Aural Workshops

[Forthcoming Aural Workshops]

Essential skills

Listening and singing are vital for every musician, helping to develop our senses of pitch and timing, and ultimately enabling us to participate effectively in making music as part of an ensemble. The ability to sing at sight is immensely useful for sight-reading on an instrument, as well as for understanding how a musical score will sound. Some of the more advanced skills also provide important tools for composition (a core requirement at GCSE, AS and A2 levels).

The aural tests set by the ABRSM are designed to develop these skills as students progress through the graded examination system and aim to equip budding musicians with much more than just the ability to play well-rehearsed notes on their instrument.

All of our pupils are given the opportunity to receive aural training, whether or not they are working towards exams. Pupils at every stage are encouraged to attend these sessions regularly so that they can build their skills, grow in confidence, remember what they have already learnt and be prepared well in advance for any forthcoming exams.

Details of ABRSM examination requirements are listed at the bottom of this page.

What happens at an Aural Workshop?

Firstly, elements of aural training that are common to all levels are coached in one group. We then break into smaller groups, graded 1-3, 4-5 and 6-8, to learn about and practice some of the skills relevant to each graded test.

• Vocal warm-ups with a professional voice coach (all participants)
• Effective listening (all participants)
• Memory training (all participants)
• How to give responses in an examination (all participants)
• Training for ABRSM tests (in graded groups)

ABRSM aural requirements

Grades 1-3

• Recognising simple time signatures
• Melodic memory (singing back three 2-bar phrases)
• Identifying a rhythmic or melodic alteration
• Perception of musical style (dynamics, articulation, tempo, tonality)

Grades 4-5

• Melodic memory (singing back a 4-bar melody)
• (pitching a short sequence of notes in free time, the starting note having been given)
• Perception of musical style (as Grades 1-3, plus: style/character, compositional period, texture, harmony, form)
• Rhythmic memory (clapping back a rhythm; identifying time signature)

Grade 6

• Melodic memory (singing back the upper part of a harmonised melody)
• (melody with piano accompaniment)
• (recognising Perfect or Imperfect cadences)
• Perception of musical style (as Grade 5; deeper understanding of compositional periods & devices required)
• Rhythmic memory (clapping back a rhythm; identifying time signature)

Grades 7-8

• Melodic memory (singing back the lowest part of a harmonised passage)
• (with piano accompaniment)
• (recognising Perfect, Imperfect, Interrupted and Plagal cadences; identifying chords in the cadential sequence)
• (identifying the new key in a passage which changes key)
• Perception of musical style (as Grade 5; deeper understanding of compositional periods & devices required; responses to be given with little prompting)
• Rhythmic memory (clapping back a rhythm; identifying time signature)

Singing Workshops

[Forthcoming Singing Workshops]

Who are Singing Workshops for?

Everybody!

If we can speak, we can also sing... or learn to sing. Some are fortunate to be born with a great voice; for others it takes courage and effort to 'discover' their singing voice, but singing is the most universal and natural expression of music we have at our disposal and is a wonderfully rewarding way to take part in music making.

Friends, parents and other family members are all warmly encouraged to come along.

What happens at a Singing Workshop?

A number of varied activities, suitable for all ages (6 upwards) and all abilities. A professional coach will provide insight and encouragement to help all participants advance their skills, whatever their starting-point.

Activites will include:

• How to warm up your voice
• Extending your vocal range
• Projecting your voice
• Tone production
• Part-singing (e.g. rounds)
• Harmony singing
• An informal 'performance' of a short piece, prepared during the workshop

Nothing to be afraid of

Staff who tutor our Workshops are always sensitive to the individual strengths and weaknesses of each participant. You will not be expected to sing a solo (unless you want to) - all activities will be en masse. Through participating to the best of your ability you will gain in confidence and skill, and perhaps even discover the Pavarotti within!

Performance Workshops

[Forthcoming Performance Workshops]

What are Performance Workshops for?

Performance Workshops are run periodically to provide an opportunity for pupils to 'try out' pieces they are learning in an informal setting and gain valuable feedback from staff of the School, who are all performing musicians. Each session is focussed on a specific issue associated with music performance; recent topics have included 'Communication', 'Presentation' and 'Stage Fright'.

For players of any age and ability, performing in public can be a frightening experience. We firmly believe that it is also an essential part of learning an instrument and so we make it our primary goal in these group activities to put pupils at their ease and help them to overcome nervousness and self-consciousness.

What happens at a Workshop?

Each session follows a similar format: a brief introductory talk (aimed at all ages and stages), followed by some short participatory activities and the chance for each performer to rehearse their piece, with feedback and advice from a teacher. The session ends with an informal performance, which family and friends are encouraged to attend.

Nothing to be afraid of

Staff who tutor the Workshops are always sensitive to the individual strengths and weaknesses of each pupil. It is our aim to stretch performers a little further than they have been before, but never to embarrass them or highlight their weak points unnecessarily. In nearly every case, we see pupils grow markedly in confidence and gain greater musical independence through participating in these sessions.

Practice Clinics

[Forthcoming Practice Clinics]

Who are Practice Clinics for?

Addressing a comprehensive range of topics, these sessions will help pupils of every age and ability to get the most out of their practice time. If practice is effective, the pupil's rewards are greater and more immediate, they will gain in confidence and momentum, and progress more rapidly - a pleasing snowball effect!

The advice given by our experienced tutors provides ideas, routines and practical tips to suit different learning styles and the sessions take place in a relaxed and friendly atmosphere.

The Clinics are tailored to two different groups: Beginners to Grade 3, and Grade 4 upwards.

Friends and family members are all warmly encouraged to come along.

Beginners to Grade 3

Instruction and activities for this ability group are aimed at parents (or the person who will supervise the pupil's practice), as much as at the pupil.

It is vital in the early stages of musical learning that young pupils receive support and guidance during their practice time. Gentle reminders and encouragement in the right direction can help to reinforce what a teacher has said in a lesson, as well as avoiding the formation of bad habits.

Being involved in practice time also enables parents to share in their child's learning and appreciate their musical achievements.

Topics include:

• The role of the practice supervisor
• The best length of practice time
• What to practice
• How to structure practice time
• The principles and elements of effective practice
• Balancing short- and long-term goals
• Using a practice notebook

Grade 4 upwards

For this group, instruction and activities are directed more towards the pupil, although parents will also find the session very useful.

At this stage, pupils are developing more independence and will be able to apply the principles of good practice technique to what they are learning.

Teachers will be encouraging pupils to think through problems for themselves and to be creative in how they solve them; there will also be more emphasis on elements of musical style and how to interpret the music. Here, too, there is a role for the parent or supervisor - encouraging the pupil, recognising when things are difficult and continuing to play an interested and active part in their musical development.

Topics include:

• The best length of practice time
• What to practice
• How to structure practice time
• Identifying and solving technical problems
• How to practice scales and difficult passages
• Balancing short- and long-term goals
• Developing musical independence
• Using a practice notebook

Harpsichord Workshops

[Forthcoming Harpsichord Workshops]

With guest tutor Derek Grover

Participation is by invitation only.

An exciting opportunity for piano students to find out how the harpsichord works and try their hand at playing it.

Participants should prepare a short piece from the Baroque period to use in this workshop.

Fee: £10