Exploring elements of musical playing
In a series of new videos, educator and ABRSM examiner Louise Matthew works with her students on a range of lesson ideas and activities relating to the 2014 marking criteria for our Practical graded music exams.
The lesson extracts focus upon a piece specially commissioned by ABRSM from composer Dave Stapleton - Whistlin', B3 on our 2014-2017 Grade 3 Flute syllabus. Many of Louise's lesson ideas relate to the five elements of Pitch, Time, Tone, Shape and Performance that examiners assess.
Background to Whistlin': interview with the composer Dave Stapleton
Louise Matthew studied at the Royal Scottish Academy of Music and then at the Royal Northern College of Music and the Guildhall.
On leaving college Louise quickly established herself as a freelance flautist and teacher and since has worked in a variety of different educational settings including music centres, schools, private teaching practice, regional and national youth orchestras, for the organisation Flutewise, and on specialist flute days and residential courses including her own course, Tuttiflutey, and its associated events.
Louise now enjoys a diverse portfolio career working as an instrumental teacher, class music teacher, ABRSM classical and jazz examiner, flute player, workshop leader and music events co-ordinator.
In less than ten years since graduating in classical piano from the Royal Welsh College of Music and Drama, Dave Stapleton has established himself as a musician, composer and label boss and become an important figure on the UK jazz scene.
His latest album 'Flight' marks his eighth release under his own name. Itâs his most ambitious album to date featuring the Brodowski String Quartet alongside saxophonist Marius Neset, bassist Dave Kane, drummer Olavi Louhivuori and, of course, Stapleton himself on piano.
Already recognised as a writer of beautiful, lyrical tunes, Flight marks a leap forward and establishes him as one of the most ambitious young composers in jazz.
Accuracy, clarity and definition of notes and/or intonation
Suitability of tempo, stability of pulse, sense of rhythm
Control and projection of the sound, sensitivity and awareness in use of tonal qualities
Effectiveness and clarity of musical shaping and detail
Overall command, involvement with the music, musical communication