7AP have been learning how to play Für Elise on different instruments in their music class this half term. This is their first rehearsal as a class ensemble!
Ms Tomczynska
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@tallismusic-blog
7AP have been learning how to play Für Elise on different instruments in their music class this half term. This is their first rehearsal as a class ensemble!
Ms Tomczynska
16 year old pianist Jane Hammond playing Beethoven Piano Sonata no 6 in F major Mov. 1 Jane is a student at Thomas Tallis and also at the Guildhall School of Music and Drama.
Year 13 BTEC Music Final Show Act 2
Year 13 BTEC Music Final Show - Act 1
The music department at Tallis are so proud of our Year 13 BTEC students for producing and performing in their own show in Oliver's Jazz Bar in Greenwich. Well done Jack, Chevelle, Sadat, Kiet & Leah; you have worked extremely hard this year!
7AJ brainstorming lyrics for the 'Clean Air Carnival' as part of Catalytic Learning Day. (Cross Curricular Day at Tallis)
Students combined Art and Music with the help of Ms Tomczynska and Mr McCarrick.
Thomas Tallis are Performing a variety show at the Cutty Sark on the 11th of February. Visit here for tickets http://www.rmg.co.uk/whats-on/events/calendar/thomas-tallis-variety-show
Thomas Tallis School showcased some of the best musical talent it has to offer in our special Christmas Show on Wednesday 18th December. Over 100 students took part in the event - well done everyone!! Ms Tomczynska
Year 11 GCSE Music Jazz Band rehearsing for their performance at the Cutty Sark on 11th February.
Tallis Christmas Concert
Adult £3
Under 18's £1.50
Year 13 Btec students in the recording studio during our Sixth Form Open Evening
Year 7 Extended Enquiry - Part 1.
Listen to Benjamin Britten's "Dawn Interlude" from the larger piece of work called 'Peter Grimes'. You need to create your own graphic score of this piece of music either by hand or on the computer if you prefer. Think carefully about the musical elements and how you will represent them in your graphic score.
Musical Elements:
Pitch, Tempo, Timbre, Dynamics, Texture, Silence, Duration, Rhythm.
PERFORMANCE IN PRACTICE
The following information offers some great advice on all aspects of live performance, from how to choose a piece to play, how to prepare and how to deal with performance nerves. If you are involved in musical performance of any kind, or you just want to know more about performance skills you should read this.
LIVE PERFORMANCE is an integral part of any musicians’ life and playing an instrument or being part of a band or ensemble is hugely rewarding on so many levels whether you are seasoned professional, a keen amateur or a music student studying for exams. Unfortunately live performance is all to often seen as something to be feared. This should not be the case and by following these simple guidelines you will find that your performance ability will progress, you will become more confident and you will be able to enjoy taking part in live performances.
CHOOSING A PIECE TO PERFORM.
Choose pieces that you can learn to play confidently and comfortably and that showcase your ability. Do not choose a piece that is too difficult but do not choose a piece because it is easy. You should aim to perfect your chosen piece with a solid technique and a clear understanding of the musical and dynamic qualities. Ultimately, you should aim to enjoy your performance.
MAKE SURE YOU HAVE ALL REQUIRMENTS
Instruments, music, amplifier, effects pedal, power supplies and batteries if necessary. Make sure any technical specifications have been given to the relevant person several days before you are due to play.
WARM UP
By ‘Warm up’ we mean to awaken all the areas of the body that are needed for performance. We all accept that athletes will spend time preparing themselves for physical exertion and musicians need to do the same. It is essential to warm up fingers, voice, and/or lips with warm-up exercises such a scales, studies and by slow and controlled playing/singing. In addition gentle stretching is also an excellent method of warming up and releasing tension in preparation for performance.
Remember to stay focused. Your ‘warm-up’ session is not the time for last minute practice and do not use the time to play something entirely unrelated to your performance.
HOW TO DEAL WITH BEING NERVOUS - RELAXATION AND BREATHING
Nerves can pose a huge problem to the performer – especially if you are unprepared. Being fully prepared and knowing your piece inside out will help ease anxiety about making mistakes and will make for a more enjoyable experience. Breathing exercises and relaxation techniques can help control anxiety caused by fear of performance. We will investigate some of these methods during our performance classes. If possible, allow yourself some personal quiet time before your performance. This is a great way to focus and de-stress.
PRESENTATION
The key to a good performance is to captivate the audience. This needs to be done from the moment you take the stage. Introduce yourself and the piece you will play in a confident manner. Make sure you know the name of your piece and who wrote it. “This is a piano piece by Mozart” is not adequate. You must know the name of the piece and the composer, and to be able to pronounce them properly if they are not your native language.
The following points should help you.
1. Introduce yourself and your piece. Be clear and confident.
2. Before you begin make sure you are comfortable. Adjust any seating or standing position to suit your needs. It is perfectly acceptable to make the audience wait a short while for you to be comfortable
3. Take a few moments to focus on your performance. Think of the first few bars, considering tempo and dynamics.
4. Begin when you feel ready (but do not take too long).
THE PERFORMANCE
Once you are comfortable and settled you are ready to begin. With the right preparation and personal practice you should be able to play with confidence and enjoy performing.
NB. Make sure you are interpreting the music correctly and creating the right atmosphere. If you are playing a very serious piece of Beethoven it would be inappropriate to smile and make eye contact with the audience, but this might be more appropriate if you are performing an upbeat popular song.
When you have finished playing allow yourself a few seconds to let the music fade away – a deep breath in and out is enough. Do not just get up and leave the stage. If there is audience applause make sure you acknowledge this before leaving the stage. It is customary to say a quick “thank you” to an audience.
IF SOMETHING GOES WRONG
In the event that something should go wrong, if you may play a wrong note, forget your words or get a song arrangement wrong you should try to correct yourself quickly and calmly and most importantly – do not let the audience know. An audience will very quickly forget a mistake if you continue playing and often they will not even notice. Once again practice and preparation will make it less likely that you will make errors during performance.
PERFORMANCE ETIQUETTE
It is important to follow some basic rules is you are participating in, or watching a performance.
Respect to performers: If you are in the audience or at the side of stage be sensitive to performers needs. Talking, excessive moving about or laughing during a performance is not acceptable and can have disastrous effects on a performers concentration.
Respect to your audience. The audience has taken the time to see you play. They will always be on your side and want you to succeed so give them something to enjoy and remember. You will not make a positive impact if you shuffle on stage looking miserable and glower throughout your performance. Whether you are doing a solo recital or playing as part of an ensemble it is important that you present yourself well and make a good impression.
PEER ASSESSMENT
Your playing and performance ability will improve the more you do it. Try playing to friends, family or other students and ask for constructive comments.
Be positive! If you are listening to a fellow musician play be sure to give them ideas for improvement. Boost their confidence by pointing out the good points and let them know when you hear progress.
Support each other. Its takes guts to perform and for some of us, just getting up in front of an audience is a giant step and this deserves acknowledgment and positive reinforcement.
A little encouragement goes a long way.
Remember! You are doing something wonderful. Enjoy yourself.
Why humans are musical
Why don’t apes have musical talent, while humans, parrots, small birds, elephants, whales, and bats do? Matz Larsson, senior physician at the Lung Clinic at Örebro University Hospital, attempts to answer this question in the scientific publication Animal Cognition.
In his article, he asserts that the ability to mimic and imitate things like music and speech is the result of the fact that synchronised group movement quite simply makes it possible to perceive sounds from the surroundings better.
The hypothesis is that the evolution of vocal learning, that is musical traits, is influenced by the need of a species to deal with the disturbing sounds that are created in connection with locomotion. These sounds can affect our hearing only when we move.
“When several people with legs of roughly the same length move together, we tend to unconsciously move in rhythm. When our footsteps occur simultaneously, a brief interval of silence occurs. In the middle of each stride we can hear our surroundings better. It becomes easier to hear a pursuer, and perhaps easier to conduct a conversation as well,” explains Larsson.
A behaviour that has survival value tends to produce dopamine, the “reward molecule”. In dangerous terrain, this could result in the stimulation of rhythmic movements and enhanced listening to surrounding sounds in nature. If that kind of synchronized behaviour was rewarding in dangerous environments it may as well have been rewarding for the brain in relative safety, resulting in activities such as hand-clapping, foot-stamping and yelping around the campfire. From there it is just a short step to dance and rhythm. The hormone dopamine flows when we listen to music.
Year 12 BTEC Music
Ensemble 4: Jazz Band
Year 12 BTEC Music
Ensemble 3: String Quartet
Year 12 BTEC Music
Ensemble 2: Rock Band