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An earlier version of this article appeared on my sister blog http://www.franspianostudio.me

She can certainly play the 2015-16 [Grade 8] syllabus pieces A-C brilliantly……Can she play anything else? I’ll get back to you on that.

This is a quote from an article about graded music exams by journalist Rosie Millard, who, by her own admission, is “a pushy music parent” when it comes to her children’s music exams. In common with a number of my piano teaching friends and colleagues, this article made me angry and frustrated, primarily because Ms Millard seems to completely miss the point about taking music lessons and playing music.

1f557-abrsmexamMany students take graded music exams each year, and many students take pride and pleasure from the visible results of their dedication to the practising and study of their chosen instrument. Ms Millard notes this satisfaction in her article and reveals a degree of parental pride (and rightly so) in her children’s music exam successes. Unfortunately, some parents use these successes as “bragging rights” to be paraded before other parents and children in the school playground or used as bargaining tools when applying to a particular school.

Do these exam achievements make Ms Millard’s children “musicians”? I’m not so sure….. Admittedly, at no point in the article does Ms Millard mention musicianship or musicality: her focus is simply on her children’s accumulation of grades. I do applaud her, however, for submitting herself to Grade 5 piano, “to see just how terrifying taking a grade really was”, but she does not mention if she derived any actual pleasure or satisfaction in learning the repertoire or any of the musical or personal developmental benefits of taking a music exam. But at least she has a degree of insight into what she is putting her children through in insisting they take all their grade exams.

The memory of taking music exams can stay with us into adulthood, as the author of this article notes. I can’t tell you the number of people I’ve met who, on discovering I am a piano teacher, tell me “I wish I’d continued with the piano, but I really hated taking those exams!”. One of the reasons why I decided to take two performance diplomas in my late 40s was to erase the memory of my ABRSM Grade 8 piano exam, taken some 30 years earlier (yes, it really was that awful, despite the fact that I played well and achieved a decent pass). A different exam board (Trinity College London) and a different attitude to assessment (Trinity places emphasis musicality and musicianship) meant the diploma recitals were a pleasure instead of an uncomfortable, nerve-wracking chore, and I switched my students from Associated Board (ABRSM) exams to Trinity to ensure their exam experience was similarly enjoyable.

Graded music exams have their uses: the choice of repertoire in the syllabus offers students a chance to study a broad sweep of music from the Baroque to present-day; learning scales teaches students about keys and key-relationships, and provides important technical foundations which can be applied to pieces (something which wasn’t pointed out to me by my childhood piano teacher, so that scales were simply dull exercises to be got through as soon as possible in my practising); and the grade system provides a useful benchmark of a student’s attainment and progress. Preparing for and taking a music exam can inform children about the need for and benefits of regular, meaningful practising, and performing can breed confidence and self-esteem (but only if the student is well-prepared with support from a teacher who can advise on aspects such as stagecraft, presentation and managing anxiety). But an exam is only a snapshot of that student on a particular day – and may not indicate the student’s true abilities, especially if the student is nervous or under-prepared. Yes, it’s true that music exam successes look good on a CV as proof of extra-curricular activities, but any savvy interviewer is going to want to see evidence of broader music making, especially if the student is applying to conservatoire.

Box-ticking music-exams are utterly unhelpful, both to development of musicians and to those subjects that are lured into UCAS points-collecting.

Look at it this way: how many music teachers here would regard an A-level in biology as being indicative of a good future as a concert pianist?

A quote from a member of a music teachers’ online forum

Teachers love grades, because they reveal their prowess as a teacher.

Rosie Millard

No. What reveals one’s “prowess” as a teacher is the ability to motivate, encourage and guide young people (and adults too) to become well-rounded musicians, not exam automatons who reproduce by rote what they have been spoonfed simply to secure an exam pass. A good teacher should know the ability levels of all his/her students without the need for testing. And a good teacher does not live by his/her exam results, by how many students achieve a merit or a distinction, but rather by knowing each of his/her students’ strengths and weaknesses, what music makes them tick, and their individual personalities.

My students have the option to take grade exams if they wish. No one is forced to take an exam and some students simply wish to play music which they enjoy and which enables them to develop as musicians without the pressure of exams. Sometimes they opt to have their playing assessed by a teaching colleague of mine, to gain experience of playing for other people and useful feedback from another listener. Other students enjoy the challenge of studying for an exam, but this is always done within a broader focus (learning additional related repertoire, listening around the pieces, historical contexts etc).

I do not believe that taking graded music exams proves you are a “musician”. Being a well-rounded musician goes far beyond the ability to play three pieces, some scales and technical exercises, sight-read an unseen study and complete an aural test. Being a musician is about understanding the music, its structure and its meaning, intellectually, visually and aurally. It is about learning a wide variety of music, outside of the strict confines of the exam syllabus, to gain a broad understanding and appreciation of music and its different genres. It’s about listening, going to concerts, reading literature and poetry, going to the cinema or an art exhibition, to appreciate that composers do not create music in a vacuum, but that their creativity is informed by their personal experiences and observations of the world around them. It’s about the pleasure of a certain phrase or the feel of a particular chord under the fingers. It’s about making music with others, playing in concerts for parents, friends and family, and sharing the experience of music. In short, it is about enjoyment.

Our children are tested almost from the moment they enter school in the UK. Let’s not over-burden them with further testing in an activity which is meant to be enjoyable. By all means take a music exam, but don’t let it obscure the pleasure of music.

Further reading

Why take a music exam?

The curse of the pushy parent

The virtuoso parent

 

 

 

 

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26-apr-soul-zisso-contemporary-voices-web-131063328970695992Who or what inspired you to take up composing, and pursue a career in music?
When I was 14 I started writing songs and realised I had so much music in my head that I didn’t know how to write down, as I couldn’t play any instruments. This led to a ‘eureka’ moment where I just knew that composition was what I was meant to do in life, which resulted in my deciding to go away to boarding school to study for an A Level in music from scratch when I was 15. 

Who or what were the most significant influences on your musical life and career as a composer?
My teachers (both composition and instrumental/vocal) and friends have had the most significant positive impact on my career. They have taught and supported me, always being honest and therefore helping me improve and acknowledge both the good and bad. 

What have been the greatest challenges of your career so far? 
Having only started studying music at age 15, my greatest challenge was catching up with everyone else: first with general music and performing and then with composition. This meant always making sure I was working harder than everyone around me, and not giving up even when it meant not seeing the light at the end of the tunnel for years and years on end.  

What are the special challenges/pleasures of working on a commissioned piece? 
Each piece is different and special in its own way. I treat the compositional process as a type of meditation, seeing the players playing in the hall inside my head, hearing what they’re playing and how it works spatially in the space. Once the initial idea of the piece is established, it’s all about answering all the different questions about what the piece is trying to do and how, until I can hear the whole structure in my head and can write it down.

What are the special challenges/pleasures of working with particular musicians, singers, ensembles and orchestras?
Every different instrumentation brings with it lots of possibilities and new ideas, which is always exciting. Working with musicians I know and admire is particularly great as it’s easier to write a piece that is influenced by them as players / singers and has that added element of being written especially for them. I find writing pieces for myself to perform (as a soprano) the most challenging – it’s like a constant battle between my performer side wanting to perform strange extended vocal techniques and my composer side needing to justify every choice compositionally.

Which works are you most proud of? 
Poke – a piece for large mixed ensemble I wrote two and a half years ago for a workshop with BCMG. Even though it was the only piece I’ve written in the last three years that has only been workshopped rather than performed, I worked on it for a solid three months and am very proud of the level of detail and complexity in it. I hope it’ll someday get a proper performance. 

From the Darkness, for symphony orchestra – this was my first attempt at writing an orchestral piece fresh from finishing my undergraduate studies and my chance to use all I’ve learned about orchestral writing from sitting in on weekly rehearsals and watching countless concerts (another attempt to catch up, this time by a 1st study singer catching up on orchestral knowledge). I’m still proud of this piece because it shows how much I’ve progressed in just a few years, from a singer who couldn’t tell apart oboe and clarinet colours to using the orchestra in ways I haven’t even seen being done before. 

Who are your favourite musicians/composers?
Ligeti, Beethoven, Prokofiev, Radulescu, Saariaho

What is your most memorable concert experience? 
A few years ago I was fortunate enough to have my first orchestral piece ‘From the Darkness‘ chosen to be workshopped and then performed by BBC National Orchestra of Wales. The experience of having my piece played by one of my all-time favourite orchestras when I didn’t think it even stood a chance to be chosen was surreal and overwhelming, one which gave me hope for the future and that I would never forget. 

What do you consider to be the most important ideas and concepts to impart to aspiring musicians? 
That pieces of music need to have a reason to exist, be it an idea or structure that comes across – there’s no point to writing pieces that just sound pretty without having something to say. 

Where would you like to be in 10 years’ time?
Working professionally as a freelance composer and teaching composition at a University / Conservatoire 

What is your most treasured possession?
I have a few items that, to someone who doesn’t know me, might seem childish and bizarre but actively help me compose. These include a ‘touchy-feely’ hamster book, a squeezable orange octopus toy (with its knitted hat), and my personal scores for the Berio Sequenza III for female voice and Beethoven’s ‘Moonlight’ Sonata (which are both symbolic in reminding myself I can overcome massive challenges when I set my mind to it)

How do you work?

I usually compose in what I like to call my ‘office’, which is essentially sitting on the floor in the hallway of the Conservatoire, opposite the composition notice board. It may sound bizarre (and passers-by keep wondering what I’m doing there or assume I’m queuing for a practice room), but it really helps to think about new pieces away from a piano or any other instruments at first in order to get a clear idea in my head of what I want the piece to sound like and do. The sound of lots of different students practising nearby actually becomes a kind of white noise that helps clear my head and I really prefer it to silence, and lots of people walk by so it doesn’t feel too alone. To add to the weirdness, I’m usually surrounded by my ‘composition aides and mascots’ which help me deal with stress – quite often I’ll be sitting there hugging my copy of Berio’s Sequenza III and petting my hamster book. I heard I’ve become quite a mystery for pianists who frequently practice on that floor.
How would you describe your compositional language?

I really like using different types of microtones to explore less common soundworlds. My pieces used to be mostly harmonic-series based but in the last year or two I’ve been frequently experimenting with other microtonal soundworlds, which feels like exploring a wealth of unexplored territory. As part of my doctoral research at Birmingham Conservatoire I am researching microtonal singing in order to create my own unique microtonal language that will incorporate voices as well as instruments, which is why I’m currently trying out lots of different ways of using microtones. Another side of my compositional language is influenced by my work as a performer – using extended techniques and/or a greater sense of acting/performing, especially for voices.

Carla Rees and Xenia Pestova premiere Hidden Elegy for alto flute and piano at The Forge, Camden, on 6th September 2016. Further information and tickets here

Ever since commencing on her music studies at the relatively late age of 15, Soul has been dedicated to her dream of becoming a composer. She graduated from Cardiff University, studying with Arlene Sierra and Robert Fokkens and for a brief time studying with Alison Kay, before commencing on a Masters and later a PhD in composition at Birmingham Conservatoire under the tuition of Joe Cutler and Howard Skempton.

Her music, which has been described as “curiously original” (Wales Online) and having “real character and sensitivity” (Wales Arts Review), has been performed by the likes of BBC National Orchestra of Wales, Orchestra of the Swan, Xenia Pestova and the Fidelio Trio across the UK, Europe and Canada in a wide range of venues including Wells Cathedral, Hoddinott Hall and Stratford Town Hall, and festivals such as the Cheltenham Music Festival, Occupy the Pianos and Frontiers new music festival.

Her interests range from the use of different microtonal soundworlds and textures to children’s books and the exploration of various extended techniques. She is also interested in writing for dance and has composed music for Rambert Dance’s Vintage Rambert project.

In addition to composing, Soul is also a singer, specialising in performing contemporary repertoire, including Berio’s Sequenza III for female voice. She is a member of Via Nova chamber choir, has performed as both soloist and choral singer across the UK (including at the Wigmore Hall and at the Huddersfield Contemporary Music Festival) and abroad and is committed to promoting new music, which includes premiering many new pieces, particularly ones for solo unaccompanied voice.

www.yfatsoulzisso.com

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something-blue-110Conway Hall, in London’s Red Lion Square, just a stone’s throw from Holborn and the British Museum, was purpose-built in 1929 to host concerts and lectures, which continue here today, and is a landmark of London’s independent intellectual, political and cultural life. The hall is owned by the Conway Hall Ethical Society, an organisation which advocates secular humanism.

Conway Hall’s chamber music concert series is the longest-running of its kind in Europe: the Sunday Concerts at Conway Hall can be traced back to 1878 when the Peoples Concert Society was formed for the purpose of “increasing the popularity of good music by means of cheap concerts”. Today’s concerts at Conway Hall continue this ethos of affordable music for all, and the Sunday Concert series includes workshops and concerts for children and young people as well as a full and varied programme of chamber music. 50 tickets for those aged 8 – 25 are kindly subsidised by the CAVATINA Chamber Music Trust to encourage young people to attend the concerts.

The new season begins on Sunday 11th September with a concert of music by Haydn, Mendelssohn Brahms performed by Gémeaux Quartet. Future concerts in the season feature pianists Alasdair Beatson, Ashley Wass and Simon Callaghan, artistic director of the Sunday Concerts series, and chamber ensembles Brook Street Band and members of the London Mozart Players, amongst many other fine musicians.

Conway Hall Sunday Concerts full schedule

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27072-books-origjpgPublished by Faber & Faber
Publication date 1 September 2016
Length 112 pages
ISBN 9780571330911
Format Hardback

 

This book is an absolute joy from start to finish. So much so that I read it in one sitting, busily making notes in the margin and nodding my head in agreement.

Robert Schumann’s Advice to Young Musicians was originally written in 1848 to accompany his famous, and still very popular, Album for the Young, a suite of piano pieces for children and students. Schumann was a remarkable man, not least for his huge and varied oeuvre of miraculous music, but also his championing and support of other musicians, as well as teaching, writing and encouraging young musicians. Celebrated cellist Steven Isserlis has taken Schumann’s advice and expanded upon it, added his own commentaries and words of wisdom, and often matching Schumann’s humorous or witty tone with his own amusing observations. Schumann’s advice, though couched in the language of his age, is always relevant and Isserlis, through his own words, demonstrates how perceptive Schumann’s wisdom is by passing it through the lens of his own experience as an established and highly-regarded classical musician. He brings the advice right up to date for today’s musicians working in a profession that is increasingly busy, competitive, uncertain and stressful. Such advice includes the importance of playing with others, receiving critical feedback from one’s peers and teachers, appreciating audiences and understanding the structure of music.

Divided into five sections, the book explore keys facets of the musicians life and work, from being a musician through playing (and performing), practising to composing, something which Schumann felt all musicians should do, and which far fewer practising musicians do today (Steven Isserlis’s good friend and colleague the pianist Stephen Hough is a notable exception, whose polymath musical life Schumann would certainly approve of). The final section contains Isserlis’s own pieces of advice which are thoughtful, intelligent and accessible. Isserlis reveals his reverence and enthusiasm for his chosen art in a way that is never didactic, sometimes profound, always realistic yet never depressing. The tone throughout is modest and sensitive, for musicians can be fragile souls. prone to much self-doubt and anxiety.

Not just a handbook for young musicians, this delightful and wise book is a manifesto for all musicians, music teachers and music lovers, one which one can read in a single sitting, or dip into at one’s leisure to extract a nugget.

Highly recommended.

One of my favourite quotes: “As you grow up, communicate more with scores than with virtuosi”