Performance Practice

How the informal concert setting enhances musical learning

Pupil Concerts

Last night I had few of my piano pupils round for an evening of performing and socialising. Pupil concerts are a regular part of my teaching calendar and this blog show why I think they play a crucial role in making a confident and motivated learner.

Enjoying Performing

I always enjoyed competing in festivals and music competitions when I was learning to play the piano through my teenage years. I enjoyed the buzz of preparation and performing, and the satisfaction of learning pieces to the highest standard. My music degree at Birmingham University took this further when I specialised in piano performance and I finished my Masters in Performance Studies at the Birmingham Conservatoire in 1996. When repetitive strain pain made practising for hours at a time impractical, I decided that I would introduce a termly concert for my piano students so that they would have a regular opportunity to perform, and so that I would have the motivation to continue my own performing in a less pressured way. Over the years I have come to see that these concerts are more than simply an opportunity to perform.

A Social Event

The concerts I arranged started out in my house, in my music room. I squeezed in as many as I could and let any of my pupils who wanted to perform. I wrote an informal programme so that they knew when it was their turn to play and always finished the concert with a performance myself. These events became quite social as families would attend and get to know each other over the years. The cakes and drinks I provided afterwards were something of a draw for the young people and most of my pupils were happy to take part. As the number of my pupils grew, I soon had to find another venue. A local church provided a convenient setting, although the piano was not of the highest quality. That did not deter me. I organised a ‘play-a-thon’ and cookery sale to raise funds for a new piano which we still use almost 20 years later.

Inspiring

The concerts still have the same ethos despite the different setting. Anyone is welcome to perform, even if they have only just started. Adults, children, young people all perform and listen to each other. They may hear the same pieces over the years, but I have noticed that this is a good thing — younger children are inspired to hear the older ones playing at a higher standard than them and are pleased when they get to the level when they can play a piece they enjoyed listening to a few months or even years ago. They hear different genres of music and the young people are often seen at the end of the concert huddled round the piano, playing to each other as the room is cleared away. During the concert I encourage performers to introduce their piece by at least naming the title, and then to take a bow at the end to acknowledge the applause. Even the youngest performers learn to confidently introduce the piece as they watch others do the same. I always provide refreshments for everyone and try to make the event as positive and enjoyable as I can. It is good to be able to provide any positive feedback that I have picked up in the after-concert hubbub and I always try to remember to chat about the concert in the next lesson.

Nerves

But, of course, nerves do get in the way sometimes. There can be those awkward moments when someone gets stuck and doesn’t know how to continue. I want these performances to be a positive experience so I try to intervene as I would in a lesson, quickly pointing to where they are in the music and whispering which notes they need. More often than not this is all that is needed and the piece is then successfully completed. Over the years I have become more comfortable with doing this, despite the performance context. I see these concerts as a continuation of the learning experience, not a marked performance with pass or fail, as in the case of an examination where the examiner can not intervene. I want the experience of performing to build confidence and to provide a goal to work towards in practising, not an ordeal that needs to be suffered. For those who come to the concerts regularly, they know that the audience is there to encourage them, and that this is how I support everyone if they get stuck. My mantra is that it doesn’t matter if mistakes are made, it is having a go that is the important thing. Everyone enjoys seeing people taking part and sharing what they have been working on. Whenever I book a date for a concert I let everyone know and it is only rarely that people say they don’t want to play. I hope it is because they genuinely enjoy performing in these concerts and are not at all threatened by them.

Evening Soirée

Adults often seem to struggle with nerves more than the children. I wonder if it is because as adults we are less used to being in situations where we are not fully in control, and the risk of failing in public is felt more keenly. It is wonderful when my adult pupils do feel able to take part in these all-together concerts and share this vulnerability with the younger performers. However, as an alternative to these larger concerts, I have started to organise evening soirées for those who don’t feel able to perform to the larger group, or who want extra practise at performing in a different setting. These are restricted to my adult learners only and there is usually a group of about eight performers. The concert takes place back in my music room at home, and is supplemented by cheese and wine or other refreshments. I have been so pleased to see how this informal setting has made the act of performing less imposing. As my pupils share their own feelings about performing and stories about their musical journeys, it seems to build confidence and a safe environment in which risks can be taken. The event can be used to try out pieces for upcoming exams, or to perform a piece that they have been learning for a while. Sometimes my pupils like to see if they can play from memory, or just perform part of a piece that they are working on. Anything goes! It is the taking part that is important and I think these events are significant in my role as an effective teacher, building in confidence and motivation.

Recitals

Over the years I have had pupils who take to performing easily and seem to get the same buzz and excitement from it that I experienced. Some have reached grade 8 or above by the time they are doing A levels and are ready to move on to university. For these pupils I organise longer recitals where the pupil is able to perform a more extensive programme. It takes place in a bigger church where I can invite more people to watch. I often invite colleagues of mine to perform as well so that there is a varied and full programme, with detailed programme notes and traditional performance etiquette. My hope is that my pupils get a sense of what a more traditional recital involves, and that they feel they can celebrate their musical achievement with friends and family in this way. It also provides an excellent practise opportunity for repertoire that may have been learnt for diploma or grade exams or auditions for further music study.

Enhanced Learning Experience

I hope that these events provide my pupils with the opportunity to share what they are learning, to build on past successes and try out new things. They take place about once a term and so provide regular goals for pupils to get pieces ready and motivate practise. They are still a motivation for me to keep my performance standard high and to learn new repertoire that I have not played before. The concerts are always happy occasions, and it is wonderful to be able to share our musical journeys together.