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Blog posts of '2018' 'January'

New Course - Horrible Sight-Reading for Lovely People

Horrible Sight Reading for Lovely People

 

Everyone (except me) hates sight-reading!

Or at least all of my students insist that this *must* be the case.

But sight-reading doesn’t have scary (or difficult) – it really does all boil down to practise. All sight-reading is – is just playing a new piece. And you do that every time you start something new…. Ok you might not do if with only a few seconds to practise and an examiner breathing down you neck… but seriously. Every time you turn the page you’re sight-reading.

So what’s the scary thing?

I guess it’s a quest into the unknown.

But its not unknown realms of weird not knowingness (if there is such a thing as that!).

Sight-reading is just recognition really.

It’s notes you (hopefully) know and rhythms you’ve seen before – but all perhaps mixed in a way you’ve not. But the elements are still all the same!

Our Horrible Sight-Reading for Lovely People course helps you break out of the sight-reading blindness and realise that you do recognise everything and that it’s never as scary as you think it might be.


Who is it for?

This course is for those who want to break away from thinking sight-reading is scary and want to learn to love it! (or just not hate it to pass an exam better)

Teachers this course is great for extra sight-reading sheets and is a good boost to those students who are perhaps lacking in confidence with their sight-reading ability.


How does it work?

Well done for getting this far in your boost to your sight-reading ability all you need to do now is decide how much of a boost you’d like to take on:

One week mini boost: £5 (and you can do this as many times as you feel you need!)

Two weeks big boost: £10

Four weeks super boost: £17


Simply click and order the course you’d like to sign up to!

 

If you enjoy your one week mini boost so much you can simply order another one week boost to follow it at a later date. Feel free to mini, big or super boost as many times as you need!


What will I get?

You will get three boost emails in the week for your sight-reading boost.

Boost 1: There’ll be a sheet of handy hints and tips to break down sight-reading into easier chunks, a rhythm work sheet and a super easy sight-reading sheet to break you in gently.

Boost 2: This sight-reading sheet will be of the level you’re working at.

Boost 3: This sight-reading sheet will definitely be horrible and above the level you need – this is because we truly believe the brain works better when it’s over stretched as it then relaxes back when it thinks it’s easier. (Reverse psychology and all that jazz!)

Each sight reading sheet will come with mp3 answers of how the tests ‘should’ have sounded like.

For grades 6,7 and 8 we will also include a more realistic performance of the sight-reading tests and hints to how to ‘blag it’ in an exam situation.

Rachael Forsyth has been teaching music and music theory for the last 13years and has a 100% pass rate for both practical and theory exams. She is a full time woodwind and piano tutor and teaching both classical and jazz music.


What level is it aimed at?

Currently our Horrible Sight-Reading for Lovely People course is available for grades initial and 1-5 (later grades still being prepared!). If you’re finding the sight-reading a seriously difficult thing to do then why not consider a mini boost (one week course) for the grade below to kick start your sight-reading journey.


Anything else I need to know?

Not really – but if you do have any questions please feel free to email us or get in touch via facebook or twitter!

@roorecordsmusic


How Duets Can Inspire Your Students

 How Duets Can Inspire Your Students?

 

Ahh… the duet point in any tuition book. How many teachers skip over these because they know most students dread to play them.

Although they can be difficult to do – duets actually can be really good for students in many ways and here’s just some of my favourite reasons.

Recorder DuetsIntonation! How many times do we get exam results through that moan about intonation? But in an exam situation students panic. Yes, they might be listening to the accompanist but are they listening to themselves? Duets are a fantastic way for students to work on their intonation as the sounds they hear need to blend that little bit closer. They’re also hearing the same sort of sounds (assuming you duet on the same instruments) so again it can really make them have to work out what sound is coming from them and what’s not.

Ensemble experience - Duets are a great introduction to ensemble playing – if they’re keen to join an orchestra or band, but aren’t sure what it feels like then duets can be great starting place.

Listening – You’ve got to listen to make duets work. Unlike being accompanied where the pianist will often work with the soloist to support their lines, duets really do need a sense of balance. The rhythms need to work together, the tone needs to blend, the dynamics need to match etc etc etc. So for the ear – again they’re a great work out!

Breathing – Although all students do remember the breathe when they’re playing (hopefully), duets can help them progress a bit further with their breathing. Because you’re playing together the natural result is that both players begin to breathe at the same time. So it becomes natural and organic, rather than prescribed four bar phrases.

Sight-reading – I know I keep going on about sight-reading (partly because I love it and it really isn’t as scary as students make out!) but duets can also be used to add a different angle to their sight-reading practise. Give them a minute to look over part one, count in and both play it from scratch. This would give them a real boost in the importance of making sure when they perform a sight-reading exercise that they stay in time and learn the importance of keeping going (and blagging it when they’re not sure!!)

Repertoire – There’s such a wide range of duet pieces out there that there is really a vault of untapped music ready to be played. They’re a brilliant filler if you need something extra from the tuition book. There’s always a great array of different styles and genres out there to explore.

So get out there and get them playing more duets!

Flute Duets

 

Why Shouldn't You Do An Exam?

 

Why Shouldn’t You Do an Exam?

(Or Why Exams are Bad for You)

 

I guess I need to start this blog post with an apology. This post might start sounding a bit ranty, but it really is something that needs saying and I really don’t mean it to sound negative. I have written many posts about the importance of exams (and will write more soon!) and I do teach students with exam focus in mind. Personally I really enjoy them (except the nerves on the day) – only last month I did my grade 1 cello exam (and somehow got a distinction). And I’m even training to be an examiner – I love music exams that much! But over the last few weeks I’ve been chatting to some parents and other tutors online and face to face and I really do wonder if as a culture we’re starting to miss the point about exams.

 

Exam’s are brilliant for focusing your practising and they’re a brilliant thing for a personal sense of achievement. For those looking for a career in music in any shape or form they’re invaluable. But I do wonder if parents are just seeing exams as extra credit boost for secondary schools (well, I know some are!) and whether people have forgotten why music is important.

 

There’s been so much in the news recently about music and arts in general at schools. Some students having to pay to take GCSE music, other schools are reporting an amazing turn around in general levels on all subjects across the school because they’re focusing on arts and music. I do worry about the future for the arts and also the future for children that aren’t given the opportunity to take part and make music – either because the schools are under too much pressure for maths and literacy levels, the government have decided that this year’s focus will be English or that parents just can’t see the point of paying out for lessons when they don’t see the reward…. Which apparently just seems to be having a shiny exam certificate.

 

I’m not going to quote those countless studies that show the importance of music, no matter what your age. It’s got health benefits for all ages, especially those who are older, both mentally and physically. Creativity is key for self expression, self being and self worth. Also creativity is the key for engineering, maths and physics. How can we create new things is no one has the creativity to think about something new.

 

As a parent I also know the difficulties many are facing over spiralling costs of living, lower wages, longer hours, pesky bills as well as the physical cost of paying for lessons.

 

But if a parents is to say that they think a student isn’t progressing fast enough get to the first exam, or that the time taken between exams is too long and that they ‘should’ be on the next grade by now… should they stop lessons? No.

 

Why is there a specific time frame to get to grade one…. Or from grade one to the next one. Do people have to have a specific numbers of driving lessons to pass their test….

 

What difference does an exam make?

 

As a teacher I’ve found that the difference an exam makes is actually what happens after the exam. Students suddenly have that little bit more self confidence. They’ve practised that little bit harder. They’ve looked at their scales a bit more… so really it’s not actually the piece of paper that makes the difference.

 

I’ve taught many students who don’t do exams – either through not being interested at all or just looking at other things. Does this mean they’re not as good? No! It means they might not see that sudden spike in knowledge and performance that you get after exams, but instead they have a more gentle learning curve. But the end result is the same.

 

If you only did exams you would only learn 24 pieces of music. That’s it. Three for each grade and you’d be all the way up to grade eight. Ta da? Don’t think so! Learning fast and being taught by rote means that you just copy and regurgitate someone else’s approach to the pieces. Learn slower, enjoy yourself and explore other styles and you get a better sense of how that piece should feel when you perform it.

 

The best analogy I’ve come across recently was after chatting to a colleague - Lynne Phillips - (and friend!) on twitter about parents seeming way pushier about students doing exams and ‘it taking too long’. She compares playing pieces to reading books. (Her lovely blog post about repertoire is here). If your child only read 24 books would that teach them to read? Would you expect decent SATs results from 24 Captain Underpants books. Or if you got them to memorise an encyclopaedia (which grade eight can feel like!) would they understand the concepts in it?

 

So why is there such a push for students (children especially) to take exams in a predetermined time frame? Yes it would be lovely if they were all naturally gifted and going to the worlds greatest pianist of all time… but the odds are they’ll just be great at it. Or if they’re not the greatest should that mean they should stop? If they enjoy it and are progressing – surely that’s the most important thing? I love painting but I’m terrible at it. Do I stop? Nope. Do I expect them to be exhibited anywhere…. Only if it’s in a room with the lights off maybe…

 

I must also add that piano is difficult! There’s two hands doing different things at different time but at the same time trying to work together to make one thing sound beautiful. The piano takes longer to get up to a good grade standard. If you want to get your children up to a grade to tick the box to get into the decent secondary school – choose something else! Recorder is easy and accessible and you can get up to speed reasonably quickly.

 

But why do you want that?

 

Why just get them to do something when all you want is the end result?

 

As a teacher I love to teach. Students love to learn.

 

Could we please take the pressure off students (and the teachers) by just remembering.

 

Exams are not everything.

 

New Year (Practise) Resolutions

 

Well it’s official we’re definitely into a new year! I don’t know about you but I enjoy the start of the new year to plan where I’d like to be at the end of it (those who know me well enough should know by now that I loooooooove a good list). Most people I know write resolutions of things like – get thinner, eat better, exercise more, join a gym… but quite a lot do let these resolutions slide.

I’d a bit believer that if you write it on a list – it will get done! There’s a great statistic that 90% of people will do 90% of a list!

So it’s January – write your list! If you want to eat better and feel better about yourself do it – but be specific. Join a gym isn’t a list item.

1. Sign up to the gym by 5th January

2. Go three times a week

3. Sign up for swimming lessons… they’re list items!

And you can do the same for practising, performing and anything else you want in your musical 2018 year.

Think specifics… is there one area that you know you need to work on…. Is it scales(!), is it breathing and breath control, is it sight reading, is it LH note reading, is it co-ordination, is it your dynamic range, is it intonation on the highest/lowest register. Have a think…. There is always something that we can work on and improve and progress as musicians.

You might also want to set yourself a musical challenge – maybe its finish your tuition book, do a grade, tackle a really difficult piece, perform in front of your family, learn to improvise, join an orchestra.... Again – let your head and your heart lead you! You’re only limited by your imagination!

I do get my students of all ages and abilities to have a think at the start of every term where they’d like to progress to. And at the start of the year it’s an even better time to focus on what you want.

 

Here’s my music goals for 2018:

 

1. Spend more time practising on the piano (three times a week)

2. Complete grade 3 cello exam by December

3. Go for teaching / performing diploma exam in the Summer

4. Compose something new every week

 

Whatever you do – have fun achieving it! Merry 2018 to everyone!!!