Ms. Crotchet calls time on tutti

Group vs. individual music lessons?

Kudos to colleagues who teach mixed groups of instruments, standards and ages as their norm. I know some who battle groups of 30 Bb/Eb clarinet and sax beginners. They’re braver than me!

So I’m blessed…

That last week, in a group of three, some Year 4 clarinet beginners managed a few opening notes of Pink Panther in their third lesson. I was as surprised as they were. With help from parents who play a little clarinet, they managed the first phrase next lesson. Are they practising? Heaps!

But I am OVER mismatched groups!

I sent an email to parents last year:Ruth + Student_6921

“Dear parents,

To best realise your child’s potential and optimise your investment, consider:

GROUP LESSONS – Pro and Con:

  • Group suits family budgets.
  • They nibble a teensy taste of music.
  • It’s sociable – if players are well matched and compatible.
  • BUT age, instruments and standards often vary.
  • Little scope for timetable changes, or adjustment.
  • 2 students in 30’ group = 15’ each.
  • 3 students in 30’ group = 10’ each. Pieces chosen for the group pace.
  • Time goes on aspects where Matt struggles but Jake plays easily.
  • Fingers twiddle while Mr. Quaver fixes a student’s bent key.
  • If a student misses a lesson that others attend, there’s no scope for make-up.
  • Exams aren’t feasible for groups with little time to cover all aspects. Ms. Crotchet talks staccato sfz, marcato, V between brows.
  • Presto to hear what students practised and give new pieces.
  • If no time to play all they prepared, why practice next week? They lose interest.

Practice dwindles > performance nervespractice

They need Ruth’s books (check the half-price deals and class sets).

Capable students stop lessons if frustrated, wasting talent and parents’ investment.

PRIVATE LESSONS

  • Negotiate timetable for premium times in break/before class.
  • Make-up lessons if 24 hours’ notice of illness or tests.
  • With teacher’s undivided attention, students move at their own, faster pace.
  • Ms. Dolce chooses pieces and styles they like, is enthusiastic, relaxed and fun.
  • Exams and competitions are well prepared, so high results are likely.
  • Students set and meet goals, enjoy challenges, realise potential and SHINE IN PERFORMANCE!”

CMP-with-shadow

Andante con momentum

It was a risk. But this year, Mrs Dolce’s schedule is full, her days long, but she emerges grazioso!

Perform to your peak with words and music

You’ve put in the hard work with practice – playing or speaking your pieces over and over. Now comes the real test. What will others – your audience at a public performance or the person who auditions you  – think?

Time your arrival at a peak

Timing is essential. Sometimes we are puzzled that, in spite of enormous efforts, progress on a work goes backwards. If we labour over a piece for months on end, it may become tired and stale, resisting all efforts. Discuss with your teacher whether it has already reached and passed its peak. Is there time to let it rest for a few weeks before the performance? In dire circumstances, you and your teacher may decide to beat a tactical retreat. Choose a fresh piece with a new set of challenges. In the meantime, you will be refreshed by playing another piece. You will be surprised how the staleness falls away when you return to the first piece.

 
Success with recitals and exams
 
Pitfalls are lessened if you know the music thoroughly – both your part and, equally importantly, the accompaniment. Listen to recordings and live performances of the work. Practise from the full score so you can see how the parts interlock.

 
Before you rehearse with piano
Think before the first rehearsal: Where would you need an emergency breath in performance? Can you manage it all in one breath? (Or, for string players, a different bowing?) What works easily at home may be less comfortable in performance.
Where is each phrase heading? It’s got to have a direction! If you just mooch through the piece it will be dead boring.
 
Big picture work
Play through the whole piece several times without stopping so you see it as a whole and develop stamina.
Play dummy-runs to parents, friends, to Grandma who thinks you’re SO clever.
 
Success breeds more success. Enjoy!
 

10 tips to perform words or music

speakoutmediumThe moments before a performance are your launch pad. Then, you can make a crucial difference between maintaining calm control or succumbing to blind panic. You need to learn to slow down on your launch pad, to resist the impulse to rush on and tumble headlong into an incoherent performance.

Assemble your own check-list from these suggestions:

1. Sit comfortably, visualise transferring all your nervous energy away from the tense part of your body (e.g. the jaw or fingers) down into your toes. 

2. Think “toes, toes, toes” and your jaw/fingers relax. Give your hands about twenty vigorous shakes.

3. Sip some water or rinse your mouth. 

4. Think “I feel fine, my fingers and shoulders are relaxed, I am in good form. The audience will like me.”

5. Turn down the volume of those nagging voices in your head. Instead, focus on the outcome you desire – to inspire, to entertain, to win.

6. Warm your hands and fingers by relaxed movements, stretching or other gentle exercise. Limber up as athletes do, starting with easy, relaxed actions, then
increase the challenge as your muscles loosen up. Water and heat are excellent therapies.
Cold contracts muscles, causing tension. Remember how reluctantly limbs move when we play in draughty halls in winter?

When performing in northern Sweden, often above the Arctic Circle, I learned to thaw my cold fingers under the dressing-room hot taps, the warmth relaxing my muscles. Alternatively, bring gloves or a hot-water bottle.

7. Turn those fidgets to good use! Waiting backstage, many feel the urge to fidget. Perhaps we should adopt the Mediterranean habit of fiddling with worry beads – a more healthy distraction than a cigarette.

8. Stretch. Stand against a wall to ensure upright posture.

9. Imagine “I am the greatest”. Assume a confident, positive face. Smile.

10. Breathe. Slow down.

                         You’re on. Be the greatest you can. Have fun!

Excerpt from Speak Out – Don’t Freak Out by Ruth Bonetti Available on Kindle