APPROACH

I believe in taking an active approach to music lessons.  This means the tutee is very much an active participant.  The tutee will not only learn in a traditional manner by sitting-down reading notation from a score in a teacher led activity but will be encouraged to move, play visual and sound games, compose, and explore the sound-world of the instrument in attempt for the tutee to construct an interest and passion for music as well as in their instrument of choice.  I want to help develop creative musicians with strong musicianship and encourage individualism in addition to fostering effective communication and cooperation in pupils.  The study of music develops many skills, transferable to many walks of life, and it is my role as a tutor to try and create a safe learning environment where these skills can germinate and grow.

 

Having a pupil play as soon as possible is always the best approach to music tuition.  Teaching through exploration of different styles and music, through individual practice, playing directly with me or learning through demonstration will promote greater confidence.

 

Rhythm is the root of a lot of music and, although learning notes and theory is addressed from the very first lesson, a focus on musicality promotes individualism and self-confidence faster than being overloaded with information too quickly.  Once confidence and enthusiasm is gained through rhythms and intonation it is important to come-by pupil-focused (and achievable) goals.  These might include direction through examinations or the desire to learn particular styles of music.  Learning is progressive and based on individual needs.

Instruction may not always be on the instrument or might involve playing the instrument in a different way.  There are various exercises I have my students complete (for enjoyment, variation and to improve technique) that are separate from playing on the instrument, such as mouth-, breathing- and tonguing- exercises.  The student may play only on the mouthpiece or with certain parts of the instrument removed.  Additionally, the student may be set listening, composition or improvisation tasks.  These are not idle exercises and are based in brass and woodwind pedagogy, helping to develop a well-rounded musician.  My CPD and experience working with disabled students also informs my tuition practice.

I am registered with ABRSM and am able to enter students for exams.  I am also registered as a Music Medals Teacher.  I have a 100 % exam pass rate, with over 60 % achieving distinction or merit levels.

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