Category: Susanna’s blog

As you know, every month at here SCMT we pick a ‘Composer/Musician of the Month’. Well this month we thought we would do something a little different! To celebrate our brilliant SCMT Youth Music Festival, the coming of summer and the live music scene this country produces we thought we would feature the Glastonbury Festival. Glastonbury takes place over the last weekend of June so throughout the month we will be featuring some of the epic performances, long history and all round summer merriment this festival has to offer.

Whenever I think of Glastonbury I am amazed at it’s size, last year over 100,000 people attended with over 2000 bands playing on over 50 stages. What’s more it plays host to comedy, art, literature, dance and more. This led me to thinking about how lucky we are to live in a country where performing arts are so popular and we can go and find live music etc so easily.

Going to watch live music, whether it be classical, pop, rock or anything in between is so important to the musical journey of any instrumental student. It inspires and motivates our young pupils especially. Let’s make June the month we buy tickets to the opera or a festival…. or even just pop down to your local church and see what’s going on there, anywhere you can find live music, take the opportunity to sit and listen.

This Month at SCMT we have picked the brilliant Stevie Wonder to be our Composer/Musician of the Month. Stevie Wonder is an American multi instrumentalist, singer-songwriter and record producer.

He was a child prodigy. By the age of 11 he had already mastered the piano, voice, harmonic, drums and bass and auditioned for the Motown Record Label. Maybe the greatest part of all is that he was blind from birth. What a great achievement to be able to play so many instruments at such a young age without being able to see at all.

We have a great bunch of students here at SCMT but how many of you play more than one instrument? Why not make May the month we think about starting to play another instrument. With the current instrument you are learning you have already learnt the basics, it would just be a case of learning new techniques. Lets see if we have any Stevie Wonders amongst us!

As you may or may not know, SCMT’s Composer/Musician of the Month for April is the brilliant Duke Ellington. Duke Ellington was a composer, pianist and bandleader. He is most famous for his work with his own big band (jazz band) for which he composed most of the music. He lead a band made up of trumpeters, trombonists, saxophonists, pianists, drummers, bassists and singers. Together they helped to shape and influence big band music over the decades. The music they played was often complex and they worked together to create a sound that brought this style of music to the forefront of American music.

So why don’t we make April the month we join together with other musicians and make music together. There are many ways we can do this, playing duets with your music teacher, getting a band together with friends or singing together as a family, to name a few. Playing music in an ensemble really does have its’ benefits for any musician. It helps with timing (you can’t play out of time with other musicians as you sometimes can when practising alone). It improves your musical ear as you have to listen to the musicians you are playing with in order to play in tune.  It’s also great for sight-reading as there’s no stopping or you’ll hold the ensemble up! Finally, playing music with other people is a great way to make new friends and be creative together.

Here at SCMT we are always encouraging our students to play duets or join bands, if you are stuck for ideas on which ensemble would be best for you don’t hesitate to get in touch with us. Or you can always talk to your teacher during your music lesson they will also be able to help!

This Months’ Composer/Musician of the Month is Johann Sebastian Bach. Born in 1685, Bach was a German Composer of the baroque era. He had a great impact on western music and is hailed as one of the greatest composers of all time. This was largely due to his development of compositional techniques such as counterpoint, harmony, structure and form.

Bachs’ compositions are full of many different technical obstacles that will help progress students at every level. I’m sure as music pupils or parents of music pupils we have all experienced the struggle of a complex Bach study!

It may seem that we will never get over that particularly difficult few bars, whether it’s a large chord, fast technical passage or remembering our sharps and flats!  But remember practice makes perfect….even Bach thinks so:

“What I have achieved by industry and practice, anyone else with tolerable natural gift and ability can also achieve.” JS Bach

This month why not try playing one or two of Bachs’ great compositions, it will certainly improve your technique and of course build up your repertoire.  Ask your tutor to pick you a suitable piece if you are not sure, they will be happy to help.  In fact, why not ask a friend or your teacher to film you when you’re done… and we’ll post it on our youtube channel for you!

This months SCMT Composer/Musician of the Month is the great film composer John Williams. Williams composed some of the most popular film scores of the last 50 years, including, Jaws, Star Wars, Schindler’s list, Superman, Indiana Jones and Harry Potter to name a few.

I’m sure as music students or parents of music students we have all played or listened to performances of John Williams’ music. There are hundreds of them….all with catchy melodies and well written harmonies that capture the imagination and instantly link to the films they were written for. But have we ever really thought about why it is we love this music so much?

The answer lies with the composer, his great skill in creating such an instantly recognizable melody. Williams once said “Writing a tune is like sculpting, you get four or five notes, you take one out and move one around, and you do a bit more and eventually, as the sculptor says, “In that rock there is a statue, we have to go find it.”

Armed with the theory and practical knowledge of music (and some patience) we can all do some musical sculpting. So why not make February the month to start your composition or inspire your young music students to create a masterpiece…

Hands up if you agree!  Assuming a full show of hands, I have a few thoughts of my own.  Music, in all its glorious diversity, enhances our lives, helps us express ourselves and opens our minds to numerous dreams and possibilities.  No-one should be without it…  and the lucky ones get to create and perform it themselves.

Everyone has music inside them, alongside the desire to listen and be inspired.  If you ‘discover’ music when you are very young, you’ll learn faster.  You’ll certainly grow up to be more creative… and it’s very likely you’ll follow a musical path through your youth and beyond.  I was brought up in a very musical environment, and was frequently surprised at school by how much I naturally understood about music without ever actually being told.  So listening to music is important, now how about playing the music yourself!

The instrument you choose to play as a young beginner is crucial to enjoyment and being a Pianist myself I am arguably biased, but I’ve seen the piano being used as a platform for all kinds of musical adventures, in private and public environments alike.

With a combination of fun lessons, a talented and inspiring tutor, plenty of variety and some practise on the side, a child can learn to play the piano from as young as 4 years old and progress effectively.  There are numerous benefits:  You can play straight away, you can learn virtually any style or genre, you need no accompaniment and yet at the same time the instrument is big enough for a parent or teacher to play alongside.  Additionally, many children begin music lessons at the piano and then add other instruments to their skills base, having gained a thorough understanding of different musical styles, how music works… and how to make the most of it.  Add to that a boosted self esteem, new-found confidence and ‘musician status’ in the playground!

Why not find out for yourself if it’s true.  Unleash that musician waiting to jump out of your child, and see how quickly they progress.  In fact, pull up a chair, join in, and see how addictive it can be.  You might even find you want lessons yourself!

Next Month, Susanna Cassam Music Tuition will hold another ‘Children’s Music Concert’.  I know from experience that although most of our performers will arrive on stage looking very small… they will leave having made a big impression.  Some will shuffle to the front nervous of the crowd whilst others will virtually trip over their own feet desperate to show off their skills.  Some will dress as though they’re expecting to be knighted, others might literally try to skateboard up the Isle.  In every case they will have, by the end of the afternoon, either played for the first time in public, or played something that a year ago was way beyond their capabilities.  So everyone achieves something big.   The teachers will be there, encouraging their pupils, settling nerves.  The parents will be there, holding their cameras aloft, clapping and cheering after their child’s performance.

It is in the weeks before a concert that every teacher notices a marked acceleration in a pupil’s progress… It’s no wonder, they are playing their instrument more than they are playing on the Wii!  Parents tend to become more involved, encouraging extra practise before or after school. The practise charts suddenly re-appear, covered in stickers awarded for all the hard work. When the teacher arrives for the lesson, they are bombarded with details of the levels of practise down to the last second.  ‘I did 12 and a half minutes before my bath Susanna!  I did my scales and I don’t even need them for the concert!’

You may think an upcoming performance would be a time for a child to feel pressure and nerves, but if the teacher applies generous amounts of encouragement, praise and structure in equal proportions, it is the very time everyone is enjoying their music the most.

One of the parents emailed me in response to the concert entry deadline…

‘Emily would love to play in the concert but I’m worried that John (husband) wants to do a duet with her.  Please encourage a solo at the next lesson, hopefully saving her from the father/daughter rendition that her older brother will no doubt post on YouTube.’

Emily eventually decided on not one but two duets and they’re both almost ready for the big day.  ‘Mum’ has now decided it’s a great idea and she even admits to feeling a little envious… and has decided she is the best person to film it.  Even better than that, Emily is constantly playing the piano.

Nothing works better as an incentive when it comes to learning a musical instrument, than the chance to perform.  Hooray for the little ones playing their tunes!

When young children begin to learn a musical instrument, there is a question on the tip of every parent’s tongue…

‘How much practice should my child be doing… And how can I help to ensure that they do it?’

If a child is to progress on a musical instrument, regular practice needs to be encouraged right from the start and a teacher will generally set practice each lesson (only a tiny bit for very young children).  Generally speaking great things occur if a family member regularly guides a child in their practice, offering encouragement and praise.   So, I’ve come up with some tried and tested tips and tricks to help you out, whether you are planning to sit down with your child, or encourage from afar:

Establish a set time for practice each day that doesn’t clash with other distraction.  Make sure your child is alert and doesn’t have too many other things to think about (football to follow, just back from swimming).

Have a plan in place before you start, so that when your child is in the ‘practice zone’, it is focused and moving forward… this keeps them on the ball.

If there is more than one thing to practice, divide the time into bite-sized chunks of only a few minutes, so that practice is fresh and ever changing.

Occasionally, select a small section of music and work on it thoroughly in one practice session, your child will see a more marked improvement and be encouraged.

Often a child may become frustrated if they can’t play things straight away.  Slow right down for practice, only playing something ‘at speed’ once the notes are mastered… that way mistakes are fewer and tasks more manageable.

Arrange ‘performance time’ in the home for a few weeks time.  Choose a piece or exercise that your child can demonstrate for the family… And applaud loudly on the day.  This one works every time!

When relevant, discuss opportunities with your child’s teacher with regards to small public performances, assessments and exams.  The satisfaction of achievement will power them forward.

Lastly, and probably most importantly, INCENTIVES…  a parent’s best friend.  Get stuck in straight away with a nice big, bright practice chart.  Award stickers (your teacher will lend you plenty!) for targets achieved… perhaps extra stickers or a small prize if practice has occurred every day.

If a teacher has a fun, engaging manner alongside a structured approach to achievement, then the battle if half won.  A child learning music with a good teacher will automatically be motivated to acquire the skills, understanding and ability required to enable them to enjoy music through playing and listening.  However, you can help too by actively encouraging them at the start of their musical adventure…  It really is a gift to last a lifetime.

6 months ago I took a risk with my young musicians.  I asked them directly for an opinion.  I was keen to find out what they thought of me and the other music tutors.   Some of the comments were put on the website, others were stored in my memory for use at dinner parties.
 
When you introduce yourself to a child you are greeted with complete honesty.  They are either openly delighted to meet you, a little nervous or completely bemused.  When I was younger I made decisions about ‘grown ups’ the second I laid eyes on them and my opinions of those people now that I’m an adult have not shifted far from my first impressions.  I still think my first piano teacher has the largest eyes I’ve ever seen and looks much as though she’s about to cry even when she’s enjoying herself.  I liked her because she was quirky and for some reason, even at 5 years old, I was intrigued by what she had to say.  She also made me laugh, and that was very important.  She once wrote in my practise book ‘Susanna is a very talented Musician’ which amused my mother, considering I had yet to master ‘Twinkle Twinkle Little Star’ played hands together.
 
Nowadays, when I tell someone that I teach piano it immediately conjures up a memory. ‘Oh really!  I learned piano as a child.  My teacher had an enormous be-hive and constantly blew her nose.  She wore yellow shoes every day for 7 years and gave me a Kit Kat every Christmas.  Music teachers are a certain breed and it would seem we remember them with either complete revulsion or adoration.  I rarely come across people who thought their music teachers ‘normal’.   Mine were all a little extrovert, at least 106 years old wore brightly coloured tights and cardigans.
 
The image of a stereotypical music teacher has changed dramatically since then.  Most I meet in the Brighton and Hove area are polar opposites of how I remember my teachers to be.  They play in bands, stretch their repertoire over numerous styles and perform as much as they teach.  They write their own material, have opinions about everything musical and cant wait to share the skills they’ve been blessed with.  I’m sure mine did too, but for some reason they never thought to tell me about it.
 
There were some very amusing testimonial slips returned from the youngsters. Some quite obviously thought they would gain extra gold stars for their flattery.  One young lady referred to my being sad when she didn’t do her practise. One said I pulled a very wonky face when I played ‘War Drums’ from book 2.  Another said I put them off when I sang along to their pieces.   My personal favourite was as follows:
 
Susanna doesn’t have any pets at all!  We have a rabbit and 2 guinea pigs.  I love my piano because I play my favourite songs but sometimes I need more stickers.
 
It is heart-warming to hear feedback from your pupils. To set a child on a musical path that they enjoy whilst instilling a desire to improve and progress, ensures that whatever they say once they have grown up (about your hair, your rules, your wonky face), they’ll be looking back as musicians with fond memories.  Everyone’s a winner!

Piano Time!

A very wise old lady once said to me ‘If you sit here for long enough, your life will be so much more exciting than you could ever imagine’. Every week at half past 4 on a Monday afternoon, Mrs Johnson would sit on my right-hand side as I perched on my piano stool, legs swinging way above the ground, desperately trying to talk my fingers into co-ordinating properly.

Naturally, being only 4 years old at the time, I remember thinking that the most exciting thing I had ever imagined was being the queen and having a pet tiger, so her words stuck fast – at least for enough time for me to obtain the skills required to play all of my favourite music and thus fall in love with my piano. As a consequence, I never gave up or stopped improving.

With a combination of fun lessons, a talented and inspiring tutor, plenty of variety and some practise on the side, a child can learn to play the piano from the age of 4 and progress effectively. There are numerous benefits to learning the piano as a starting point for a child on their musical journey. They can play straight away, they can learn virtually any style or genre, they need no accompaniment and yet at the same time the instrument is big enough for a parent or teacher to play alongside. Many children begin music lessons at the piano and then add other instruments to their skills base having gained a thorough understanding of music, how it works, and how to make the most of it. Additionally, showcasing new-found talents at recitals and small concerts can massively boost self esteem, giving children that air of confidence and pride that is so fundamental to a full and well rounded education.

Being a pianist myself I am often prone to being biased, but I’ve seen the power of the piano being used as a platform for all kinds of musical adventures both for the individual and ‘teams’ of musicians in private and public environments alike. On that basis why not find out for yourself if it’s true. Unleash that pianist waiting to jump out of your child, and see how quickly they become settled on their piano stool. In fact, pull up a chair, join in, and see how addictive it can be. You might even find you want lessons yourself! Neither of my parents ever learned to play a musical instrument (something they both regret) and in fact they very recently gave our family piano to one of my 7 year old pupils who didn’t have one at home, after seeing him play so well in a concert. Hurrah, my piano back in action after all those years. Now I sit in his lounge, on the right, every Friday at 4pm, and say: ‘If you sit here long enough, life will be (let me think)… full of musical adventures.’ And that’s guaranteed (I can’t promise big cats on the lawn of your palace)

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