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PERFORMING The word "perform" can scare even the most seemingly confident musicians. There is no telling how pupils, particularly children, will respond to the idea of performing in public. I guess the same could be said for adults too! The thing is, performing does not necessarily mean performing in public! Performing can simply involve playing a tune for the family, or playing in front of their friends. Performing could also be at a school assembly, or at a relative's house, community organsiation and the like. Performing however, can sometimes become the driving force that determines how much practise a pupil will undertake in order to become very confident at the piece of music they are working on. Performing in groups is also beneficial and can sometimes raise the enthusiasm of individuals when they know they are in a group with other musicians. The achievements of any individual performing, be it a solo or in a group performance is a very proud moment for all. Whilst mistakes may happen in any performance, there is too, an art in handling this sort of situation. It is my job as a tutor to reduce the fear of making mistakes and is often achieved through the tutor selecting suitable pieces to be played - taking into account the tutor's interpretation of the characteristics and nature of the individual pupil as to the level of participation that they may be able to confidently undertake. Performance could also involve a competitive environment. I have had many music pupils succeed well in gaining placings at music competitions in New Zealand. If pupils can strive to perform for enjoyment and consider awards as a "bonus", then that reduces the competitive frenzy that may so often happen between pupils and other music schools. The other point I must make, is that every competitor is important because they are all part of an overall competition. Without competitors there is no competition. Perhaps younger pupils could relate this to "Idol" or "X Factor" competitors. There is usually one finalist, but we all know there are so many performers who are also very good at what they do! Competing usually fuels the desire to do well - and this usually results in many hours of positive practice! Performance may be part of an examination structure which allows a person (examiner) to hear how good someone can play at a certain level and award them with appropriate marks. Again, it is my job as a tutor to encourage and nurture the pupil to their fullest potential, but within their means of ability. If I feel that a pupil is "not ready", then I do not put the extra pressure on the pupil to have them sit an exam - that is, if they want to! It doesn't take long for another year to go by thus allowing the extra time for the individual to become more accomplished. The word "exam" really shouldn't have been invented - a simple "test" sounds much better. But it doesn't alter the fact that even sitting a "test" does produce good results, both in practise and performance, confidence, self esteem and much more. A sort a goal to strive for on the one hand - and a sense of achievement when the "test" has been undertaken. For someone to say "you" can play at a certain level - it's quite neat really - and you receive a certificate as well! One good thing about these sort of "tests" is you only have to perform to one person - the person that says how good you can play!
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