Showing posts with label chamber music. Show all posts
Showing posts with label chamber music. Show all posts

Thursday, January 8, 2015

New Way to Share Classical Music - Sooyun Kim

Powell artist Sooyun Kim was recently interviewed for the January issue of the Korean magazine Lady Kyung Hyang, a popular magazine for women.  For those who would like to see the original interview (published in Korean), the online version may be viewed by following this link.  Luckily, Sooyun provided us with an English translation, which you will see below.  We were extremely grateful and quite inspired by her experiences with Groupmuse, a grassroots organization presenting chamber music in a whole new way...

New Way to Share Classical Music
By Bora Kang (for Lady Kyung Hyang Magazine)
English translation by Sooyun Kim, Flutist

From cars to houses, sharing is a new trend. Now there is a new way to share classical music – it starts with a host that provides the venue and musicians that are willing to play. In the center of this new sharing system, there is flutist, Sooyun Kim.

In the evening of November 29th, there was a Groupmuse scheduled at Caffe Molnari near Namsan Tower in Seoul. Groupmuse is an online community started by a group of young people in Boston. They created in hopes to bring classical music closer.

All Groupmuse events are scheduled, organized and promoted through the Groupmuse’s website (www.groupmuse.com). Once the host requests to host an event, Groupmuse helps to pair available musicians in the area. It can be done in any city of the world for any group of people. This kind of spontaneity makes each Groupmuse event even more attractive. 

This evening’s party was organized by flutist Sooyun Kim, who introduced Groupmuse to Korea on her trip to Seoul. Upon invitation from Mr. Hyo Kang and International Sejong Soloists, Ms. Kim was on her first recital tour in Korea. Groupmuse started out of love and passion but its operating system is efficient and straightforward.  Hosts provide venues for free and collected donations from guests get evenly distributed amongst musicians. Still a slightly foreign concept in Korean culture, but it has spread widely across the United States with increasing popularity.
“When I first proposed the idea, many people were skeptical about it. They were mostly concerned that Korean culture that is more conservative and private might resent the idea of opening their houses to strangers. But at our very first Groupmuse in Korea, we all were connected in music and we all had great time. I became convinced that it could work anywhere in any culture!“
General vibe of the event was very relaxed. Guests were greeting each other and conversing over a glass of wine. Some people enjoyed listening to musicians warming up before the concert started. Here, there was no sense of strict formality expected in classical music concert. Perhaps, because this is a form of online social network, everybody seemed so friendly with each other. There were small children sitting on the floor and people were sitting shoulder to shoulder from each other experiencing the close reverberation of sound coming from musicians so close by. Kim, as Prelude from J.S. Bach’s Cello Suite No.3 started, took a seat amongst the audience.

“Open- mindedness is the pre-requisition for all musers.”

Most concerts are done as means for marketing. However, musicians at Groupmuse created a sense of closeness with audiences by explaining the pieces being performed. Their added insights and thoughts enhanced the listening experiences to a much higher level.  The pianist talked about the love of Tristan and Isolde prior to his performance of Liszt’s transcription of Wagner’s opera Tristan and Isolde.
“I realized that different spaces create different experiences for people. Every Groupmuse is a new experience in a sense that each space is different and unique. One can never have any expectation or prediction. Therefore Open-mindedness is a key to making every Groupmuse successful.” 

Sooyun Kim compares Groupmuse to a lunchbox. The idea is that even the same lunchbox, when it’s enjoyed outdoors in nature with a company of good friends, it gives a much more pleasant experience.  Only spaces, atmosphere, and circumstances are created differently, but Kim pursues only standard classical repertoire.  While experimenting innovative ways to create music, Kim once choreographed and danced to music of J.S. Bach while performing the piece on her flute. “I was sad that people stopped listening to music and they started watching me.”

Leading an interesting and diverse career as a solo flutists, Sooyun Kim made her prize-winning debut with the Seoul Philharmonic Orchestra at age 10, and went on to receive Sir Georg Solti Foundation’s Career grant and became the first Korean ever to win a top prize at the Munich ARD International Flute Competition.  Many young flutists ask her for advice.
“I sing through my flute, which is my voice in music. I try to share my stories, ideas and dreams in my music. Musicians should never cease to grow and study. I encourage young musicians to continue to not only practice, but to experience the life and to dream.”
As much as the concept of experiencing music in someone’s living room seems appealing, it is still hard to imagine playing a concert in a small one bedroom apartment. “The smaller the spaces, the better it gets!” After the concert, audiences were thankful for the small size of the café which helped to create more cozy atmosphere.  The close physical distance closed in the gaps in the listening experience as well. There was no wall between the performers and the audience, listeners felt every breath and every bow stroke. Even the listeners felt that they were being active participants in the music making. At Groupmuse, listeners and performers were of equal importance.

After playing Edward Grieg’s Jeg Elsker Dig(I Love You), Kim talked to the audience, asking them to close their eyes and think about the words “ I Love You” and repeat them.  Kim explained  “There are people that have not yet been to Groupmuse, but there isn’t anyone who has only been to Groupmuse once.” 

Thursday, February 27, 2014

Studio Recitals: Creating Dynamic and Engaging Performers

By Morgann Davis
Morgann Davis and studio.
One of my favorite aspects of operating a private studio is planning recitals for my students. I love the excitement generated by upcoming performances and the positive way they can accelerate regular lesson productivity. My goal is always to have two recitals each year, giving the students an opportunity to share their hard work and growth with each other and with their families. I am encouraged at each performance by how much perspective and inspiration the students and their parents take away from the experience of hearing new pieces and new people perform.

Logistically, it can be difficult to organize a recital, but once you’re past that part of the process you are left with a very rewarding musical journey to take with your students. I begin by finding a location I like and offering two dates for parents to choose from, usually about two months in advance. It can be hard to coordinate so many schedules, so my goal is always to have about two-thirds of my students present at a recital. I find that Sunday afternoons work well, but it may depend on the area you live in and the other activities that your students participate in.

Morgann performing with student.
Once a date is secured, I begin choosing music for the youngest students first. I use the recital as an opportunity to teach them about goal-setting, time management, and productive practice. I will almost always choose a piece for a younger student that I believe will stretch their abilities and inspire them to practice diligently for the performance. This elevated end goal can often help them to have developmental breakthroughs, as they’ll feel extra motivated to practice something that is a positive challenge, just a bit out of their current reach. I will often play duets with many of the younger students as well, so that they can have the experience of being on stage with someone they are used to playing their instrument for. The added stability of having your teacher, or an adept peer, next to you is not to be underestimated. For the older students, I may choose a piece a month ahead of the recital, or I may have them working on something that is very challenging that will culminate with the recital performance. I will again stress the same objectives as with the younger students, but also use this as an excellent opportunity to set higher expectations for musicality in more advanced students.

In regards to accompaniment and learning to collaborate, recitals again provide excellent opportunities for students to learn. Many will have played very little outside of band at school, and are often unfamiliar with chamber music, cueing, communicating through gesture, and other subtle elements of performance. Even the youngest students can give confident cues and cut offs with the right preparation, and all enjoy feeling like they are truly in charge of what’s happening with their piece.

Morgann accompanying student.
As far as whether or not to hire a pianist, you may have options depending on your ability to play piano. If I have a lot of students preparing for auditions or playing very difficult music, I will require that they hire and work with a collaborative pianist (I provide the contact information in this circumstance). Of course, the experience of learning to play with a collaborative professional is invaluable. I have adequate piano skills, so if the pieces are within my reach, I will play for my students. Especially if there are many who don’t have a lot of performance experience, it seems that this can be very comforting. They are familiar with me, and know that I understand the way they play. For younger students, I think they enjoy knowing that their teacher is on stage with them, backing them up both musically and emotionally. The added benefit of this is that I can rehearse with them in lessons as much as we need to leading up to the recital, allowing me an opportunity to coach them on collaboration.

At least two to three weeks before the recital, I begin discussing stage presence and performance practice with all the students. I have each student, from youngest to oldest, practice bowing and how they will carry themselves on stage. We talk early on about the fact that they will not be able to stop and correct mistakes in performance, and work on doing “no-stop” run-throughs of their pieces. It is usually around this time that students begin to express feelings of nervousness to me. Depending on the severity of their performance anxiety, we do a number of activities to help with this. There are, however, a few key points that I stress with each student, even if they’ve heard me say it before. I remind them that although the audience may look intimidating when you’re on stage, everyone listening is hoping to hear amazing performances and that for each new performer who comes on stage they are likely hoping to hear something truly amazing. I also remind them of the hard work they’ve done, and how much progress we’ve made since beginning the piece. I share that while we might be afraid that we’ll mess up, it’s very exciting to share our hard work with our family and
friends. Finally, I always confide that they’re not alone - we all get nervous! The key is figuring out how to take your nervous energy and make it useful.

As a young student, I learned stage presence from taking dance lessons where etiquette was always stressed, and you were on stage at a very young age. For my flute students, my goal is always that they become comfortable on stage in a similar way so that they may play with ease and poise. I want my students to have as many opportunities as I can provide to share the music they’re making with as many people as possible, not just with me each week in lessons. Studio recitals inspire hard work and preparation, but provide a relatively safe environment to grow into excellent stage presence and musicianship. No student is too young or old to discover the excitement of live performance, or to be inspired by a positive performance experience that is preceded by hard work.

For more on Morgann Davis, visit her website at http://www.morgannelycedavis.com/.

Friday, October 25, 2013

Grenadilla Headjoint

By Tammy Evans Yonce

Tammy Evans Yonce
I'm thrilled to have had the opportunity to try (and then purchase) a wooden Powell headjoint. I was interested in experimenting with the different color possibilities that I could get with the headjoint, and I haven't been disappointed. Having studied Baroque flute for a short while, I was curious if the headjoint would allow me to create that warmer wooden sound with so many subtle color variations that are possible on Baroque flute. 

Dr. Yonce in a recent recital with the grenadilla headjoint.
Not only are there a lot of color possibilities with this headjoint, but I've been really happy with how well it blends with other instruments. As a flutist who plays a lot of chamber music, it's nice to have a few headjoint options so that it is possible to choose the one that blends best with the particular instrumentation with which I'm playing. 

I've used this headjoint quite a bit in my daily practice as well as in recital since buying it earlier this year. It has been a flexible, useful addition to my Powell collection. 

Find Dr. Tammy Evans Yonce on the web:
Powell Profile: https://powellflutes.com/recording-studio/artists/tammy-evans-yonce-0
Personal website: www.tammyevansyonce.com 
Twitter: @TammyEvansYonce.

Wednesday, July 18, 2012

Greenwood Music Camp


By Christina Jennings

Christina Jennings coaching a flute student
This summer- in addition to teaching at the college music programs of ARIA, Texas Music Festival, and the Panoramic Flutist- I am spending five weeks in a serene country town in Western Massachusetts at a special place called Greenwood Music Camp. This chamber music program, for high school string, wind, and piano students, is where my husband, twin three-year old sons, and I are in residence. As an alumnus of Greenwood, I was thrilled to be asked to be part of this community and am delighted to contribute as a flute teacher and chamber music coach. Each Saturday night the campers gather in a beautiful concert hall disguised as a New England barn to perform the weekly chamber music assignments. These performances are packed with passion, energy, and spirit; the barefoot campers, dressed all in white, perform to an enthusiastic audience.  As a college professor, I cherish these few weeks to connect with a younger demographic and to focus exclusively on the intimate communication of chamber playing. Oftentimes chamber music does not play the integral part in younger flutists’ activities that it does with string students, although it is just as valuable for us! I have been challenged and rewarded by discovering and programming our own gems, while savoring an amazing summer as joyful and tender as I remember from my own youth. 

Woodwind quintet in performance