Brott 2014

Beethoven, Pines, fruits, vegetables

Last week we had two shows at the Brott festival. On Friday we played The Poulenc double piano concerto, Beethoven’s Choral Fantasy, Beethoven 5, and a premiere of a piece written by one of the professors at the college we were performing at for that concert, Redeemer University College. I played 1st on the two Beethoven pieces and 2nd on the Poulenc and the new work. I had never played or heard the Choral Fantasy before this concert cycle… it’s a very strange piece, which starts with an extended piano solo which then goes into the “Finale” which constitutes most of the piece. About 3/4 of the way through the work, the choir finally comes in, and the main theme is a kind of prototype of Ode to Joy. Verrry strange… also a scary 16th note passage near the beginning for 1st bassoon! It all went great, though, and the concert seemed well-received overall. Here is a review of that show.
Then on Sunday, we played Bruch’s Violin Concerto, a piece called Martlet’s Muse written by the Maestro’s father, Alexander Brott– which, strangely enough, is about McGill University– Mozart’s Sinfonia Concertante for violin and viola, and Pines of Rome. I played principal for Pines and second for everything else. I’m pretty sure I nailed the opening lick :P but it’s kind of hard to actually tell! That concert was especially fun because the orchestra had to bring in extra musicians, so there were plenty of new people. I had recommended my friend Kevin, who was in NYO for the past 2 years with me, so he came in to play contra and did a great job. The soloists for the night were Martin Beaver on violin and Nicolò Eugelmi on viola, and they both did masterclasses the next day for the strings. During that same time the brass had a masterclass with horn player Chris Gongos, and the winds had a masterclass with flutist Leslie Newman.

Today we have a day off, and my housemates and I went to this crazy produce place! It’s called Fiddles Wholesale Produce, and it’s operated in this warehouse out back of a residential house. They just have a warehouse floor and two giant walk-in freezers, and you fill a cart and a guy with a calculator figures out how much you owe (cash only). It’s way better quality than the supermarket and about half the price– I didn’t tabulate everything that I got but my housemate Lara did, and for $30 she got: 5 peppers, a bunch of bananas, an avocado, sweet potato, onion, 5 nectarines, an orange, 2 pints of baby tomatoes, basil, grapes, green beans, a kiwi, a pint of blueberries and a big container of raspberries. I got a similar haul, including a giant thing of lettuce that will keep our six-person house well-fed, salad-wise, for quite a while.

For the next week we have a bit of a break on the repertoire, since it’s two pops shows. The first one is Frank Sinatra, and the second is a SECRET. I’m not kidding, I actually can’t tell you. I can tell you to come to the show after that, though, which is Broadway, and the one after that, which is three different versions of the Romeo and Juliet story– Prokofiev’s, Tchaikovsky’s, and the Symphonic Dances from West Side Story. You can browse the concerts here.

I drove a virtual spaceship on my day off, how 'bout you

After the concert on Friday, we have a four day long weekend with NAO. Most of my housemates went to Toronto for the Pride festivities, but I came to Kitchener instead to visit my partner, my mom and see some concerts at the National Youth Orchestra, which is training at Laurier again. Last night I went to a faculty concert where David Hetherington and the percussion students played Tan Dun’s Snow in June, and the string faculty played Schubert’s Quintet. Today we went to Balzac’s– the coffee shop– with one oboist from Brott and one from NYO, and as we were all walking out we saw a sign for CAFKA-- Community Art Forum, Kitchener and Area– about something called In Search of Abandoned. A guy inside the building, which happens to be the Communitech Hub, came out and asked if we wanted to see it. We said OK, so we went inside and were led through multiple card-access-only doors to something called the HIVE: Hub Interactive Virtual Environment. It seems like a pretty rad place to work. On the way we saw stuff like this:

Inside the HIVE, three of us got normal 3D glasses and one got special “pilot"s glasses”, which had three little extra motion sensor knobs sticking out of each side of the frames. Then we were in the middle of a bunch of virtual mountains. The pilot controls the perspective on the mountains– if they’re looking down, you see them from above– and uses a steering wheel and some ropes to control the speed and direction.

The exhibit ends today, so you probably can’t go see it. Sorry. Suckerrrrrs!

(If you want to see something else cool, I’m going to one of the NYO’s free chamber concerts tomorrow. There’s a Mozart flute quartet, Berio’s Opus Zoo– aka the quintet piece that has always eluded me but I really want to play as soon as I find enough other people who are down for it– Ligeti’s Six Bagatelles, and the Brahms horn trio. You can find the complete list of NYO chamber music, faculty, and full orchestra concerts here.

Brott

On Thursday was our first concert with the National Academy Orchestra! We played Mozart’s Jupiter symphony, the Mozart Requiem, and a piece by the director of the choir who came in for the Requiem. This Friday we have our next concert, which is all Beethoven (a celebration of Beethoven in Eb major?) with the Emperor concerto and Eroica symphony. You can find the full list of concerts here: http://www.brottmusic.com/concerts-tickets/2014-concerts/

The last concert, I should add, has the Rite of Spring, the Firebird suite, and three other pieces on the same program…

Vay-cay-shun

Since Convocation and my crazy rash of gigs ended, I have been relaxing ’n stuff! Pretty much every day I go to the U of T music school to practice. For the past while the Tafelmusik Baroque Summer Institute has been going on in there, so the practice rooms were open (and exciting people like lutists and baroque oboists were populating them!) Now that’s ended so I’m back to finding someone to open the hallway for me, or if it’s fairly busy just banging on the door. On one hand, I’m not really supposed to be in there. I’m not a U of T student. I’m not any kind of student (yee-haw!) On the other hand, music students from other schools would come visit at McGill all the time, and of course someone who needs a practice room and knows how to put it to good use would always be let in to our practice hallway. It’s just a polite thing to do to offer comrades a practice room when they’re traveling :P So, I don’t feel too bad about imposing on U of T. Besides… It’s June. It’s not like the rooms are in high demand. The only irritating thing is that unlike McGill which has handy counter space and free-floating music stands, U of T just has pianos.

If anyone from U of T is reading this, I promise I’m not spilling reed water all over your pianos! I’m very careful.

I’m working on my music from NAO, as well as the Nussio Variations on a Theme by Pergolesi as a personal project. It’s a bit bizarre working on solo rep with no timeline for it, and not even a weekly check-in with a teacher to measure my progress on it. I have no idea when I’ll get to play it… Nadina did mention something about her doing a masterclass or workshop at NAO, but I don’t think the whole piece will be ready for a public performance by then, and I don’t even know what kind of class it would be in the first place or if that would be a possible venue for my performing it. I’d like to put on some kind of recital some time before I leave for Thunder Bay, in a hospital or church or something, so I would need to chose some more music. I’d like to do some Bach, probably the flute partita in A minor. I really like Bernaud’s Hallucinations as well. Anyway, that’s all far away… In the next few days I just need to move to Hamilton!

Although it feels like longer since I’m not even moved out there yet, the first concert of the Brott Music Festival is actually in only slightly over a week! We’re playing my favourite piece by Mozart– the Requiem– along with the Jupiter symphony and Beckett’s An Offering of Songs. You can buy tickets here: http://www.brottmusic.com/2014/05/mozart-requiemthe-genius-of-amadeus/

Plans

So for the past little while I’ve pretty much been living the freelance life… by which I mean I haven’t slept in the same place for more than three or so nights in a row since finishing McGill. It’s actually been pretty awesome, and I’m almost done with all the work I have scheduled before the start of the National Academy Orchestra: next week I’m playing second on two pops shows with the Toronto Symphony, and then I’m going back to Montreal for Convocation, and then my lease starts on the house I just signed for with a few other NAO musicians. I don’t (at the moment…) have anything scheduled between when our lease starts on June 1st and when the orchestra starts on the 16th, so I guess I get two weeks’ vacation! NAO goes until mid-August, and then I’ll be up teaching at the Interprovincial Music Camp as per usual. And then I have the whole month of September to get settled in… Thunder Bay! I have been offered a one-year position playing second in the Thunder Bay Symphony for next season! Although I’ve been enjoying a taste of what life would be like as a freelancer in Southern Ontario, it’s amazing to have the stability of a full-time job– even if it is only for a year– right after graduating from my undergrad. Although I would like to go to grad school at some point (okay, there’s one grad school in particular I kind of have my heart set on) I didn’t feel prepared to do a big grad school audition tour while putting together my first-ever recital this year. But I admit I regretted it a little when the acceptances started coming in for everyone in my year who had done that: Juilliard, Colburn, Royal College of Music, and plenty of other exciting and prestigious places where my colleagues from McGill are about to go start the next stage of their musical lives. So for me the fact that I now have a job for next year is validation that I made the right choice for myself by putting off grad school auditions.

Can you spot me? :P

http://youtu.be/NGMQcRLELzk (This was a donor event for the new Performing Arts Centre in St. Catherine’s.)

School's out...

Three hours after my recital ended, I had my first post-school rehearsal :P That week I was playing fourth on the Verdi Requiem with the orchestra of the Société Philharmonique de Montréal. That concert was on Good Friday, and the bassoon section was Marty– my first teacher at McGill– playing principal and two other students from McGill besides me. The next day I took the Montreal-Toronto Megabus hopefully for the last time, and crammed in an Easter party before going to Kitchener to do some school shows with the Kitchener-Waterloo Symphony the first half of last week. The latter half of the week was Niagara, who had the Sultans of String in, and we performed both a childrens’ show with them and a full pops program. All of the music on those programs was written by the Sultans, and it was really good! Some in the orchestra even went up to the lobby to buy their CDs and get them signed (as band leader Chris McKhool said, “buying our CDs is definitely the safest way to take us home with you tonight!”) So, between travel Montreal-Toronto-Kitchener-Toronto-St. Catherine’s and all the rehearsals and concerts, this is actually the first day I’ve had off after my recital. On Thursday I’m flying to Thunder Bay for their audition, and then have another concert cycle with the NSO (Cosi Fan Tutte overture, Brahms Piano Concerto #1, and Beethoven 7!) while simultaneously chaperoning at the Ontario Student Classics Conference (http://www.classicsconference.org/), which I attended as a high school student and just happens to be 1) the exact same dates as NSO masterworks 5 2) at Brock University, 3) hosted this year by my former high school, and thus 4) provides me with a free room at the Brock residences for this concert cycle. Sweeeet. Then I have to get all my belongings from my soon-to-be-former place in Montreal, find a place in Hamilton and move into it, because I’m going to be playing in the National Academy Orchestra for the summer! I only auditioned for two summer festivals this year (oops!), NAO and the NAC’s Young Artist’s Program, and although I got into both and was hoping to be able to go to both, they ended up conflicting in such a way that I wasn’t able to get a sub for NAO as I was hoping. So, I reluctantly had to pass up the YAP for this year, since NAO is a 9-week orchestral program that pays a minimum of $430 a week to each apprentice. However I’m very happy to be able to participate in that, especially with both Rite of Spring and The Firebird on the program! Happy summer!

Asbestos

Two weeks ago I was away teaching the bassoon students of a private French high school in Saint- Jacques, at the school’s annual band retreat. The retreat takes place at the Abestos Music Camp, which is not a thing I would have ever guessed existed in Asbestos (yes, Asbestos: http://www.theglobeandmail.com/news/national/as-asbestos-industry-collapses-a-towns-fibre-is-torn/article4560402/") However, air quality issues aside, it’s a very nice site, although the “camp” atmosphere was diminished slightly by the fact that there were a few too many feet of snow for, say, marshmallow roasting.
I was there for two camp session, the first being Secondaire 1 and 2 (equivalent to grades 7 and 8) and the second being secondaire 5 (equivalent to grade 11, the last year of high school in Quebec before CEGEP.) Sec 3 and 4 also had a camp, which was the very first camp which I wasn’t teaching at. At both of the camps I only had one student, as bassoon tends to not be a very popular instrument for high schoolers. It doesn’t take a huge amount of thought to figure out why. Even in high schools with a large music program, there aren’t often very many actual instruments, which means that whatever kid chooses to play the bassoon probably won’t be able to play in a section with their best friend, unlike the “let’s play clarinet together!” kids. The bassoon looks large and intimidating and, frankly, uncool. Band teachers generally know more about the more common band instruments (as they should!) so the bassoon doesn’t get as much attention as the others.

My sec 1 student was an example of an excellent instrument assignment decision on the part of her teacher (a McGill grad that I worked on oprettas in the McGill Savoy Society with!) She was tall and looked natural holding the instrument, and at her first lesson gave me a long list of instruments that she had played before the bassoon. She had picked up the bassoon because she wanted a challenge, and wanted to prove herself equal to this “next level” instrument. She had only been playing the bassoon for eight months but was playing in both the sec 1 and sec 2 bands. The first lesson I introduced her to the concept of flicking, and the next morning in band rehearsal, although she hadn’t quite absorbed which key was for which note, I saw her thumb moving around with definite intent to flick! No matter what she sounded like– probably worse than before, since she was distracted with trying to integrate a new concept into her playing– the fact that she immediately starts working on integrating a new habit into her playing, even if it makes things harder at first, makes me believe that she will have an excellent prospects with any instrument– and indeed any pursuit of any kind– that she wants to get good at.

All of the teachers at the camp said that sec 5 is generally more difficult to teach than sec 1, which makes sense. Beginners have no established habits and will try new ways of doing things, and are enjoying the rewarding learning curve that comes from the first year of playing an instrument. It’s thrilling to go from not being able to make a sound to being able to play music together with other people, and the sec 1 players are still in the middle of that exhilarating feeling. By sec 5 they’ve discovered that music takes just as much work to get good at as anything else, and are getting ready to move on to CEGEP so it may not be foremost in their minds any more. My sec 5 student had been playing for 5 years, since sec 1, which I realized was only a year less than I’ve been playing. The first lesson was more or less the same in that I introduced her to flicking. “Yeah,” she said, “someone told me about that before, but I’ve been doing it this way for a long time so I didn’t change it.” I couldn’t really blame her. If I had been playing an instrument for five years and was suddenly told that there was a whole other category of keys on my instrument that I had to start using on notes I thought I already knew how to play (even if they usually weren’t in the right octave)– I wouldn’t want to change, either! Over the course of the sec 5 session I got used to reminding her to flick whenever she was struggling to put her tenor notes in the right octave, and to her credit she did seem to be trying. However, the music she was playing in band was quite demanding, so there were a lot of things for her to be thinking about at once.

Her rhythm also seemed to be a little off– not surprising since she seemed quite confused about the purpose and function of a metronome when I took mine out– so at one point I asked her to simply clap her rhythm with the metronome. After several unsuccessful attempts, I put the metronome on 60 to the quarter note and asked her to simply clap eighth notes. She couldn’t do it. The division of the beat simply refused to settle in. The next day, I asked her to sing her line. “Oh, I can’t sing.” she pronounced decisively. “Sure you can,” I said, “Let’s just find that first F.” I played the F, sang it, and asked her to sing it too. But even when I tried to direct her to it – “a little higher! Not quite that high!” she couldn’t find it, and seemed to have no idea when she was even getting closer.

So, I had been spending my time trying to adjust her embouchure, increase her air support, improve her tuning and bothering her about flicking all when she basically had no concept of rhythm or pitch! It simply hadn’t occurred to me at first that these elements might be missing, but thinking about it it makes sense. This student had an excellent band teacher who set the kids up very well and concentrated on scales, good rhythm and tuning in class. However, I think it has to do with the nature of teaching the bassoon in these settings that she had been left behind on essential elements of musicianship. I’m sure simple rhythms were drilled a lot when she was in sec 1, however, it seems like once she was given a bassoon to try to figure out, the sheer mechanical challenge and confusion of the instrument pushed all other thoughts out of her mind. Rhythm became someone else’s problem, and pitch was a toss-up determined by whether she happened to put down the right fingers or not.

I felt sorry for her, because I can’t imagine she was having very much fun in band class. For me, at least, it would be incredibly stressful to be trying to play complex music, and being surrounded by people who seem to know what they’re doing, while lacking the fundamental skills to even really understand what’s going on rhythmically, melodically or harmonically, and having to just follow along blindly and hope it works out. I believe that all humans are fundamentally capable of learning music, and I think if she had been placed on another instrument maybe she would have fared better. However, of course I also think it’s wonderful that the school is teaching bassoon in the first place! I would never want a school to stop teaching bassoon just because it’s difficult for band students to learn.

So, I think what I learned about teaching bassoon is this:

1. Potential bassoonists need a strong base of general musicianship skills before picking up the bassoon– probably stronger than would be needed for other woodwind instruments, where the initial technical demands on the student would be reasonable enough for them to be able to keep filling in the gaps in their skills while learning the instrument. In my case, I had played violin for ten years as a kid, and had experimented with plenty of other instruments before settling on the bassoon. Obviously that’s not the path that every new band student will be coming from, but spending a lot of time listening too classical music, singing, clapping rhythms and using methods such as Orff and Kodaly before touching a bassoon would make sure that the fundamentals are set down. Another alternative in a band context would be to simply assign future bassoonists to a different instrument for a year or two. (Flute seems like a good option since it would teach them good breathing habits without giving them any preconceived notions of reed embouchure.)

2. Bassoonists need private teachers. All players do better with private teachers, of course, but with most other woodwinds it’s easy for the band teacher to notice how they’re doing and direct them appropriately. Bassoonists tend to get ignored, firstly because the teacher probably isn’t as knowledgeable about the instrument and also because the teacher doesn’t want to put too much pressure on a kid who’s taken on a complicated challenge. This particular school actually has private teachers for the rest of the instruments who visit the school every so often to give lessons, which is probably part of the reasons their bands are so good! However unfortunately they’re the only school in that area that teaches bassoon, and since the school is quite remote they’ve been having trouble finding a bassoon teacher able to drive out there.

I think this can be applied in private teaching, as well. Of course, it doesn’t make sense to turn away a student who wants to learn bassoon just because they don’t have another instrument under their belt already. However, a heightened focus on listening, singing and speaking/tapping rhythm could be useful to set students up on the instrument. Of course, this isn’t as exciting for the students themselves– they want to play! But hey– I started in Suzuki and spent my first lessons on the violin playing on a souped-up cereal box. (It’s a good idea: http://teachsuzuki.blogspot.ca/2011/04/why-use-box-violin.html) They can handle it.

Bassoon Day recap

It’s been a while since bassoon day, but I didn’t write about it at the time and I’m on a wifi-enabled bus right now, so why not!

I admit I wasn’t actually there for the whole thing. I ended up working that morning– teaching music classes to small children, in the classroom right beside the one being used as a vendor’s room/general hang-out room for Bassoon Day. So, lots of “Mommy, can we go see the clarinets?” before and after the classes. They haven’t gotten to bassoon yet in the Little Musicians curriculum… I’ll be coming around to the classrooms some time soon to introduce them to it. (Last year, I walked into one class and the teacher said, “Wow! Boys and girls, how do you think you make a sound on THIS instrument?” One perceptive kid raised his hand and shouted “I know! You don’t!”)

So, I only caught the tail end of the masterclass with Mathieu Harel in the morning. However, I have played in his masterclasses in previous years, and he is a very perceptive teacher and entertaining speaker. In the afternoon was the masterclass with Ole Kristian Dahl: Nadia played the 2nd movement of the Mozart, Daniel Weber’s Andante and Hungarian Rondo, I the Prelude from the 2nd Cello Suite, and Mary the Berwald Konzertstuck. None of us actually got very far into our pieces; he didn’t need to hear the whole thing before deciding on a facet of technique that we wanted to work on. He suggested trying to hold pieces of paper against the keys even when the keys are up (“And in my studio, every time it falls, a euro in the jar!”), compared playing your first note slightly out of tune to getting on a train to the wrong city, and demonstrated how he could play the entire Scheherezade solo in one breath (“I won a crate of wine from my colleagues for that.”) somehow he managed to keep the audience actually laughing (with us, not at us!) the whole time.

Later in the afternoon, there was a concert where Ole along with pianist Pamela Reimer and Stephane, Marty, Mathieu, and Michael (Principal, 2nd, Associate, and Contrabassoon of the OSM, respectively) played all sorts of bassoon things in various configurations including the premiere of a new trio for bassoon, contra and piano by Mathieu Lussier, who was also in attendance. Finally, the traditional forest of bassoons where every single person in the audience who has a bassoon (which is most of hem, obviously) gets up on stage for bassoon ensemble works. Kaitlin, a former McGill student who now studies with Ole, was even there via Skype on a music stand in the back row.

If you’d like to be updated about future McGill bassoon days, Stephane usually posts an announcement on the IDRS forum, or join the bassoon newsletter that Pascal Veraquin’s woodwind shop sends out and an announcement will probably be made there.

Happy bassooning!