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Reuben Vincent Studio March 14-170

If I had a penny for every time I heard a grumpy, narrow-minded, middle-aged moaner say something like: “They don’t make records like they used to” or “They only churn out rubbish in popular music these days” I’d be a millionaire! Concerning popular music, some people seem to be trapped in a time-warp, suspiciously based around the period when they were teenagers and young adults. Like as if the music that was made before and after isn’t worth considering!

And then there’s the classical crowd. Content some are to listen to the faithful few – Mozart, Haydn and Beethoven. Now don’t get me wrong, I love those composers but what about all the fabulous writers that have come afterwards, some still living even? Come on chaps, let’s be more open-minded!

Personally, I think music has been on an incredible journey since the invention of recorded music and the internet. Now music from all over the world and from every period is easily accessible. Children aren’t just exposed to the music of  [···]

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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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