| Playing a musical instrument is great fun, whether | | | | notes up a scale start with a tone you can play |
| it be by yourself, with one other person playing | | | | well and move that sound onto the next note. |
| duets or in a group such as an orchestra, rock | | | | Try and get the same effect. |
| band, flute choir, chamber group. In order for you | | | | 4. Repeat Often: You need to repeat your |
| to be able to do this you need to be able to play | | | | practise sessions on different days of the week. |
| the pieces. So what needs to happen? | | | | It is much better to do a little practise (as low as |
| PRACTISING.This is the art of focused, repeated, | | | | 5 minutes) and often than one big practise (30 |
| playing. Practising is likened to the training a sports | | | | minutes) one day a week or before the lesson. |
| person does to be good. A coach or music | | | | This is like anything in life, if you repeat it often |
| teacher explains what the problems are and the | | | | enough then you get to know it. Draw yourself |
| real work is done by you at your training or | | | | up a practise honesty chart with weeks down left |
| practise sessions. Here are some tips. | | | | hand side and days of week across the top. Fill it |
| 1. Play slowly: This enables you to focus on all | | | | in every time you practise. Try and do at least 5 |
| areas of the piece and get it accurate. When you | | | | practise sessions each week. |
| learn a piece of music you go through a number | | | | 5. Practise for a similar time each session: The |
| of steps. Firstly you get the notes accurate. | | | | amount of time to practise will vary according to |
| Secondly you get the rhythm correct. Thirdly you | | | | you level. Beginners can start off with 5-10 |
| add the require musical features such as | | | | minutes, Intermediate people (at grade 5 level) |
| dynamics, ornaments, appropriate speed and | | | | should expect to do 30 minutes and Advanced |
| anything else which the piece requires. Take this | | | | people (grade 8 and above) may practise 2 or 3 |
| step one feature at a time. If the piece needs to | | | | hours. Regular training works. Just remember the |
| go at a fast pace then you will need to do lots of | | | | whole point of learning an instrument is to enjoy |
| repeated playing to build up the speed with ease. | | | | it. So always play music you like for fun. Your |
| Lots of slow, focused practise will aid with this. | | | | focused practise sessions will be separate so that |
| 2. Repeat difficult sections: This could be two | | | | you can improve and then play more difficult |
| notes, such as an interval change for tone, or | | | | pieces for fun. |
| two bars to practise a difficult rhythm. Then | | | | 6. Correct Posture: Make sure you practise using |
| practise a couple of bars or a phrase either side | | | | a posture suitable for your instrument eg for wind |
| of the difficult section(s) to flow it through. Extend | | | | instruments you will need a straight back ie not |
| the number of phrases you practise around the | | | | slouched and relaxed shoulders in order to breathe |
| difficult part(s) and eventually play the whole piece | | | | properly and produce a good tone. You could be |
| through at the speed of the difficult section(s). | | | | sitting or standing. It is a good idea to practise |
| Sometimes when people practise the difficult | | | | both ways if you can. Just remember if you are |
| section on its own and get it correct and then | | | | aiming to play in a group such as an orchestra or |
| when you it is put in context with more of the | | | | chamber group then you will be sitting down. If |
| piece, the original mistake reoccurs. This is | | | | you want to be a solo performer you will stand if |
| common. Just keep up the slow, focused practise. | | | | the instrument allows you too. |
| Practising difficult sections on their own help make | | | | 7. Use a Mirror: Play pieces, exercises in front of |
| the sections as easy as the simpler parts. | | | | the mirror and have a look to see if there is |
| Sometimes when there are easy and difficult | | | | anything which may need correcting eg posture, |
| sections people play them at different speeds and | | | | holding the instrument. |
| then do not get the understanding of how the | | | | 8. Wear Comfortable Clothing |
| piece should flow at one even tempo. This is | | | | 9. An example of a 30 minute practise session: |
| where you play the piece at the speed of the | | | | ~ warm up with simple pieces you like to play |
| harder sections. | | | | ~ 5 minutes tone exercises |
| 3. Play extra exercises: If there are problems in | | | | ~ 5 minutes on current scales and technical |
| any section of the piece then you can do extra | | | | exercises |
| exercises away from the piece eg in rhythm or | | | | ~ 5 minutes or more on current studies, repeating |
| tone exercises. A music teacher can advise some | | | | some old ones |
| exercises. Rhythm exercises could include clapping | | | | ~10 minutes on the pieces you are currently |
| and counting out loud, slowly. Then playing several | | | | learning with your teacher if you have one. |
| times. A metronome can keep you in time, | | | | You can take a break in the middle. |
| especially if you play a wind instrument and can't | | | | You have read the tips on practising. Take note |
| count out loud when you play. Tone exercises | | | | of them, do them and you will reap the rewards. |
| could include playing long notes, listening carefully | | | | Go forth and enjoy your instrument and the |
| and changing something you are doing if you are | | | | benefits of PRACTISE. |
| not happy with the sound. If you are playing | | | | |