So you are heading off to your first recording session. What tips can help you achieve a great recording? Even if you are just having fun recording yourself in your bedroom, hopefully, the following tips will help.

Before the recording session
•  If this is your first time being recorded, if you can, visit the studio so as to get familiar with the vocal booth setup to help you relax. Even just looking at the photos on the studio website will help.

•  If you are recording a vocal, get familiar with the words, ideally, memorise them and bring a copy to help the producer follow for accuracy as you record.

•  When you rehearse, check that you only take breaths at the end of sentences to avoid spoiling the flow of the phrases.

•  Focus on your performance. What does the song mean to you? Can you “feel” the emotion as you perform?

•  Head to the session wearing  [···]

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Watching is better than listeningIf you’re anything like me, it can be really challenging encouraging students to listen properly to their performance whilst at the same time playing (or singing).

The other day, one of my beginner pupils made the all too familiar statement: “I can’t hear a tune!” Yet any other person listening would have, like me, surely been able to make out the strains of Beethoven’s famous “Ode to Joy!”

So why then can it be so hard to actually hear what you are playing whilst in mid performance? And more importantly, how can students be encouraged to “hear” what is “good, bad and ugly” in their playing or singing so that they can improve?

The answer lies in two facts:

  1. most humans are better at understanding what they can see rather than what they can hear
  2. the process of trying to listen properly whilst at the same time read the music and physically play or sing is at best, extremely complex

So what’s the solution?

A simple method to assist students is to  [···]

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The person born with a talent they are meant to use will find their greatest happiness in using it.
-Johann Wolfgang von Goethe

Annabel was the most talented pianist I’d ever taught. A complete beginner at seven, she had progressed within six weeks to being able to play fluently with both hands and, while I was away on tour for a few weeks, completed the first piano book on her own. Her hand position was naturally good and her aural skills were outstanding. She could also sight-read expertly. I was delighted with her progress on my return… and therefore somewhat disappointed when she announced halfway through Book 2 that she didn’t want to have lessons any more. She didn’t hate the piano- she just wasn’t particularly interested. She already played violin, was studying German and excelling at school, so reluctantly her parents and I agreed that she could discontinue her lessons.

But her decision intrigued me, and brought up a lot of questions. [···]

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