“There is music in every child. The teacher’s job is to find it and nurture it.”
In helping to develop each student they will also receive musical training in the following areas:
Aural Training
Aural training develops skills in listening and hearing music perceptively. By teaching students to internalise pulse, pitch, and harmony, students will find that they are able to sing in tune, can effectively memorise sequences in music, play more musically and have the confidence in commenting on musical performance.
Sight-reading
Many learners find sight-reading enormously challenging, but being able to sight-read effectively is an invaluable skill for musicians. Students will learn to observe melodic shapes, rhythmic patterns and musical detail and the development of this practice will allow them to become more musically independent.
SCALES AND TECHNIQUE
The practice of scales should not be thought of as merely a mechanical exercise that is necessary to learn in order to pass exams, but rather as a of warming up the fingers by developing technical accuracy, fluency and learning the geography of the different key positions. Some of the most beautiful pieces of music contain scale-type patterns, to be played with shape, a firm musical tone and with a lyrical quality and students will be encouraged to approach scales in the same way.
Improvising
Playing without reading from the music can be daunting for some, but having the confidence to be creative is an essential tool for musicians. From very young beginners, improvising, experimenting and composing encourages creativity and imagination. Nurturing this skill can open up paths to discovering their own musical world.
MUSIC THEORY
Music theory is having an understanding of how music is written and performed. Theory helps to develop the students’ knowledge about historical musical periods, style, structure, harmony and counterpoint. The benchmark for candidates taking ABRSM exams is that Music Theory in Grade 5 or above must be passed in order for students to continue taking Grades 6, 7 and 8 in both practical and performance exams.
PERFORMANCE
Having the opportunity of performing in front of an audience is important to establish early on. The more a student performs, the better they are at understanding what makes for a good, musical performance. As we perform and listen we begin to communicate our feelings through the music, in whatever direction it takes us, and if we are comfortable and secure in what we are playing, we can connect with the audience to make for an engaging performance.