Passing It On — by Brant Taylor
A few weeks back, I was having a post-concert drink with my friend and colleague Joshua Gindele, cellist of the Miro Quartet, and the conversation turned to teaching. Though we are both associated with ensembles that perform dozens of concerts every season, teaching the cello is an important component of both of our musical lives. (Josh teaches at the University of Texas at Austin, and I teach at DePaul University.) Discussions on the general relationship between performing and teaching often give rise to interesting questions, some without straightforward answers. Many performers teach even though the skill sets required for good teaching and good performing are far from identical. If great teaching is something that is learned, when and how are the skills acquired? If a performer is a big star [...]
A New Look at Sight-Reading (Part 3) — by Robert Battey
Successful sight-readers move deftly around within a rigid hierarchy of tasks (“the Levels”). They’re like fencers, thinking ahead, anticipating the threats and challenges in the music, and adapting what they do on a measure-by-measure basis. They keep to the hierarchy, adding the next Level only when the lower ones are completely under control; experienced players do not jeopardize the ensemble by fumbling at a Level they can’t handle properly. Thus, effective sight-reading training is about understanding these Levels to the point where you can apply and adjust them instinctively, automatically. As I’ve said, it’s a different kind of thinking, almost like playing a different instrument. For most people, the most difficult concept to wrap your head around is that finding the actual pitches comes last. Simply chasing notes will quickly [...]
A New Look at Sight-Reading (Part 1) — by Robert Battey
As a teacher who specializes in adult amateurs, and who coaches at chamber music workshops catering to the amateur demographic, I have been struck by the differences of approach between these players and the “serious” conservatory students. By definition, “amateurs” are those who pursue the art form simply because they love it, and without the goal of becoming a professional. Conservatory students pursue the goal of professionalism even when, in a few cases, they don’t actually love the art form that much. But inherent in that pursuit are the thousands of hours slaving away on exercises, scales and etudes, always with an eye on the competition lurking in the next practice room or the impending juries. Amateurs “just want to play.” They have no illusions about ever sounding like the [...]
Pieter Wispelwey Master Class Streamed Live on CelloBello
Pieter Wispelwey, Cello We are proud to present a CelloBello milestone - our first live-streamed event! Join us by clicking on the link below: www.cellobello.org/blog/cellostream Pieter Wispelwey Master Class New England Conservatory, Pierce Hall Wednesday, Sept. 28, 3-6 PM Eastern Daylight Time (EDT) Repertoire: Bach Suites 1, 3 and 6. Schubert Arpeggione Sonata, featuring cellist Tony Rymer. CelloBello is so pleased to be able to present this master class live, as it happens - our first in a planned series of streamed events!
The Rules — by Brant Taylor
A while back, I accepted an invitation from my good friend Pansy Chang to teach her cello students. Pansy teaches cello at Miami University in Oxford, Ohio. She was taking a sabbatical for a semester and wanted to make arrangements for her students to receive lessons from different teachers in her absence. I had a very enjoyable time meeting and working with the cellists in Oxford. It is always enlightening—and sometimes highly entertaining—to observe the various posters, photos, educational degrees, cartoons, and other items which adorn the walls of teaching studios around the world. Among many other things hanging on the the walls of Pansy's studio, I noticed a piece of paper which I immediately knew could occupy a prominent place in my studio as well. Titled simply "The Rules," [...]
Practicing What You Preach: Some Thoughts on Balancing Performing and Teaching — by Natasha Brofsky
During my preparation for playing a faculty recital at NEC’s Jordan Hall at the end of March, I found myself thinking a lot about the challenges of maintaining a teaching and performing career. I always find it the most challenging to play for the “home crowd,” especially students and colleagues, because I hope that I will in some way be able to “practice what I preach.” As a cello teacher my listening is focused on how a phrase could be played in a different, more compelling way, and how technique can serve the music. I find that turning my critical teaching ear on myself can inspire me but also paralyze me, because while I am playing I am hearing all the possibilities for doing it better: all the ways I have taught [...]
Defining the Intangible — by Melissa Kraut
Several years ago I was asked to contribute to an article for Strings Magazine on "what teachers look for in an incoming student." I was excited about the article—what a fantastic idea—a compilation of suggestions from teachers who listen to 100+ cellists a year auditioning for music schools! Despite my best intentions, I still haven't crafted a contribution. (Here is where I should publicly apologize to the cellist, who is no doubt reading this entry, for the 3 year delay in responding to your request). My neglect was not for lack of interest, or lack of knowledge or experience on the subject. It came down to the difficulty in putting words to something that is so nebulous—defining the intangible. The title for this entry popped into my head during audition [...]
Doing More with Less — by Brant Taylor
I recently had the opportunity to travel to Havana, Cuba, accompanying a jazz band that was invited to perform at the Havana International Jazz Festival. Considered a “cultural exchange,” the trip was approved by the U. S. Department of the Treasury and we made the short flight to Havana from Miami. (Because our embargo is a financial one, the U.S. Treasury oversees all travel between the U.S. and Cuba. A full report on my impressions of Havana or on the 50 years of economic strangulation the Cuban people have experienced is far outside the scope and purpose of this space!) Among many other activities, we visited Havana’s Amadeo Roldan Conservatory, which teaches music to high school students. While I am aware that Cuba has a vibrant, colorful musical tradition and [...]
The Cello Can’t Learn
I am fairly certain that I would have been voted “least likely to have a teaching career” upon graduating from the Cleveland Institute of Music. As someone at home on the stage, I had been pursuing a career in performance since I made the decision to become a cellist at the ripe age of 11. Would I play in the Chicago Symphony? Be in a String Quartet? Play solo concerts? The answer was undetermined, but the path I was on was well established. It was a seemingly random act of fate that forever changed my direction in the music field. I met Doris and Bill Preucil when I was a senior at CIM. They claim they recognized the “teaching spirit” in me, a fact I found strange at the time, [...]
“Why?” That is the Question! — by Robert DeMaine
"You can lead a horse to water, but you can't make him drink." So the proverb goes. As a teacher, I think to myself, "Wouldn't it be something if I made a positive difference in all these people's lives?" Well, that would be mighty grand, but if I can reach just one really thirsty horse, then it has all been worthwhile. And here, I am humbled by the important question at hand: How does one organize a thought and articulate it in a helpful, meaningful, and transparent way to the recipient of the message? Can just one life be changed for the better? I'll do my best ;-) To be sure, I have my share of opinions and a certain amount of experience in the "field that chose me" (and [...]