Ethos
The Milsom School of Music aims to provide the highest quality of musical training in as broad a context as possible. Whilst enthusiastically embracing and celebrating excellence, we recognise that high-flyers are in a natural minority amongst musicians and music-lovers and that students of all abilities should have access to the best possible tuition.
All of our students – adult and child alike – are encouraged to fulfill their personal potential. We do not make comparisons between our students and, whilst a little healthy competition can help to motivate all of us, this is not a central principle to what we do.
Our desire is to nurture a love of music, and a deepening understanding and knowledge of this energising, life-enriching artistic medium. We believe, if you like, in music for its own sake and want to share the very privileged position we are in – earning our living from what would otherwise be our hobby!
Holistic Education
The cornerstone to our teaching is a holistic approach – educating the whole musician so our pupils become empowered, musically-articulate and knowledgeable. Our approach is underpinned by a number of strong principles:
- Performance that does not prize technique so highly that it forgets musicianship.
- Practicing that gives equal importance to technical excellence and freedom of expression.
- Interpretation that respects and embraces historical and stylistic factors.
- Teaching that addresses the pupil's real needs, be they technical or psychological.
It is our hope that these principles will result in music-making that is a balanced union of artistry, knowledge and skill. Even the beginner can be encouraged to play intelligently and sensitively!
We are also keen to foster competency in a broad and relevant range of skills. Pupils are encouraged not only to learn pieces to a high standard, but also to develop proficiency in sight-reading, aural awareness, technical exercises and scales. They are schooled and prepared in the art of public performing and have ample opportunities to hone their performance and ensemble skills in our programme of workshops and concerts.
Examinations
Staff of the school encourage learners to take ABRSM grade exams, and use the requirements (scales, 3 pieces, sight-reading and aural tests) as a structure to learning. Whilst no pupil will ever be compelled to take exams, we feel that they are a useful aid to learning, assess a good range of skills, and are competently and intelligently marked and administered by the examination board.
QCA accreditation
ABRSM exams have always been highly regarded around the world as a ‘benchmark’ and are now recognised by England's Qualifications and Curriculum Authority and the corresponding authorities in Wales and Northern Ireland.
UCAS points
Higher grade exams (6, 7 & 8) are UCAS-registered and good marks can make very helpful contributions to UCAS scores for students seeking a place in Higher Education. This is an initiative we endorse because it helps students to see their instrumental learning as a part of their overall education programme and can help avoid a conflict of interests. It also awards such students with the recognition they deserve for learning a musical instrument to a high standard.
Teaching Methods
General principles
All students are taught individually and in an individualised fashion. Aims, aspirations and motivation of the student are discussed carefully at the outset and monitored as an on-going process.
We at Milsom School of Music believe that how a pupil begins is of vital importance. Our aim is to provide a nurturing environment from the start, giving careful and precise instruction with frequent discussion and accountability with parents/pupils where applicable. It is easier to establish good habits than to cure bad ones!
Beginners
Beginners are taught by established methods, using a range of pedagogic material chosen for its rigour, its adaptability to each teacher's individual teaching style and each pupil's learning style. We all believe that a single 'method' can stifle individuality and following a set syllabus can be at enmity with sensitive, tailored, student-centered learning.
Young beginners
For young child beginners, we encourage the participation and involvement of parents in the learning process. Parents are expected (to varying degrees) to supervise practising and it is vital that they know how to do this effectively. One-to-one lessons outside school hours are obviously the best way for this to happen and for this reason we do not support group lessons for instrumental tuition.
Older beginners
We have a range of materials suited to teaching adult beginners and a wealth of experience in working with pupils of more advanced years. Our adult students often take part enthusiastically in workshops and concerts (which are open to all ages) and it has frequently been observed that young and old learners benefit greatly from each other's participation.
Intermediate to Advanced students
More advanced students are encouraged to work with well-known and fundamental materials, such as Studies by Czerny, Hanon, Kreutzer, Spohr, etc. Our teachers concentrate on a wide scope of musical training, with the emphasis not just on learning pieces, but also performance technique, interpretation, sight-reading, technical exercises and historical insight.
Specialist tuition in Historically-Informed Performance
Currently employed as a Research Fellow at Leeds University Music Department, David Milsom is able to offer specialist tuition in historically-informed violin and viola playing. Interest is growing rapidly in this fascinating area of study and David's scholarly investigations into Classical and Romantic performing practice are now internationally recognised.