, and some of these
things required you to go for awalk and you check some things
(31:13):
out, you know, come back andreport about it.
Sometimes you had to move,build something with your hands
or with clay, you know, so itwas - also, it was really
enlightening to me that we'renot doing that in school.
The kids don't learn what to dowith what they are studying, so
it's a piece that I didn'tquite realize, the magnitude of
(31:38):
how much of it was missing, youknow.
(Ryan (31:40):
Yeah) And so it was a learning for me.
I was more sold on this afterthat, even though I'd been doing
this in some capacity for 20years, you know.
But when I saw the young childreally happily doing a project -
I can't wait till I get home.
I'm going to fix this! Really?
(32:02):
You're enthused about school?
Yeah, they were! And they'vegone on.
I've kept track of a few ofthem and they've gone on and
they've done well.
Same thing with the patientstoo, though, you know, the
patients - one thing when youwork in rehab, you never know
who's going to make it and who'snot.
You can't predict, they justcan't predict.
(32:22):
But I can tell you on a regular- every day, I hear back from
somebody.
Ryan Kimball (32:28):
Wow!
Danny Tyrell (32:29):
And we've been closed because of COVID for five
years, but just - peopleintentionally still using the
information and going on past itto other things, using that
information.
Ryan Kimball (32:45):
Wow.
How inspiring!
Danny Tyrell (32:48):
Yeah!
Ryan Kimball (32:48):
Yeah.
Danny Tyrell (32:49):
You know, people ask you, how was your life?
And I just - I say, prettygood, really!
Ryan Kimball (32:58):
Yeah, sounds like it! That's so cool! Wow! Well, I
have to ask you, how did youend up with the, the - what was
it?
The Chamber of Commerce in yourcourse room?
Danny Tyrell (33:09):
Really easy - I went and got them.
I just went and invited themover.
I let them have their meetingsin my room, you know, in my
facility - a nice facility, acouple of blocks from the lake,
you know, kind of like if youthink of like an Eagles club.
It was a closed Eagles club, sowe had a nice little - you
know, I call it the romper roomwhere they could, you know, play
(33:30):
ping pong and stuff like thatand where there was a bar in one
place that we turned into ajuice bar.
So we got a nice facility andthe community was glad to see us
reopen it because it was justsitting vacant in a very small
community.
So we cleaned it up, painted itup and just used it like it
(33:51):
was, you know?
And of course the town wascomfortable in seeing what we
were producing too, you know -helping people.
Ryan Kimball (34:00):
Yeah, I imagine!
Danny Tyrell (34:03):
We did the senior citizens - I didn't mean to
interrupt, but we did the seniorcitizens similarly.
We went into their building andgave them sort of a mini lesson
, you know, on things like that,and it was fun and it was
received, you know.
Ryan Kimball (34:18):
Nice! You hit all groups.
Danny Tyrell (34:22):
Yep.
Ryan Kimball (34:23):
How did you end up teaching the Chamber of
Commerce about study technologyand how to study?
Danny Tyrell (34:29):
It was real simple .
I invited them to - I openedthe book, I said here's how you
do it.
Here are the tables.
Why don't you sit down andstart?
It was really that easy, by thetime we got to be friends with
them.
(Ryan (34:41):
Right) It really was.
It was not difficult at all.
Ryan Kimball (34:45):
That's so neat, so cool! Wow! I'm very impressed!
So, um -
Danny Tyrell (34:51):
It's not hard, you know?
The thing is, it's - all youhave to do is find out what they
need, you know.
Know, what are you trying tosolve?
That was the biggest learningfor me.
You know, you always, as ahelper, you want to really help.
So I get, I'll look at you andI'll figure you out and I'll get
the solution for you and thenI'll make sure that you do my
solution.
You know, that's not it at all.
What are they trying to solve?
(35:12):
Just help them do that.
You know, we went to the - Ispoke to some of the people at
the jail.
Are there some guys onprobation that could use help?
We didn't get any.
But if we would have stayedopen we would have, you know.
But we had kids who had droppedout of school, guys who were
(35:33):
unemployed, who were justwalking the streets.
Come on in here and do a course,you know?
A lot of times I would justhand them the book and say just
sit down and study, you know.
I didn't always ask - depends,you know - if there was enough
donations to where we had extrabooks, you know.
So somebody needed some help.
Ask him who needs help.
That's another thing in a smalltown and it works in a big
(35:56):
town, if you get small pockets,portions of the of the
population, y ou know, um - findout who the leaders are.
That's another thing too,that's - that complements this.
You, if you pay attention towho the leaders are and you ask
the leaders who needs help, youknow, and then offer to help.
(36:18):
You'd be surprised who that -what will walk in your door.
It's really not hard, you know- you don't want it to be hard.
It's not worth it.
(Ryan (36:28):
Yeah) You know - there's too many people that will come.
Ryan Kimball (36:33):
Very cool! Well, let me ask you this - so, my
partner at The CompetenceInstitute is Mike Tyler, and I
know you guys have known eachother for a long time.
(Dan (36:45):
Yes!) How did you come to know Mike and uh, you know,
work with him on studytechnology or learn about what
he's doing with that?
Danny Tyrell (36:55):
Okay, uh, Mike and I met - I was a professional
musician in the Caribbean - kindof West Indies, you know, and I
was playing for a conventionthat Mike attended and we
started talking and my tourthere was pretty much ending.
(37:18):
And we started talking and Iwas looking for - I was either
going to go to Africa or I wasgoing to go to Florida or I was
going to come back to Michigan.
And Mike said, well, look, Ihave, you know, I have some
places to rent and why don't youjust come back?
Because I'm going to have musicseminars and you know, things -
he had another friend that wasdoing some music training and
(37:42):
does it very well, and I knewsome of the people that were in
the Battle Creek area becausethey had moved from Ann Arbor as
a group, kind of, and they weretaking a building to town and
things like that - someconstruction guys and study guys
and business guys and stufflike that.
So, Mike and I flew back fromthe Caribbean and he was renting
(38:05):
me a place for a while and onething led to another.
He was also working with ourfriend, Jaccob, you know, so I
met Jaccob - which I'm amazed tosee that you've had other
people who - from that timeperiod - who've been on the show
.
I think Ann is one of thespeakers that you've had (Ryan:
(38:26):
Yeah) - wonderful physician.
And so, we just - just startedtalking, you know?
How do you want to help people?
What can we do, you know, andthis one thing led to another
and, uh, it just grew, and we'vebeen friends ever since, really
- great friends, actually!
Ryan Kimball (38:44):
Yeah, yeah, so cool! Yeah, it's such a - when
you know this study technology,you can use it to help people.
I find - people seem to findeach other, to then help other
people, so -
Danny Tyrell (38:57):
That's the common word - help!
Ryan Kimball (38:59):
Yes, right?
! A lot hinges on that littleword! Do you have any success
stories that you noticed Mikeaccomplishing with his
application of study technology?
Danny Tyrell (39:16):
Mike?
Oh! I don't even know where tobegin, you know?
He is - he's fast, bright,willing to help anybody in great
depth, you know - I mean, hereally knows his stuff.
He really knows his stuff and Iknow you folks have organized
this - this group, thisorganization, and I've read some
(39:40):
of the - his ideas, and he'stalked to me on the phone.
He's called me on the phonewhen he's traveling, you know,
and he's a very literate guy,knows the details
extraordinarily deep, you know -he's very precise and committed
.
He's not fooling around.
This is a big deal.
This is a big deal, what youguys are doing.
Ryan Kimball (40:02):
Nice.
Awesome.
Well, thank you for that! Well,I would say that you are kind
of the epitome of a lifelonglearner.
You're like the perfect example.
You've learned in so many areas, taught on so many different
levels.
What would you say to somebodywho wants to become a person
(40:24):
like that, wants to become moreof a lifelong learner, achieve
different accomplishments, beable to do things in different
areas?
What's your advice to someonein that position as regards to
study technology and whatnot?
Danny Tyrell (40:35):
Well, it's a great question.
Probably three, um - threedifferent streams of thought
that I have on that.
One, is there something you'redoing now that's not going the
way you would like it to go, orhas gone backwards?
How can you fix that, you know?
(40:57):
So, I think that's one of thefirst places to start is to -
don't abandon something that youneed to clean.
You can, if you choose, cleanit up or abandon it.
I mean, if it needs to end, itneeds to end.
So, you can use study tech forthat - cleaning up what it is
you - and also closing it, youknow?
You can use it - how toproperly close something.
(41:21):
The next one is - who needs help?
You know, I mean you can learnto help, by learning the study
tech.
You can learn to interact withsomebody in an organized way.
It looks intuitive, but it'sactually a organized way - uh,
when you look at them, you cansense where you might intervene
(41:44):
and shape them into a placethat's productive.
And then, the last one is -what's your dream?
I mean, I've been on the planeta while.
I still have dreams.
I really do! You know, thingsthat I - I want to accomplish
and I show up to do that.
So, I think that's the -probably the one that would
(42:12):
strike - strike a note with mostpeople is - what do you really
want to do?
You know, what - what's eithersomething that interests you,
something you enjoy, somethingthat you haven't accomplished
yet, that you would like toreally get done.
Put the stake in the ground,let's start, you know?
I'll tell you what happened tome, real quick.
(42:34):
Covid hit, right?
And everything I was doingstopped and I had to pay a
little medical attention to mybody.
The companies I was with closed, the economy shut down - even
music.
There wasn't any music business.
The people just weren't doinganything, you know?
So, that was something that wasa surprise for me.
(42:57):
So, I had a bunch of - I mean, Ihad assembled some, well - I
kept bits and pieces of songs,things, sounds and songs and
ideas that I had recorded, but Ikept them over the years, you
know, little things.
So I thought, you know, let'ssee if any of these are songs
you know?
So I put a couple of themtogether and I sent one to a guy
(43:20):
in Brazil and he played it backto me, recorded it, and I went
- yeah! And I had never writtenreally intentionally, ever, you
know, as - I participated as agroup - contributed - but never
sat down and said this is mysong, you know.
So, I played it back and I, inthe future, will play it for you
(43:41):
guys.
But it was a good song, youknow.
Of course, the Brazilian guykilled it, you know, he played
it.
He's a great player, you know.
But anyways, it came back and Iwas encouraged and I was a
little shocked actually when Iheard it.
And then time went by and I - Idid another one.
I started helping out at thecollege and they have a - they
(44:03):
have a program where seniorcitizens can just take classes,
you know, and I sat through someof the classes, but then I got
called on to start helping, youknow, start helping the kids.
But, um - so I wrote anothersong and and I put - this county
has a Earth Day competition.
So I gave them my song, youknow, I said here, let's see if
(44:24):
you like my song for - and I wonthe prize and I - Sweet water
Music gave me a present and Icame in first in songwriting for
the county, you know.
So that was not far after I didthe first song.
So, um - so, that's my exampleof something I had yet to do in
life that I'm doing now.
(44:46):
I'm writing - I have probably analbum written, a nice album.
Guys play it in the clubs.
You know, we're kind of sortingit out, see what's working well
.
And the lady, the classicallady I told you about, that was
really good - her husband is a -plays sometimes with the
Detroit Symphony, sometimes withthe Toledo Symphony.
(45:07):
He's a university professor ofmusic.
I knew none of that when I metthem, you know?
Now he's offered to record allmy songs.
Listen to this.
He's a tuba player.
He's got a French horn player.
His wife plays piano.
I have some electricinstruments and electric piano.
We're going to just playthrough them.
What we get is what we get andthe music will be done, you know
(45:28):
, but he's he's insistent thatwe do it, maybe around Easter,
so, let's see how works it, youknow, just
I've had this - I came to this -there used to be a church up
north for the - that the youngfolks used to really like.
It was called the River of Life.
Great pastor, sort ofnon-denominational, welcoming
(45:56):
anybody and everybody, you know.
And I never knew what the Riverof Life really meant.
You know, I kind of like, wow,this is some kind of like secret
church thing.
You know, because they talkabout the river.
And one day it hit me.
I was there taking the patientsthere and I went - I know what
that means.
It means you get on a raft, youdon't tip the raft over, you
(46:17):
don't crash it and you don'tknow what's around the corner
but you keep your eye on whatyou want and eventually - let's
just let the raft go.
Just let it go, don't crash it.
And that's it - just haveconfidence and keep going, you
know - keep looking out thereand that's what happens.
Ryan Kimball (46:36):
I love it! Very, very inspiring! Yes! I feel
elevated just by hearing aboutall these things you've done and
your viewpoint on them.
It's great, and yourapplication of study technology
to make this orderly and how itweaves in and out is just
(46:57):
fascinating to me.
It's a true application ofsomething you know to accomplish
your goals throughout life.
So, just amazing! Thank you somuch for sharing all that with
us!
Danny Tyrell (47:09):
It's really been a pleasure! Thank you!
Ryan Kimball (47:11):
Yeah, absolutely! So, I'll wrap up here, but stay
on the line for a second.
So, I thank you, everybodywho's listening, really
appreciate you tuning in foranother episode! And thank you,
Dan, for sharing everything youdid with us.
We'll talk to you guys on thenext episode.
All right.
Hello everyone, and welcomeback to another episode of the
Competence Institute podcast.
This is Ryan, your host, andI'm very excited to have with us
today Danny from Danny TyrellStudios, and he is going to tell
us a little bit about hisexperience with the study
technology.
He also goes by Dan Naimowiczand he runs the Danny Tyrell
(00:28):
Studios, and he's going to tellus about what his experience has
been with the study technology,how he uses it, and his career
as a professional musician,which I'm very excited to hear
about.
We've not had someone on who'sa musician yet, so that should
be exciting.
So, hi Danny, nice to meet you!
Danny Tyrell (00:46):
My pleasure! Thanks for the invite.
Ryan Kimball (00:49):
Yeah, absolutely! Great to have you here.
So, tell us a little bit aboutyourself as a professional
musician and your career, so wecan get to know you a little bit
.
Danny Tyrell (00:59):
Okay, born in Detroit, I grew up during the
Motown era.
Hit the streets in the middle'60's, when Motown was hoppin',
doing well.
Had a chance to see theindustry grow, see the young
people from the streets ofDetroit create - be included in
creating worldwide careers andget that music that was
(01:31):
available in town.
You know, even to this day, nomatter where you go in the jazz
world or the good, really good,popular music world, you're
going to find players that camefrom Detroit, and Detroit City
is still full of - just loadedwith great live music, which
isn't the case in other citiesso much anymore, you know.
Yeah, my first gig - I was 14years old.
(01:55):
My neighbor hired me to play ata wedding, you know, and I was
a trained drummer and I playedsomething called the vibraphone.
And then, that was in school -schooling, but in the kids' band
I played kind of Ray Charlespiano.
So those two influencestogether.
But the first gig was onvibraphones when I was about 14.
(02:16):
My neighbors had a band and Iused to always go sit in their
basement and bug them, you know,all the time when they'd be
practicing, and finally theytook me with them.
That's kind of fun.
And then we played through highschool.
The guys in the neighborhoodgot together, wrote one hit
record.
We had one hit record as agroup, as writers, and that was
(02:39):
called Wait a Minute.
It was by a guy named RickWiesend and that was, I don't
know, maybe '63.
He ended up getting to sing onthe Dick Clark show and that.
But the day I graduated fromhigh school that - most people
went out, hung out with theirbuddies; I actually went to the
(03:00):
gig that night and from thatpoint on, I played pretty much
steady until my late 30s.
You know, uh, full-time.
You know, because in those dayswe had 60 bands playing
full-time, uh, in the city ofDetroit.
I mean, when I mean full-time,I mean six nights a week and
weekend matinees.
(03:21):
And, um, what do we do with thehigh school - with the high
school combo, the young guys -we used to open up for Stevie
Wonder, you know, The Four Tops,Diana Ross, you know, and those
were at sock hops in the highschools around the city of
Detroit.
So we got to see those guysfirsthand and fortunately we
(03:44):
were - um, okay enough, you know, to be an opening act in the
neighborhoods and in the city.
And that grew on past that.
So it just was a different time.
You know - how do we go toschool for music?
We went to the gig, we stayedin the band.
You learn three chords and youplayed that for a few years and
(04:05):
you learned the fourth chord.
You learned that and then you,you know so, it was a graduated,
uh - um, as music got pop -music got more complicated, we
got better at it, you know - it,um - so that was the life in
those days and that lasted until, I would say, until the disco
(04:27):
era hit, you know when - JohnTravolta's famous dancing movie,
you know.
And after that people changedthe way they combed their hair,
they changed the way theydressed.
The DJ came into the clubs, thelight balls were in the thing
(04:50):
and the hippie, grungy, rock androll dudes were out of work.
It never went back to what itwas before.
But, honestly, the club workwas more formal.
Guys would dress in - woulddress nicely.
You know, in the Detroit areathe bands were almost - well,
you've seen the Motown groups,you know, everybody dressed
similar clothes and colors andthings like that.
But great, I mean, it was justfun.
(05:12):
You know, I say a lot of peoplewent golfing, I went banding,
you know what I mean?
It's kind of like hobby/profession/ fun kind of thing,
you know.
So that's the intro to my musiccareer.
Ryan Kimball (05:32):
That sounds exciting.
Sounds like, yeah, it was fullof life!
Danny Tyrell (05:34):
Yeah, yeah I was fortunate.
(Ryan (05:35):
Very cool!) I was always in the band with how the guys
Go ahead!) I was always fortunate, where most of the
players in the bands were betterthan me, just - just enough to
pull me up and pull me along,you know?
I was a younger guy and, youknow, so it just was a series of
circumstances that overall,worked in my favor.
Ryan Kimball (05:59):
Nice.
(Dan (05:59):
Yeah) Yeah, I know, it sounds like quite an adventure
and you kind of self-taught andgrew as the music grew, from
what you said.
Danny Tyrell (06:08):
Yep! It was terrific! And good guys! I mean
the Motown guys - it was a job!You know, they're basically the
next generation from me.
I'm like a younger guy and theyworked nine to five, five days
a week.
It was a production.
I mean, they taught people howto dance.
(06:28):
If people ever can go to theMotown Museum, take the time to
go, because it'll give youinsight as to how they
cultivated raw talent in a veryproduction-like way, teaching
them to dance, dressing, manners, you know, and it was really
well done.
I mean it's - my hat is off tothem.
Ryan Kimball (06:50):
Wow, wow, whole culture, nice! Well, so tell
tell us, how did study tech comeinto your life, at what point
was that a part of what you weredoing and how did it influence
things?
Danny Tyrell (07:14):
Yeah, I was always interested in, like - I took
two years of music school andthen, as years went by, I'd go
now and then and I think for me,it's when I needed it in life.
I was probably, I don't know,maybe by the time I was 30, I
was thinking that, you know,I've learned all - I studied
alternative energy, I studiedmusic, I studied cultural
(07:35):
history and I was thinking it'sjust kind of like not working.
You know, it's just like notworking.
And I really didn't know why.
And by then I actually had adegree of some sort and couldn't
apply it.
I had the information butcouldn't apply it.
(07:58):
So, for my own reasons, I tooka study class - how to study -
it was called, I think it wasStudy Skills for Life - was a
real basic introductory course,and what I found out was number
one you have to understand thewords.
I mean, you really have tounderstand, not just imagine
what it is or feel good about itor go, Oh, that's a nice word,
(08:20):
oh, I heard that word before,you know?
It's like, what does that wordreally mean?
And so, using a dictionary wasimportant and, starting at the
beginning of the course, youknow, was - I would like to
maybe go to the second page andthe third page out of interest,
and then the teacher, thetrainer, would come back and go
no, no, no, you have to go topart number two after number one
(08:43):
.
And that was the discipline.
You know, the discipline.
And in that course I learnedthat words were important, also
(09:05):
the thing I think was reallygood - in learning theory, in
modern education, it'sconsidered the exception if an
instructor knows how to conductthe class in a way that meets a
student's needs as to whetherthey like to see things visually
or like to hear things or liketo touch things or like to apply
things or like to ponder thingsor like to solve problems, you
(09:28):
know.
One thing I found in thatcourse was that course actually
addressed all of those things.
You know there were recorded,some recorded aspects of it that
I would listen and I wouldapply and I would read as I
would listen and things wentright in order.
You know, you did number oneand you read what number one
said, made sure you understoodthe words, you would apply
(09:50):
number one.
You might even find a way todemonstrate it in the world.
So, it already handled all thelearning styles, which I was -
When I learned about learningstyles after this, you know,
because I ended up teachingcollege for a while and they
said well, you have to learn -they gave you a mini course on
learning styles and I went - Ialready know how to do that,
(10:10):
because just do a check sheet,check sheet goes in order.
Another thing too, excuse me, athing called gradients, where
you don't skip.
That's what I was doing.
I was going from page one, Iwas interested oh, what's on
page four?
No, no, Dan, go back to pageone and the increases in the
(10:32):
concepts add up, theapplications add up, but they do
it in a way that gets more andmore, builds on the previous one
.
It's like going up a hill, stepat a time, or going up a
staircase, and that's called agradient.
And so, if you skip any ofthose gradients, like I did,
(10:53):
when I went to page threebecause that was fun, then I
wouldn't know what was on pagetwo.
Another one - if you go too farand you look at something
that's a concept that's beyondwhat you're building in the
entrance level or in any level,if you skip forward and you put
your attention on a conceptthat's beyond what it is you're
(11:14):
prepared for, you're unprepared,and then you have something -
imagination or reaction orsomething happens that didn't
add to what you were buildingprevious to that.
So jumping too far is reallynot handy at all in any way.
And so I ended up teachingcollege after a while and I
(11:40):
found that as a collegeprofessor there were no courses
in teaching.
And I find that today I'mhelping out here at the local
college in the music departmentas a mentor to some of the young
players and very bright guyswho know the content very well
(12:04):
and can apply it, have neverbeen offered a method to present
the material in an organizedway to their students.
It doesn't mean they're notnaturally a good teacher,
because a lot of them areintuitively very handy people,
you know.
But there just are a lot ofthings that don't get them the
(12:27):
product that they want in apredictable way, see.
So that's another thing.
You get some prediction withmaking sure you go in order, you
understand the words and thenyou can do it on a gradient.
So in music, in all indus - inall industries, um - are all
study endeavors - there'snomenclature, there's the words
(12:49):
that apply to the - inpreparation for the things that
(13:20):
you're going to study, right?
And so I had a chance to usethis - um, study method, the
study materials.
I've used it - I became acorporate trainer.
(Ryan (13:29):
Oh, wow!) I taught - I had - I had a classroom for four
years where I taughtphysicians, dentists, lawyers,
tradesmen, (Ryan (13:30):
Wow!) other teachers, and it was very
successful for about four years,and then I moved on and did
something else.
But the same methods alsoworked when I went and I took a
job as a rehab - substance abuserehabilitation coordinator,
right?
And so, people who were tryingto rebuild their life were also
trying to rebuild how to learn,so that you could learn how to
(13:53):
do your life in order, on agradient - same thing.
What's the nomenclature -sobriety - you know, take the
words one at a time.
So it helped in that, in that -so we had - I used it for
myself, the study tech.
I used it in a corporateenvironment, I used it in a -
the rehabilitation for 10 years- I worked as a coordinator in
(14:18):
the - so then, I did somethinginteresting.
In that substance abuse place,I started a music program.
So the people, yeah, it was fun, it was really fun, and it took
a couple of years for me tokind of understand what the
gradient was.
You know - what thenomenclature was and what the
(14:38):
right words are, what to do,what the actions are, what - how
do you apply it, you know?
But I did get it.
You know, I finally got it.
And one of the things I foundis musicians - the Western
culture thinks music startedwith the printed word.
Where I was working at Manistee, there are a lot of Native
(15:01):
American people who have awonderful, intact tradition for
how to communicate withinstruments and gestures and
things like that.
So I kind of looked at theirways, you know, and the one
thing I did learn is where's thestarting point with music?
(15:22):
Music starts before the writtenmusic.
Music starts at birth.
I mean, a baby communicateswith you with sound, you know.
The Earth - there's soundeverywhere in the planet, you
know.
And um, so what we did is webuilt a program on communication
, uh, and on a gradient and um,emotions would come into that.
(15:47):
You know, we would try to -people - have people, uh,
communicate with their emotions.
So we started with the drum,the drum circles, like the
Native American folks do.
But they also were allowed todo it on instruments.
So you and I would communicate.
If you played guitar and Iplayed drums, I would go
dun-dun-dun and you would godun-dun-dun.
Then part of the drill would bedo it happier dun-dun-dun, and
(16:10):
then you would have to answer meback.
Then we'd go around the wholeroom and each person would
communicate to the next person.
Then that next person wouldhave to acknowledge that they
got communicated and pass it onto the other person, and so we
would do it in various emotionaltones or experiences, you know,
and it was great, you know, andwe ended up doing - well, -
(16:34):
here's the thing.
Okay, I had the - in thebusiness world, I used for
myself.
I used technology technologiesand I used it in the business
world and I used it in the rehabcenters I used it in - I had a
separate building where, whenpeople were graduating, they
could come in and they couldreview the study technology and
(16:57):
take some additional courses.
What was nice about that,I had the facility - guess what
happened?
Some of the people in theneighborhood whose kids were
being homeschooled said hey, Dan, can you teach my kids?
I says, well, I'm not going toteach them, but they can come in
and use our course room.
They can come in here and theycan take these courses, this
(17:20):
study tech course, and they caneven use the tables and the
facilities and all that forgetting through the class
themselves, right?
So we offered the neighborhoodkids.
Then guess what happened?
The Chamber of Commerce cameand they came in and they
started using their course roomand guess what they were
learning?
How to study, you know, on agradient.
(17:42):
Of course, we added acommunication course to that at
some point, but - so, the sameexact technology, the same exact
insight, the same exactprocedure helped business people
, helped young children, helpedfamilies, Chamber of Commerce,
helped musicians.
It's the exact same insight andit was done in advance of the
(18:07):
modern colleges saying, hey, youknow, maybe you want to apply
what you learn, or maybe youshould look up the words you
know, because we've forgotten alot of that.
That was in our early Westerncivilization style of training,
you know, and so the material wehave - it worked for anybody.
Ryan Kimball (18:30):
Wow! Wow, that's incredible! That's actually
quite an inspiring story.
First of all, you've had a veryfull life and your ability to -
I never really thought of it,but the methods we're talking
about of how to study, theyreally do - they kind of cross
(18:50):
all the barriers betweendifferent professions, different
ages and, you know, differentactivities and whatever.
I've never really - it's kindof really cool to see someone
who's actually done that andthen talk about how it is
universal.
(Dan (19:04):
Yeah, yeah, thanks, appreciate it.
) Yeah, how neat! Wow! Okay, soa couple of questions about the
things you brought over, becausethey're all very interesting.
You mentioned that you weretraining professionals from many
different professions onlearning how to study.
(19:25):
What types of benefits didthese people get from what you
were teaching them and thenapplying it in their life?
Danny Tyrell (19:39):
Well, I think it happens on a number of - it sort
of spreads.
It lets you also know that youmay not have communicated in an
orderly way on a gradient to anemployee.
You may not have developed yourcompany in an orderly way, you
may not have been clear aboutthe words that you used.
They may not have meant thesame thing to the person you
were talking to.
So, it's self-reflection, Ithink, for a guy that's already
(20:04):
out in the world, you startrealizing that there's an order
to the ways these things can bedone to be more effective, and I
have to be mindful of that.
I have to know what I intend totalk about and know how somebody
could apply it, but doing it inan order that builds, so we
don't jump their attention tosomething else so they go blank
(20:27):
on what we're doing right now,you know.
So I think every profession thatI saw there had some cognition,
whether they were developing anorganizational chart so that
they have clarity on what theorganization would build into,
you know, or they wanted to lookat what performance they were
developing in terms of theirstatistics.
(20:48):
All of that required some formof understanding what they're
looking at, what the words mean,what order they should be in,
and putting somebody newly on ajob or doing a performance
evaluation.
Have I asked things in anorderly way of this employee?
Have I asked them to perform ina way that's predictable,
(21:10):
that's on a gradient?
Does he understand what his jobis?
And you know a lot of thosepeople - I think they've
retrained people because of thatand reset their priorities
because they learned a way tolook into the future that meant
you have to go in - in order.
Ryan Kimball (21:26):
Right, right.
Yeah, that makes a lot of sense.
So, not only did theseprofessionals, business owners,
executives, whatever, learn howto study for themselves and be
able to learn their professionbetter and how to manage things
better, but they actuallylearned how to be a better boss
or create that group, thatbusiness, in a way that led to
(21:51):
prosperity and cohesion, and allof that, it sounds like.
Danny Tyrell (21:55):
Yeah, and you know , I think they could care in a
more methodical way about theiremployees and their business -
rather than rant and rave - on agradient.
You know - you're not doingyour job.
It's like, oh, let's do this.
Oh, did we miss something?
Let's go back, let's clean thatup, you know.
And the study technologybecomes a very broad view of
life, you know.
It's a - it's a - it's a verynarrow method, not narrow, but
(22:20):
it's a very framed method, youknow.
But it applies every time youwant to view something.
Am I looking at an order?
Do I know the words?
What's the nomenclature?
You know, it's - it builds intoother things you know?
Ryan Kimball (22:35):
Yeah, absolutely! I love that - Care in a very
methodical way.
That's great! I'm going tosteal that, if you don't mind.
Danny Tyrell (22:42):
Yeah, sure!
Ryan Kimball (22:44):
Nice! Okay, great, and then you also - so there's
so many different things thatyou did with study technology
and these methods of learning.
Let me ask you about youpersonally as a musician.
You are already practicingprofessionally and established
and knew your stuff.
Did you use the studytechnology to take things to a
(23:06):
new level or apply it to music?
Danny Tyrell (23:08):
Well, actually, recently, uh, I - I've had a new
experience doing that, actually.
It's very interesting.
I was playing, you know, with alocal group, just casually in
town, and a guy comes up andtaps me on the shoulder and he
says, Dan, would you - my wifeplays piano, would you teach my
(23:30):
wife how to play piano, like you- jazz style, you know.
And I said, oh sure, you know.
He said, I'll give you somemoney - it's okay, you know, you
come - he was very nice aboutit, very simple, you know.
And when I went to the house, Ifound out that she was a very
high level classical player.
I mean, she accompanieduniversity professors and their
(23:51):
concerts and guys doing theirgraduate concerts and things
like that.
And I'm, I'm, I'm watching herplay.
I went, sure, this is gonnawork great.
And I started laughing atmyself.
However, what I did do is Irealized that she didn't know
(24:11):
the nomenclature of jazz.
She didn't know the words, shewasn't even - she was not even
at the beginning of the gradientscale of trying to learn how to
play jazz.
So I had to walk her back to beherself, not to be the other
guy, not to be the sheet music,but the piano was going to be a
(24:32):
voice for you.
So we went right back to thebeginning.
What's the purpose of whatwe're doing?
It has some things in commonwith what you've been doing.
It's the instrument and thefacility, which has great
facility.
So I set up a course and ittook some work.
You know what?
There isn't any quite like thisthat I could find, and I
(24:56):
searched the internet.
I found a couple of doctoraltheses who kind of talked about
it but didn't show you how to doit.
You know, and so I startedright at the beginning.
You know what is jazz?
You know what isself-expression, what is
creativity?
Who am I?
You know?
And then they had to do somethings like why - why are you
doing this, what's - what's thepoint, you know?
And then we built, we built acustomized, um, approach for her
(25:21):
and we had a step one and wehave a step two and words she
had to know at the beginning,things she had to do, even
though she could do things athousand times more difficult in
the classical world, it wasgrade zero in the music world,
you know the, theself-expression.
So, we had to do some exercisesto get her comfortable with the
(25:41):
fact that it's going to be hermusic, it's going to be her
decisions, it's going to be heremotions, it's going to be her
sound, you know, and we'rebuilding up - and then how do
you do that?
Because there's a, um - well, acouple of things could happen.
One is there's a tradition injazz of a list of tunes, maybe
50 tunes all jazz people aresupposed to play.
(26:02):
So we agreed that we would putthose as portions of our future
study.
But there's also a greatcatalog of music that she
already knows Chopin, Debussy,Bach, you know.
What are we going to do aboutthat?
How's that going to fit in?
So we found a way to insertthose things that she's familiar
(26:24):
with and extract the piecesthat work and match what our
lesson is.
And then now we're going tocompare that to what the jazz
guy would do, you know.
So we validated and used whatshe knew and didn't realize
could apply across the board,you know.
And then finally - so there'sthe traditional jazz, there's
(26:51):
the classical music that peoplelearn - trained people learn.
And then now a third thinghappens - she becomes her own
music, which isn't either ofthose two.
She can interpret jazz any wayshe wants, because that's the
goal of it.
I don't predict that, you know,or not interpret it.
She plays classical music asshe should - however, that's
(27:14):
determined.
But there's also a thing thatcomes from her, like, if she's
playing some chords or decidesnot to play a chord, it's okay
too.
We have three tracks that we'relooking at simultaneously and
that starts at grade zero,lesson one, lesson two, lesson
three - be yourself.
Here's the chord.
Okay, what kind of tempo we'regoing to take this at, you know.
(27:39):
So it's taken some work for meto match that up.
It took a while to see how itgoes - and I think I can apply
this to - well, the result is,here's - I'm kind of talking
over myself - the result is,I've been drawing in three or
four other similarly qualifiedplayers who didn't know I was
(27:59):
doing this and didn't knowanything about her, and I just
would talk to them.
I met this other woman at adifferent job that I was playing
and she starts talking.
She says well, can I take somelessons?
I'm thinking, here we go.
You know it's coming from -starting to land, you know.
So, so I'm prepared to do it,you know.
(28:19):
And the thing is, without thestudy technology, I wouldn't
have known how to extract piecesin an organized way, in - words
in an organized way, in -competence in an organized way.
I would have just been kind ofguessing, you know.
(28:39):
But in music, you can, you know, something's a little more
difficult, a little moredifficult, you know, you can,
you can kind of work that out,um.
So I'm kind of excited, youknow, I think I found a niche
for myself actually, you know?
People that, uh - probablygoing to do a lot more teaching,
I think.
Ryan Kimball (28:57):
Nice.
That's so cool! Yeah, I'venever heard of somebody doing
that, you know, taking aperson's existing knowledge base
in music and then turning itinto a person who can play jazz
and express themselves (Dan (29:11):
or even personal, personal music.
) Personal music -wow! Okay,awesome!
Danny Tyrell (29:18):
It's been a surprise that it worked, you
know, because I thought, well,just keep the rules, Dan.
You know, just do it in order.
Ryan Kimball (29:25):
Yeah.
Nice! So cool! Wow! Okay, soagain, another example of the
many ways in which this methodof training people to study so
that they can then becomethemselves and learn things and
interact better - it's just so,so applicable across so many
areas.
So, you also talked about usingthis to teach young students
(29:52):
and kind of create theireducation.
How did that work for you andwhat successes did you notice in
that area?
Danny Tyrell (30:08):
Well, the thing I like is associated with this
insight into teaching and thistraining method is a home study
curriculum that can be used,that's compatible with what we
do, and the nice thing about itis that after a student studies
the course material, they'rerequired to do a project that
applies what it is that theyjust studied.
(30:29):
So, um, I - I let my - when Iwas at the rehab center, my
building was separate, in theend - the last two years - and I
allowed homeschoolers to comein and use our facility and
interact with the graduatingpatients.
We were okay with that -people, everybody had to sign
off that they were okay withthat - and so they could come in
(30:51):
.
And if you had to do a drill,we had to practice something or
interact with somebody.
They were, they were - it wasnice because the patients were
re-entering the community andthe community was coming in, um,
volun(teering) - just havingfun, you know, and some of these
things required you to go for awalk and you check some things
(31:13):
out, you know, come back andreport about it.
Sometimes you had to move,build something with your hands
or with clay, you know, so itwas - also, it was really
enlightening to me that we'renot doing that in school.
The kids don't learn what to dowith what they are studying, so
it's a piece that I didn'tquite realize, the magnitude of
(31:38):
how much of it was missing, youknow.
(Ryan (31:40):
Yeah) And so it was a learning for me.
I was more sold on this afterthat, even though I'd been doing
this in some capacity for 20years, you know.
But when I saw the young childreally happily doing a project -
I can't wait till I get home.
I'm going to fix this! Really?
(32:02):
You're enthused about school?
Yeah, they were! And they'vegone on.
I've kept track of a few ofthem and they've gone on and
they've done well.
Same thing with the patientstoo, though, you know, the
patients - one thing when youwork in rehab, you never know
who's going to make it and who'snot.
You can't predict, they justcan't predict.
(32:22):
But I can tell you on a regular- every day, I hear back from
somebody.
Ryan Kimball (32:28):
Wow!
Danny Tyrell (32:29):
And we've been closed because of COVID for five
years, but just - peopleintentionally still using the
information and going on past itto other things, using that
information.
Ryan Kimball (32:45):
Wow.
How inspiring!
Danny Tyrell (32:48):
Yeah!
Ryan Kimball (32:48):
Yeah.
Danny Tyrell (32:49):
You know, people ask you, how was your life?
And I just - I say, prettygood, really!
Ryan Kimball (32:58):
Yeah, sounds like it! That's so cool! Wow! Well, I
have to ask you, how did youend up with the, the - what was
it?
The Chamber of Commerce in yourcourse room?
Danny Tyrell (33:09):
Really easy - I went and got them.
I just went and invited themover.
I let them have their meetingsin my room, you know, in my
facility - a nice facility, acouple of blocks from the lake,
you know, kind of like if youthink of like an Eagles club.
It was a closed Eagles club, sowe had a nice little - you
know, I call it the romper roomwhere they could, you know, play
(33:30):
ping pong and stuff like thatand where there was a bar in one
place that we turned into ajuice bar.
So we got a nice facility andthe community was glad to see us
reopen it because it was justsitting vacant in a very small
community.
So we cleaned it up, painted itup and just used it like it
(33:51):
was, you know?
And of course the town wascomfortable in seeing what we
were producing too, you know -helping people.
Ryan Kimball (34:00):
Yeah, I imagine!
Danny Tyrell (34:03):
We did the senior citizens - I didn't mean to
interrupt, but we did the seniorcitizens similarly.
We went into their building andgave them sort of a mini lesson
, you know, on things like that,and it was fun and it was
received, you know.
Ryan Kimball (34:18):
Nice! You hit all groups.
Danny Tyrell (34:22):
Yep.
Ryan Kimball (34:23):
How did you end up teaching the Chamber of
Commerce about study technologyand how to study?
Danny Tyrell (34:29):
It was real simple .
I invited them to - I openedthe book, I said here's how you
do it.
Here are the tables.
Why don't you sit down andstart?
It was really that easy, by thetime we got to be friends with
them.
(Ryan (34:41):
Right) It really was.
It was not difficult at all.
Ryan Kimball (34:45):
That's so neat, so cool! Wow! I'm very impressed!
So, um -
Danny Tyrell (34:51):
It's not hard, you know?
The thing is, it's - all youhave to do is find out what they
need, you know.
Know, what are you trying tosolve?
That was the biggest learningfor me.
You know, you always, as ahelper, you want to really help.
So I get, I'll look at you andI'll figure you out and I'll get
the solution for you and thenI'll make sure that you do my
solution.
You know, that's not it at all.
What are they trying to solve?
(35:12):
Just help them do that.
You know, we went to the - Ispoke to some of the people at
the jail.
Are there some guys onprobation that could use help?
We didn't get any.
But if we would have stayedopen we would have, you know.
But we had kids who had droppedout of school, guys who were
(35:33):
unemployed, who were justwalking the streets.
Come on in here and do a course,you know?
A lot of times I would justhand them the book and say just
sit down and study, you know.
I didn't always ask - depends,you know - if there was enough
donations to where we had extrabooks, you know.
So somebody needed some help.
Ask him who needs help.
That's another thing in a smalltown and it works in a big
(35:56):
town, if you get small pockets,portions of the of the
population, y ou know, um - findout who the leaders are.
That's another thing too,that's - that complements this.
You, if you pay attention towho the leaders are and you ask
the leaders who needs help, youknow, and then offer to help.
(36:18):
You'd be surprised who that -what will walk in your door.
It's really not hard, you know- you don't want it to be hard.
It's not worth it.
(Ryan (36:28):
Yeah) You know - there's too many people that will come.
Ryan Kimball (36:33):
Very cool! Well, let me ask you this - so, my
partner at The CompetenceInstitute is Mike Tyler, and I
know you guys have known eachother for a long time.
(Dan (36:45):
Yes!) How did you come to know Mike and uh, you know,
work with him on studytechnology or learn about what
he's doing with that?
Danny Tyrell (36:55):
Okay, uh, Mike and I met - I was a professional
musician in the Caribbean - kindof West Indies, you know, and I
was playing for a conventionthat Mike attended and we
started talking and my tourthere was pretty much ending.
(37:18):
And we started talking and Iwas looking for - I was either
going to go to Africa or I wasgoing to go to Florida or I was
going to come back to Michigan.
And Mike said, well, look, Ihave, you know, I have some
places to rent and why don't youjust come back?
Because I'm going to have musicseminars and you know, things -
he had another friend that wasdoing some music training and
(37:42):
does it very well, and I knewsome of the people that were in
the Battle Creek area becausethey had moved from Ann Arbor as
a group, kind of, and they weretaking a building to town and
things like that - someconstruction guys and study guys
and business guys and stufflike that.
So, Mike and I flew back fromthe Caribbean and he was renting
(38:05):
me a place for a while and onething led to another.
He was also working with ourfriend, Jaccob, you know, so I
met Jaccob - which I'm amazed tosee that you've had other
people who - from that timeperiod - who've been on the show
.
I think Ann is one of thespeakers that you've had (Ryan:
(38:26):
Yeah) - wonderful physician.
And so, we just - just startedtalking, you know?
How do you want to help people?
What can we do, you know, andthis one thing led to another
and, uh, it just grew, and we'vebeen friends ever since, really
- great friends, actually!
Ryan Kimball (38:44):
Yeah, yeah, so cool! Yeah, it's such a - when
you know this study technology,you can use it to help people.
I find - people seem to findeach other, to then help other
people, so -
Danny Tyrell (38:57):
That's the common word - help!
Ryan Kimball (38:59):
Yes, right?
! A lot hinges on that littleword! Do you have any success
stories that you noticed Mikeaccomplishing with his
application of study technology?
Danny Tyrell (39:16):
Mike?
Oh! I don't even know where tobegin, you know?
He is - he's fast, bright,willing to help anybody in great
depth, you know - I mean, hereally knows his stuff.
He really knows his stuff and Iknow you folks have organized
this - this group, thisorganization, and I've read some
(39:40):
of the - his ideas, and he'stalked to me on the phone.
He's called me on the phonewhen he's traveling, you know,
and he's a very literate guy,knows the details
extraordinarily deep, you know -he's very precise and committed
.
He's not fooling around.
This is a big deal.
This is a big deal, what youguys are doing.
Ryan Kimball (40:02):
Nice.
Awesome.
Well, thank you for that! Well,I would say that you are kind
of the epitome of a lifelonglearner.
You're like the perfect example.
You've learned in so many areas, taught on so many different
levels.
What would you say to somebodywho wants to become a person
(40:24):
like that, wants to become moreof a lifelong learner, achieve
different accomplishments, beable to do things in different
areas?
What's your advice to someonein that position as regards to
study technology and whatnot?
Danny Tyrell (40:35):
Well, it's a great question.
Probably three, um - threedifferent streams of thought
that I have on that.
One, is there something you'redoing now that's not going the
way you would like it to go, orhas gone backwards?
How can you fix that, you know?
(40:57):
So, I think that's one of thefirst places to start is to -
don't abandon something that youneed to clean.
You can, if you choose, cleanit up or abandon it.
I mean, if it needs to end, itneeds to end.
So, you can use study tech forthat - cleaning up what it is
you - and also closing it, youknow?
You can use it - how toproperly close something.
(41:21):
The next one is - who needs help?
You know, I mean you can learnto help, by learning the study
tech.
You can learn to interact withsomebody in an organized way.
It looks intuitive, but it'sactually a organized way - uh,
when you look at them, you cansense where you might intervene
(41:44):
and shape them into a placethat's productive.
And then, the last one is -what's your dream?
I mean, I've been on the planeta while.
I still have dreams.
I really do! You know, thingsthat I - I want to accomplish
and I show up to do that.
So, I think that's the -probably the one that would
(42:12):
strike - strike a note with mostpeople is - what do you really
want to do?
You know, what - what's eithersomething that interests you,
something you enjoy, somethingthat you haven't accomplished
yet, that you would like toreally get done.
Put the stake in the ground,let's start, you know?
I'll tell you what happened tome, real quick.
(42:34):
Covid hit, right?
And everything I was doingstopped and I had to pay a
little medical attention to mybody.
The companies I was with closed, the economy shut down - even
music.
There wasn't any music business.
The people just weren't doinganything, you know?
So, that was something that wasa surprise for me.
(42:57):
So, I had a bunch of - I mean, Ihad assembled some, well - I
kept bits and pieces of songs,things, sounds and songs and
ideas that I had recorded, but Ikept them over the years, you
know, little things.
So I thought, you know, let'ssee if any of these are songs
you know?
So I put a couple of themtogether and I sent one to a guy
(43:20):
in Brazil and he played it backto me, recorded it, and I went
- yeah! And I had never writtenreally intentionally, ever, you
know, as - I participated as agroup - contributed - but never
sat down and said this is mysong, you know.
So, I played it back and I, inthe future, will play it for you
(43:41):
guys.
But it was a good song, youknow.
Of course, the Brazilian guykilled it, you know, he played
it.
He's a great player, you know.
But anyways, it came back and Iwas encouraged and I was a
little shocked actually when Iheard it.
And then time went by and I - Idid another one.
I started helping out at thecollege and they have a - they
(44:03):
have a program where seniorcitizens can just take classes,
you know, and I sat through someof the classes, but then I got
called on to start helping, youknow, start helping the kids.
But, um - so I wrote anothersong and and I put - this county
has a Earth Day competition.
So I gave them my song, youknow, I said here, let's see if
(44:24):
you like my song for - and I wonthe prize and I - Sweet water
Music gave me a present and Icame in first in songwriting for
the county, you know.
So that was not far after I didthe first song.
So, um - so, that's my exampleof something I had yet to do in
life that I'm doing now.
(44:46):
I'm writing - I have probably analbum written, a nice album.
Guys play it in the clubs.
You know, we're kind of sortingit out, see what's working well
.
And the lady, the classicallady I told you about, that was
really good - her husband is a -plays sometimes with the
Detroit Symphony, sometimes withthe Toledo Symphony.
(45:07):
He's a university professor ofmusic.
I knew none of that when I metthem, you know?
Now he's offered to record allmy songs.
Listen to this.
He's a tuba player.
He's got a French horn player.
His wife plays piano.
I have some electricinstruments and electric piano.
We're going to just playthrough them.
What we get is what we get andthe music will be done, you know
(45:28):
, but he's he's insistent thatwe do it, maybe around Easter,
so, let's see how works it, youknow, just
I've had this - I came to this -there used to be a church up
north for the - that the youngfolks used to really like.
It was called the River of Life.
Great pastor, sort ofnon-denominational, welcoming
(45:56):
anybody and everybody, you know.
And I never knew what the Riverof Life really meant.
You know, I kind of like, wow,this is some kind of like secret
church thing.
You know, because they talkabout the river.
And one day it hit me.
I was there taking the patientsthere and I went - I know what
that means.
It means you get on a raft, youdon't tip the raft over, you
(46:17):
don't crash it and you don'tknow what's around the corner
but you keep your eye on whatyou want and eventually - let's
just let the raft go.
Just let it go, don't crash it.
And that's it - just haveconfidence and keep going, you
know - keep looking out thereand that's what happens.
Ryan Kimball (46:36):
I love it! Very, very inspiring! Yes! I feel
elevated just by hearing aboutall these things you've done and
your viewpoint on them.
It's great, and yourapplication of study technology
to make this orderly and how itweaves in and out is just
(46:57):
fascinating to me.
It's a true application ofsomething you know to accomplish
your goals throughout life.
So, just amazing! Thank you somuch for sharing all that with
us!
Danny Tyrell (47:09):
It's really been a pleasure! Thank you!
Ryan Kimball (47:11):
Yeah, absolutely! So, I'll wrap up here, but stay
on the line for a second.
So, I thank you, everybodywho's listening, really
appreciate you tuning in foranother episode! And thank you,
Dan, for sharing everything youdid with us.
We'll talk to you guys on thenext episode.
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