Reflecting on an incredible experience

Just a few more days and I’ll be packing my bags and heading back to sunny South Africa.

It has been an absolute privilege to spend these past three months at the Royal Northern College of Music. All that I have learnt and experienced just cannot be quantified. I have received individual instrumental lessons from world class tutors, attended a variety of lectures, masterclasses in several different fields of study, taken part in a Gospel choir and a big band ("Jazz Collective") and been to a startling number of concerts. I am extremely grateful in particular to Mike Hall, Eileen Guppy and Rob Buckland for sharing their expertise with me.

On top of all of this we had the privilege of spending three weekends with Richard and Morag Michael. Morag took us through the details of the ABRSM Jazz exams and we each sat a Grade 1 exam for which we received a full written report. This was a useful exercise in terms of preparing our own students for ABRSM Jazz. Richard’s passion for jazz and jazz education is contagious and we left after our third weekend armed with ideas, teaching aids and enthusiasm to "spread the groove". We also spent time over the last two weekends observing, training and performing with FYJO (Fife Youth Jazz Orchestra) and it was fascinating and inspiring seeing how much these young people are able to do without sheet music, and their confidence in improvising solos.

As these three months draw to a close I can’t help reflecting on what a different life this has been from the norm of my daily teaching; living the free life of a student, taking knowledge in rather than giving it out and spending hours practising as opposed to encouraging my own students to do so. It has been wonderful to visit parts of this beautiful country – the Peak District, Lake District, Yorkshire Dales, York, Liverpool and, of course, London. We also had the excitement of seeing snow in Scotland and a day of sight-seeing in Edinburgh.

These three months have been an incredible experience and I know that my teaching will never be quite the same again. As the temperatures continue to drop I cannot deny that I am longing for the warm beaches of home!

A busy week!

It has been another busy week with something on every evening. On Monday night, after saxophone class, I watched our fellow South African, Abel Selaocoe, win the Sir John Barbirolli Cello Prize. It was a treat to hear him perform.

On Tuesday we had the privilege of visiting the Bolton Music Service. We first paid a visit to the Harper Green School’s music department. Miles away from home, it was interesting to note that in many ways things were not all that different from where I teach in South Africa.

We then went to the Music Centre. Martin Kay, the head of the centre, showed us around and then we sat in on the woodwind departmental meeting. Once again, it was interesting hearing that the challenges which meet these teachers are not all that different from home. One big difference, however, is that these teachers visit several schools, whereas I am based at one school. Of course both systems have their advantages and disadvantages, but it struck me that being based at one school as I am, it is far easier to build up relationships with both students and their parents, which I feel is so important, especially with teaching one-on-one.

We then sat in on a percussion class for children aged about 3–5. I had to admire the patience of the teacher, who led them through various rhythmic exercises, often using rhythmic language as a tool.

After this we joined in a rehearsal of BUMP (Bolton Urban Music Project) - a junior jazz ensemble. This was followed by a rehearsal of the Bolton Youth Jazz Orchestra. We have two more visits planned to the Bolton Music Centre, and I am working on adapting an arrangement of Miriam Makeba’s Pata Pata for the jazz orchestra to perform.

Wednesday afternoon was our penultimate rehearsal for Jazz Collective. Our concert is next Tuesday. I have thoroughly enjoyed my involvement in this band and this will be remembered as one of the highlights of my time in Manchester.

We are being treated to a weekend in London courtesy of ABRSM. This has been planned to coincide with the London Jazz Festival, so we look forward to attending some of these events as well as fitting in a good dose of sightseeing.

Teaching people to be teachers

Amongst the many things I have learnt at the RNCM, our weekend spent in Scotland with the Michaels and the ABRSM teacher’s conference, is that the ability to teach is not simply an act of passing information from one person to another.

It is something that involves the complexity of person to person interaction, thoughtfulness, and a dynamic and imaginative engagement between student and teacher. I have never consciously thought of teaching in this way before, and now I strongly believe that it is something that needs to be taught: how to teach. I think the common misconception is that teaching music is something for those who failed to become concert soloists or orchestral musicians. So there is a lack of pride and commitment associated with being a music teacher. I am simply speaking from my experience, and I am not discounting the many incredible and dedicated teachers who are out there, and who have really made it their life’s work to perfect the art of teaching.

There are many practical aspects to teaching that I am learning about. These are simple things but they make a huge difference. For example, I never felt that planning your lessons in advance was an integral part of teaching. It seems obvious, but one can easily get away without doing it in a teaching situation where you don’t have a curriculum to follow, this is especially true for part-time and private teaching. Yes, I would mentally prepare what I was going to do with my students, but looking back I realise that that approach lacked a clear sense of progression and improvement, for both me and my students. Simply setting up a month to month plan, on paper, with the necessary resources, is a reliable way to keep yourself and your students moving forward. The importance of music-making away from sheet music and using singing, body percussion, and improvisation instead, has really been emphasised at all my teaching classes and workshops. Lessons should be fun and creative, and a student should leave the lesson with a sense of achievement, no matter what level they are at.

Our weekend in Scotland with Richard and Morag Michael was strongly focused on teaching jazz to beginner groups and preparing students for an ABRSM jazz exam, which gave us useful insight into the exam process as well. Richard Michael never allowed us to forget that learning and playing jazz is mainly about the ‘feel’ and the ‘groove’, and he started off our first session rather unusually by having us jump up and down to a jazz song. The weekend was an enlightening and emotional experience for me, as I was confronted with many of my own inadequacies as a musician (and a teacher), but at the same time I was also inspired by the passion and dedication the Michaels have for jazz education. Thanks to the little time spent with them, and the jazz courses I am taking at the RNCM, I am starting to feel that this jazz thing is no longer a mysterious and exclusive art form. But something that can be learnt by anyone given they have the interest and will to do so. For myself, I have to first learn how to play (and feel) jazz, in order for me to teach it to others. These lessons that approach jazz from a basic beginner level are really proving helpful to me. Slowly but surely things are making more sense. But I have a long way to go still.

The term at the Royal Northern College of Music is now truly in full swing and I have fast learnt that it would be a near impossible task to cope without a diary as there are new and different classes, concerts and events every week.

I have had individual lessons in Jazz Saxophone, Jazz Piano and Classical Piano. After teaching for several years it is an absolute treat to be on the receiving end. It is also a gentle reminder of the frustrations and stress that can go together with practising and preparing for lessons.

I have attended a variety of lectures, including be-bop jazz, conducting, and a pedagogy lecture where we had to put ourselves in the shoes of a beginner by learning a few notes on an instrument we’d never played before.

I have also attended improvisation classes, jazz piano classes and – probably the highlight of my week – Jazz Collective rehearsals. I have always dreamed of playing in a Big Band but have never before had the opportunity.

There are regular masterclasses at the college and I have made a point of attending these in fields of study other than my own. Last night was one example where I witnessed the expertise of Dame Anne Murray. Her imaginative and lively interaction with the vocal students was a treat to behold.

The number of concerts is mind-boggling and I am trying to make the most of all that is on offer. Highlights from the past couple of weeks include the Halle Orchestra, the jazz pianist Fred Hersch, the Glen Miller Orchestra, the RNCM Orchestra and Soweto Kinch.

This past weekend Ilke, Justin and I had the privilege of spending the weekend in Scotland with Richard and Morag Michael. Richard taught us skills relating to learning improvisation and Morag guided us through the ABRSM Jazz syllabus. While the weekend was hard work and taxing at times, Richard and Morag’s warmth and hospitality made it a real pleasure.

I frequently feel in awe of all the opportunities available to us and am enormously grateful to the ABRSM for making this possible.

Two weeks into the term and I am already feeling the mental and physical strain typical of a student lifestyle that’s unbalanced by too much work and too much play(ing the flute). However, I’m thriving in this environment, and I know it will only get more intense. But, how often does one get the opportunity to be a student twice in a lifetime? And on top of that, to do it in the city that could probably compete for title of ‘best student town in the world’?

The Royal Northern College of Music has made us feel very welcome. They have offered to us almost any course we’d like to attend and observe, and almost any instrumental tutor we’d like to study with over the next two and a half months. It’s a very generous offer, we’re mostly overwhelmed by the choices we have, and frustrated by the many clashes of classes. The courses I’ve settled for are Performance and Repertoire studies, Jazz History, Pedagogy, Dalcroze, Feldenkrais, Improvisation for Beginners, Advanced Improvisation, Musicianship, and Professional Skills. I’m also involved in the Jazz Collective, Big Band, and the Gospel Choir. Those that know me will be choking on their tongues in disbelief right now, because I cannot sing to save my life. I thought I would give it a try since my very out-of-tune singing will be covered up by at least ten other better voices - and thankfully there wasn’t an audition.

The hardest work I’ve done so far has been on my flute playing (and it will probably continue this way). It is completely normal for people to be practicing three to four hours a day here, and after my first flute lesson I quickly adopted that regimen, too. I wouldn’t be able to get through the required amount of weekly technical exercises, studies and pieces any other way. Suddenly, spurred on by my desperation to practice, my ability to find those extra hours to work has improved greatly. And believe me, at a college where 700 musicians are all trying to do the same thing, it becomes quite a skill. The entire system for getting a room to practice in has been computerised and needs planning almost three days in advance. The alternative is to camp out in front of an “open practice room”, and as soon as the previous occupant steps out you dash in as quickly as possible to claim the room for the next hour. Stressful!

This coming Friday we go on our first of three Scotland trips where we will be studying jazz pedagogy, playing and improvising with jazz educator Richard Michael. But first, a good amount of sleep (and practice room booking) is needed to prepare me for what is to come.

This week term officially started at the RNCM. There is an enormous amount on offer for us ABRSM scholars to get involved in, observe and absorb. It is quite a conundrum trying to figure out what happens when and where and with whom. Hopefully by the start of next week all will be clear and we will start to settle into some sort of routine.

Monday also saw the start to a new online booking system for practice rooms. It is a very cleverly worked out system, but also does not come without its teething troubles which, no doubt, will be attended to soon.

We attended our first lecture on Monday morning which, rather appropriately as jazz is our focus, was entitled “Jazz; the be-bop revolution”. Eileen Guppy took us through a brief history of jazz, with several listening examples. The subject matter was all very similar to what we cover in our matric syllabus so felt very familiar to me.

On Monday evening I attended a saxophone class and found myself playing in a "saxophone orchestra" with 17 other saxophones. The next day we performed Gregory’s "Hoe Down" for the RNCM Open Day concert. I have never been part of a group like this before, so it was a wonderful experience for me.

Outside of the College, Ilke and I travelled to the Peak District on Saturday and did the most beautiful walk – nature’s therapy!

A group of us also attended the Halle Orchestra concert on Thursday evening. What a treat this was. Between the RNCM and Manchester’s other concert venues we will certainly be learning lessons in making choices as there is so much on offer it is just not possible to attend everything.

Relishing new experiences

When asked what my impression of Manchester is after my first few days in the UK, ever, my pessimistic self wants to immediately scream out words such as “cold, wet, windy, sore feet, and expensive!”, but it doesn’t take a second before the optimistic (and bossier) Ilke chirps in and says “friendly, welcoming, easy, efficient, helpful, busy, interesting, cosmopolitan and bustling”.

Almost everything about being in Manchester is new to me; be it living on my own for the first time, walking and riding a bicycle as my primary modes of transport (yippee!), always having to pack in an umbrella before leaving home, or being part of the street café and coffee-drinking culture typical of many European cities. It is these qualities and experiences of Manchester that have brightly coloured my time in this city thus far.

In the past week, the other two Centenary Grant scholars and I have been kept quite busy with inductions and registrations for our studies at the Royal Northern College of Music. That alone has been an experience in itself. I have never been enrolled at a “real” music conservatoire where performance is “instrumental” to each student’s purpose there, and each and every one comes with aspirations to be the best and most successful in their instrument of study. It is at once both intimidating and inspiring. I am really looking forward to being immersed in such an environment for the next three months; it can only (and hopefully) help better me as a flautist, musician and teacher. Being part of an international student community, where I can meet and make contacts with people from Germany, Jordan, Greece, the USA, Spain, China and Australia, is also a first for me. I have a keen interest to learn about these other countries and cultures, and eventually visit the ones that I haven’t yet visited. I hope that this won’t be my last time studying at an overseas university.

I must say that I am really impressed by the willingness and openness of the staff and administration at the RNCM to help us students settle in to the college. The team from ABRSM have also been really supportive and even came up from London to meet us personally, and guide us through setting up our curriculums at the RNCM. It has so far been a really good experience, and the opportunist Ilke will certainly be taking advantage of everything laid out in front of us during the next three months.