If you have friends, colleagues, or classmates with agents, ask them to pass along your information. Give them copies of your headshots, resume, and reel to pass along to their reps. If you don't have friends or colleagues with agents, find a local community of actors and get to know them. They can help you get your reel and headshots to the right person. You may also need a recommendation to get an agent, so it is key to have someone put in a good word for you who is familiar or has professional relationship with a particular agent. Even if it volunteer or low paying, or part of your school activities. You might get noticed by an agent. Take every opportunity to act as it comes along. Whether it's a play, a student film, a documentary, a commercial etc. Anything like this can get your work seen and out there! If you are talented, word will get out that you have special qualities that might be desirable in the industry. Agents and mangers go to plays and watch videos that are recommended to them. You might be the next person to get discovered through even a minor project. Any of these opportunities provide you with a way to hone your craft. Any experience can be helpful. Facebook, Twitter, and Youtube can give you amazing exposure through friend and business networks. Be very careful when approaching an agent over social media. Don't be overzealous or seem desperate. This can turn off a potential business relationship. A good rule of thumb is to think about what you put on social media for this potential agent to see. If you wouldn't want them to hear it or see it in person, you shouldn't post it. The best way to engage with an agent over Facebook or Twitter is to participate in conversation by showing common interests and showing them your content. If they don't respond to you, don't continue to berate them with audition tapes or headshots. This can sour your relationship with other agents, as these people have very close business networks. Agents sometimes hold these to find new talent. Keep in mind that these are highly competitive. You will want to stand out from the crowd. Don't be shy but be careful you don't appear as too arrogant or odd. Make sure you look professional and unique. First impressions are key in the film and theater industry. Once you've made a contact and you get to know an agent, it is best to set up a formal meeting. While you might have a unique look and be confident in your appearance, your resume and reel won't make themselves. Show up prepared to discuss your experiences and interests. Your job now is to convince the agent that you are worth their valuable time. You have to let your work show. Don't show up at a meeting expecting an agent to pluck you out of obscurity if you don't have the experience to back it up. An agent or manager will help find auditions or castings for you. If you hire an agent, after getting your job you have to pay them 10-20% percentage of your salary, depending on whether you are a Union actor or not. Hiring an agent or manager doesn't mean you are guaranteed to get work. Always read contracts with agents and managers before you sign them. There are a lot of scam agencies out there! Your agent will refer you to auditions that you are suited for and recommend you to directors. This is not a guarantee you will get a part or job.
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One-sentence summary -- Ask for a reference. Act in plays or local films/commercials. Find contacts through social media. Go to an agent workshop. Get a meeting with an agent. Hire an agent or manager.

The treble clef and bass clef are the most widely used clefs in sheet music. The position of the notes on the sheet music are different depending on the clef. Become good at sight reading music that uses one clef before moving onto a different clef. The treble clef looks like , while the bass clef looks like a giant apostrophe with a colon . From bottom to top, the notes on a treble clef staff are E, G, B, D, and F. From bottom to top, the notes on a bass clef staff are G, B, D, F, and A. As you read the music, imagine the melody and rhythms in your head. Take a couple of minutes and locate areas that are difficult to play. Difficult parts may include quick transitions or a series of notes that you're not used to playing. Knowing when certain beats or parts are coming up will help you play more fluidly. Make a notation on the sheet music before these parts come up or try to memorize the flow of the song so that you can prepare for difficult sections. You can also listen to the song to give you an idea of how it should sound. Half notes, whole notes, and quarter notes will provide the rhythm for the song. Before playing the song, practice clapping or tapping the rhythm. This will help you understand the rhythm of the music before you try to play it. For instance, a whole note is 4 beats long. Count to 4 and tap your foot every time you say "one." This is how long you should hold a whole note. A half note is 2 beats long. Count to 2, and tap your foot every time you say "one." Quarter notes are 1 beat. Tap your foot 4 times over 4 seconds to copy the rhythm of 4 quarter notes playing in a row. If the music is longer than 1 page, open the pages so that you can see both pages at the same time. Use pieces that are 2 pages or shorter so that you don't have to flip through the pages as you play. If you know where the notes on the piano are without looking at your hands, it'll make sight reading much easier. Glide your hand across the keys and feel for the black keys. If you need to play a C, D, or E, feel for the group of two black keys. If you need to play an A, B, F, or G, feel for the group of three black keys. This exercise will build up your muscle memory so that you know where to position your hands while you play.
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One-sentence summary -- Stick to a single clef when you practice. Study the music before you play it. Tap your foot while reading the music to understand the rhythm. Set the music in front of you and sit at your piano. Touch the black keys to correctly position your hands.

Children with learning disabilities often struggle to develop more complex motor skills and may hesitate to explore the physical world. Ask a young child to complete physical tasks for you, such as cutting paper, drawing a picture, writing a story, or climbing a piece of playground equipment. If your child is older (between 10 and 15), pay attention if they struggle to take notes in class or write down information that you tell them. Notice any problems with coordination or reflexes. These symptoms, combined with others, might indicate a learning disability. For example, kids with learning disabilities can struggle to hold pens and pencils, tie their shoes, play on a playground, or may fall down often. Many kids with learning disabilities struggle to play and relate with other children. More specifically, they have a hard time maintaining friendships, reading nonverbal clues, or avoiding impulsive behavior. Kids with learning disabilities may seem shy or belligerent, when in reality, they're simply not aware of how they should relate to their peers. Teens with a learning disability may appear rude or antisocial to their peers (and some adults), or may struggle to respond appropriately in social settings. Most children with learning disabilities perform inconsistently in academic subjects like math, reading, and writing. Find out if your child is performing at the expected level, or if they are below the level of other classmates. Children with learning disabilities often struggle to keep pace with their peers as school subjects become more difficult. When you speak with your child's teacher, say something like, "My child has been struggling a little with homework, and they often have trouble remembering their assignments and deadlines. Has their performance at school been consistent?"
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One-sentence summary --
Keep an eye on your child's motor skills and watch motor development. Watch your child's social relationships to see if they are healthy. Talk to your child's teacher if you suspect a learning disability.