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From the Top alum Clark Pang, who appeared on the first episode of From the Top at Carnegie Hall, as well as radio show 215 in Portland, Maine this past March, had the opportunity to perform abroad this summer!  This 14-year-old cellist traveled to Costa Rica with the Oakland Youth Orchestra on their World Tour.

This tour included a performance at the Teatro Nacional for the Vice President and Minister of Culture of Costa Rica. Clark performed a Dvorak Concerto twice during the trip.

Clark warming up in Costa Rica

Clark was also awarded First Place this year in Ukraine’s Individualis International Competition. He was the only American to win first prize in the strings categories twice (both 2007 & 2010). Clark also received an Honorable Mention from the Davidson Institute for our nation’s profoundly gifted. Jim Whiting writes about Clark in his new book, Yo Yo Ma: A Biography.

From the Top alum Clark Pang, who appeared on the first episode of From the Top at Carnegie Hall, as well as radio show 215 in Portland, Maine this past March, had the opportunity to perform abroad this summer!  This 14-year-old cellist traveled to Costa Rica with the Oakland Youth Orchestra on their World Tour.

This tour included a performance at the Teatro Nacional for the Vice President and Minister of Culture of Costa Rica. Clark performed a Dvorak Concerto twice during the trip.

Clark warming up in Costa Rica

Clark was also awarded First Place this year in Ukraine’s Individualis International Competition. He was the only American to win first prize in the strings categories twice (both 2007 & 2010). Clark also received an Honorable Mention from the Davidson Institute for our nation’s profoundly gifted. Jim Whiting writes about Clark in his new book, Yo Yo Ma: A Biography.

This week our show with Keith Lockhart and the Boston Pops (taped on June 8th) is airing across the country. We’ve created a multimedia press release to spread the word, which includes pictures, video, fast facts, and more. Please check it out and share it with your friends and family: http://pitch.pe/83496.

To check local listings for the air time of From the Top with the Boston Pops, click here. You can also listen to the show online right now by clicking here.

Our next show in Boston will take place at New England Conservatory’s Jordan Hall at 2pm on Sunday, October 24. Tickets are on sale now. This year we are selling three tiers of tickets: Center Floor for $30, Dress Circle for $25, and Balcony for $15.  Group discounts are available for parties of 8 or more. For more information please email ticketing@fromthetop.org.

Hope to see you at the show!

This week’s From the Top show was taped in Symphony Hall with the Boston Pops in Boston, MA on Tuesday June 8, 2010. We asked our performers to tell us about the music they performed on the show:

Umi Garrett, 9, piano
III. Allegro Assai from Piano Concerto No. 23, in A Major, K. 488
By: Wolfgang Amadeus Mozart

This piece has a lot of animals in it. The melody is the rabbits jumping around. In the next scene a swan comes by and says hello. Then the squirrels run and play in the treetops. And the next scene is birds singing…Then a big parade starts in the woods with a lot of animals dressed up….They have a big party with singing, playing, and dancing. They all walk to the playground and ride the very fun roller coasters. And they all live together happily ever after….I think this piece is more my type of music I want to play. Mozart is my favorite composer.

Michael Bridge, 17, bayan
Csárdás
By: Vittorio Monti

I try to play Csárdás as if I were dancing it! Although the piece is well respected in classical circles, it is actually dance music, based on a courting Hungarian dance. I envision swirling couples who are snapping their feet to the music in the faster sections, and flirtatious young men attempted to move elegantly and impress the ladies in the slower parts. This piece was the craziest speed-learn that I ever did. I first learned the piece start to finish in one eight hour setting…It is quite difficult to play correctly on bayan because the runs do not lend themselves as well to the instrument. It makes for more of a challenge!

Gabriel Cabezas, 17, cello
IV. Allegro Con Moto from Cello Concerto No. 1, Op. 107
By: Dmitri Shostakovich

I think [this piece] often sounds sarcastic. Sort of detached and cold in atmosphere. It is all the hardest thing to nail. It is not all emotional, but rather about shock and awe for the audience. It is virtuosic and I try to get that across more than anything.

Michelle Lee, 17, violin
Tambourin Chinois
By: Fritz Kreisler; Arr. William David Brohn

My first impressions of the piece included its playful and charming qualities. The influence of Asian culture is evident, but not overwhelming. Kreisler was able to take Asian stylistic elements and incorporate them into a fun showpiece. The continuous energy of the piece propels me through the music, and is very dance-like (perfect for tapping to). In addition, the contrasting slow section is amusing because the violinist must try to fool the audience into believing the piece is over but then jump right back to the theme…Kreisler’s Tambourin Chinois is unique compared to other pieces that I have played because it is music I can both play and tap to.

Jeremiah Klarman, 17, Composer
IV. Finale from Symphony No. 1 in C Minor
Performed by the Boston Pops

This symphony started out as an idea to write an orchestral piece that mixed the traditional symphonic form (in this case, rondo-form) with different types of instruments and styles. The piece contains multiple ideas, from a playful opening theme which has bits of Latin percussion to a soaring middle theme reminiscent of perhaps the early Romantic composers. The many musical elements of the piece, however, are all blended together and that, to me, is how the piece connects.

Hopefully you’ve been following harpist and From the Top alum Anna DeLoi’s summer Arts Leadership project – she got together an ensemble and has been touring, raising money for CureSearch. You can read more about her ensemble, Heartstrings, and what they’ve been doing this summer here. We just got an update from her on Heartstrings‘ ideas for the fall, which we’ve shared below.

We’re considering lots of fun ways to continue and expand what we’re doing; maybe a program mixed with an instrument-petting-zoo, so that kids can get more involved, and see that they can do more than listen to us make music – they can make music themselves! We want to help them create lasting relationships with music, because we think it is an amazing gift to have in your life.  And this summer has shown us that children really can get excited about classic music, if they are exposed to it.

Anna shows her harp to kids at Maudslay Park this summer (courtesy of Heartstrings' Facebook Page)

You should have seen the kids at the last event we played – they were genuinely excited to sit and listen to piece after piece.  One little girl came up to us with an amazed expression on her face and said, “You make the prettiest sounds I’ve ever heard”. She proceeded to sit on the ground in front of us and listen for about 20 minutes, before her parents told her it was time to leave, when she blew us a kiss goodbye. I honestly wanted to jump up and put an instrument in her hands, because I just knew it could be something she’d love for the rest of her life.

Stay tuned, as we will continue to update you on Anna and Heartstrings‘ plans! You can also check out their Facebook page here.

Hopefully you’ve been following harpist and From the Top alum Anna DeLoi’s summer Arts Leadership project – she got together an ensemble and has been touring, raising money for CureSearch. You can read more about her ensemble, Heartstrings, and what they’ve been doing this summer here. We just got an update from her on Heartstrings‘ ideas for the fall, which we’ve shared below.

We’re considering lots of fun ways to continue and expand what we’re doing; maybe a program mixed with an instrument-petting-zoo, so that kids can get more involved, and see that they can do more than listen to us make music – they can make music themselves! We want to help them create lasting relationships with music, because we think it is an amazing gift to have in your life.  And this summer has shown us that children really can get excited about classic music, if they are exposed to it.

Anna shows her harp to kids at Maudslay Park this summer (courtesy of Heartstrings' Facebook Page)

You should have seen the kids at the last event we played – they were genuinely excited to sit and listen to piece after piece.  One little girl came up to us with an amazed expression on her face and said, “You make the prettiest sounds I’ve ever heard”. She proceeded to sit on the ground in front of us and listen for about 20 minutes, before her parents told her it was time to leave, when she blew us a kiss goodbye. I honestly wanted to jump up and put an instrument in her hands, because I just knew it could be something she’d love for the rest of her life.

Stay tuned, as we will continue to update you on Anna and Heartstrings‘ plans! You can also check out their Facebook page here.

We are pleased to announce the release of From the Top’s new iPhone app! Powered by Instant Encore, the mobile tool gives fans up-to-the minute access to From the Top’s podcasts, videos, radio show clips, news updates, concert listings and more. The application is available through the iTunes store and requires users to create an account with Instant Encore.

Instant Encore is committed to keeping classical music vital and accessible to the audience of today and tomorrow while providing organizations and artists with the opportunity to utilize the media model of our time, the Internet. We are thrilled to be partnered with them!

Stay tuned for the release of our Android app later in the fall.

We are pleased to announce the release of From the Top’s new iPhone app! Powered by Instant Encore, the mobile tool gives fans up-to-the minute access to From the Top’s podcasts, videos, radio show clips, news updates, concert listings and more. The application is available through the iTunes store and requires users to create an account with Instant Encore.

Instant Encore is committed to keeping classical music vital and accessible to the audience of today and tomorrow while providing organizations and artists with the opportunity to utilize the media model of our time, the Internet. We are thrilled to be partnered with them!

Stay tuned for the release of our Android app later in the fall.

Phuong Nghi on "From the Top" (photo courtesy of John Servies)

Phuong Nghi Pham, a 14-year-old pianist from Dorchester, MA and Jack Kent Cooke Young Artist Award recipient, wrote a letter to Dr. Carol R. Johnson, Superintendent of the Boston Public Schools District, appealing for a spending increase on the city’s musical education programs for the following school-year budget.

Phuong Nghi shares her letter to Dr. Johnson below:

Dear Superintendent Johnson,

As you know, most schools had to make large budget cuts due to the recent economic recession. This included laying off teachers as well as cutting back or eliminating parts of the curriculum that may be perceived as unnecessary in the students’ growth and development. The budget crisis has and will have huge impacts on the arts departments in schools because many people do not consider art to be part of the core curriculum. I write this letter to ask for your support in saving the arts and funding the musical education of youth.

My name is Phuong Nghi Pham. I am a 14 year-old pianist from Dorchester and am currently in the eighth grade at Boston Latin School. This past February, I had the honor of performing in Jordan Hall on From the Top, a National Public Radio program showcasing America’s top young classical musicians. It is simply impossible to forget the passion and commitment I received from the staff and the two other talented young musicians who also performed in this taping with me. From the Top, however, is not just about that sole performance. It is about young classical musicians reaching out and communicating to others through music.

Regardless of whether one plays an instrument or not, music is still an integral part of everyday life. After all, it is everywhere and has lasted through the most difficult times in history. For me, music has the power to invite both relaxation and self-expression. I believe that the more people are introduced to classical music, the more they will appreciate the influence it has had on the different societies and cultures today. I think arts programs in schools are great opportunities for this exposure because kids explore, learn, and retain better in a learning environment. In addition, the skills gained from studying music can improve academic performance because they have to practice self-discipline, think creatively, and work collaboratively.

In fact, it was a school music program that opened the musical door to me. I was in a small class in kindergarten with other five year-olds. The main goal was simply to get the kids more familiarized with music. In the room, there were several tiny keyboards where we played and tried out various sounds. The teacher had seen potential in my playing and recommended that I move up to the piano – a more challenging instrument. And it all began from there…

At my school last year, there were decisions to reduce the number of teachers from the arts departments as part of the budget cuts. That meant that there would only be about three or four teachers in total for both visual arts and music. As a result, fewer students will be able to participate in music classes, ensembles, and bands. The chance of these programs lasting is slim. However, they have been extremely helpful to me and other students. They allow us to create a positive learning environment that encourages creativity, independence, and communication. In a time when there are many difficulties and hardships in life, music is one of the things that can comfort and give us the courage to keep going. Not only that, young musicians like us will be able to share this gift by inspiring others and enriching the world through our music-making!

I understand that as the school superintendent, you have to make very difficult decisions in creating the budgets for the coming school year. Please keep in mind that small as they may seem, these arts programs really can provide opportunities for young musicians to explore their own abilities and help many others cope with challenges in life. Thank you for your time and consideration.

Sincerely,

Phuong Nghi Pham

(photo courtesy of John Servies)

We asked Phuong Nghi a few questions about her letter to Superintendent Carol R. Johnson:

FTT: Why did you choose this project?

Phuong Nghi: Because of the unstable economy, most school budgets have been and are being cut. People like Dr. Johnson are involved in making the decision of which curriculum should be kept and which are not as necessary. Last year in my school, there was the decision of laying off some teachers who teach music and arts because it was not considered as important as other academic subjects. I do not want something like this to keep on happening again.

FTT: What did you hope to communicate to Dr. Johnson in your letter?

Phuong Nghi: Through this letter, I wanted to make her aware that musical education is very essential to students. It helps you to express yourself in new ways, acquire new skills, and it can also improve academic achievements as well.

FTT: What did you learn from the experience?

Phuong Nghi: It redefined, for myself, the role that music plays in my life. Because this is the first time I wrote a letter to an official, this experience helped me gain more skills in advocating about music to other people and being persuasive as well. Writing this letter helped me to understand how there are many, many ways to share music with others beside performing on stage.

Stay tuned for an update on her efforts!

Phuong Nghi on "From the Top" (photo courtesy of John Servies)

Phuong Nghi Pham, a 14-year-old pianist from Dorchester, MA and Jack Kent Cooke Young Artist Award recipient, wrote a letter to Dr. Carol R. Johnson, Superintendent of the Boston Public Schools District, appealing for a spending increase on the city’s musical education programs for the following school-year budget.

Phuong Nghi shares her letter to Dr. Johnson below:

Dear Superintendent Johnson,

As you know, most schools had to make large budget cuts due to the recent economic recession. This included laying off teachers as well as cutting back or eliminating parts of the curriculum that may be perceived as unnecessary in the students’ growth and development. The budget crisis has and will have huge impacts on the arts departments in schools because many people do not consider art to be part of the core curriculum. I write this letter to ask for your support in saving the arts and funding the musical education of youth.

My name is Phuong Nghi Pham. I am a 14 year-old pianist from Dorchester and am currently in the eighth grade at Boston Latin School. This past February, I had the honor of performing in Jordan Hall on From the Top, a National Public Radio program showcasing America’s top young classical musicians. It is simply impossible to forget the passion and commitment I received from the staff and the two other talented young musicians who also performed in this taping with me. From the Top, however, is not just about that sole performance. It is about young classical musicians reaching out and communicating to others through music.

Regardless of whether one plays an instrument or not, music is still an integral part of everyday life. After all, it is everywhere and has lasted through the most difficult times in history. For me, music has the power to invite both relaxation and self-expression. I believe that the more people are introduced to classical music, the more they will appreciate the influence it has had on the different societies and cultures today. I think arts programs in schools are great opportunities for this exposure because kids explore, learn, and retain better in a learning environment. In addition, the skills gained from studying music can improve academic performance because they have to practice self-discipline, think creatively, and work collaboratively.

In fact, it was a school music program that opened the musical door to me. I was in a small class in kindergarten with other five year-olds. The main goal was simply to get the kids more familiarized with music. In the room, there were several tiny keyboards where we played and tried out various sounds. The teacher had seen potential in my playing and recommended that I move up to the piano – a more challenging instrument. And it all began from there…

At my school last year, there were decisions to reduce the number of teachers from the arts departments as part of the budget cuts. That meant that there would only be about three or four teachers in total for both visual arts and music. As a result, fewer students will be able to participate in music classes, ensembles, and bands. The chance of these programs lasting is slim. However, they have been extremely helpful to me and other students. They allow us to create a positive learning environment that encourages creativity, independence, and communication. In a time when there are many difficulties and hardships in life, music is one of the things that can comfort and give us the courage to keep going. Not only that, young musicians like us will be able to share this gift by inspiring others and enriching the world through our music-making!

I understand that as the school superintendent, you have to make very difficult decisions in creating the budgets for the coming school year. Please keep in mind that small as they may seem, these arts programs really can provide opportunities for young musicians to explore their own abilities and help many others cope with challenges in life. Thank you for your time and consideration.

Sincerely,

Phuong Nghi Pham

(photo courtesy of John Servies)

We asked Phuong Nghi a few questions about her letter to Superintendent Carol R. Johnson:

FTT: Why did you choose this project?

Phuong Nghi: Because of the unstable economy, most school budgets have been and are being cut. People like Dr. Johnson are involved in making the decision of which curriculum should be kept and which are not as necessary. Last year in my school, there was the decision of laying off some teachers who teach music and arts because it was not considered as important as other academic subjects. I do not want something like this to keep on happening again.

FTT: What did you hope to communicate to Dr. Johnson in your letter?

Phuong Nghi: Through this letter, I wanted to make her aware that musical education is very essential to students. It helps you to express yourself in new ways, acquire new skills, and it can also improve academic achievements as well.

FTT: What did you learn from the experience?

Phuong Nghi: It redefined, for myself, the role that music plays in my life. Because this is the first time I wrote a letter to an official, this experience helped me gain more skills in advocating about music to other people and being persuasive as well. Writing this letter helped me to understand how there are many, many ways to share music with others beside performing on stage.

Stay tuned for an update on her efforts!

Phuong Nghi on "From the Top" (photo courtesy of John Servies)

Phuong Nghi Pham, a 14-year-old pianist from Dorchester, MA and Jack Kent Cooke Young Artist Award recipient, wrote a letter to Dr. Carol R. Johnson, Superintendent of the Boston Public Schools District, appealing for a spending increase on the city’s musical education programs for the following school-year budget.

Phuong Nghi shares her letter to Dr. Johnson below:

Dear Superintendent Johnson,

As you know, most schools had to make large budget cuts due to the recent economic recession. This included laying off teachers as well as cutting back or eliminating parts of the curriculum that may be perceived as unnecessary in the students’ growth and development. The budget crisis has and will have huge impacts on the arts departments in schools because many people do not consider art to be part of the core curriculum. I write this letter to ask for your support in saving the arts and funding the musical education of youth.

My name is Phuong Nghi Pham. I am a 14 year-old pianist from Dorchester and am currently in the eighth grade at Boston Latin School. This past February, I had the honor of performing in Jordan Hall on From the Top, a National Public Radio program showcasing America’s top young classical musicians. It is simply impossible to forget the passion and commitment I received from the staff and the two other talented young musicians who also performed in this taping with me. From the Top, however, is not just about that sole performance. It is about young classical musicians reaching out and communicating to others through music.

Regardless of whether one plays an instrument or not, music is still an integral part of everyday life. After all, it is everywhere and has lasted through the most difficult times in history. For me, music has the power to invite both relaxation and self-expression. I believe that the more people are introduced to classical music, the more they will appreciate the influence it has had on the different societies and cultures today. I think arts programs in schools are great opportunities for this exposure because kids explore, learn, and retain better in a learning environment. In addition, the skills gained from studying music can improve academic performance because they have to practice self-discipline, think creatively, and work collaboratively.

In fact, it was a school music program that opened the musical door to me. I was in a small class in kindergarten with other five year-olds. The main goal was simply to get the kids more familiarized with music. In the room, there were several tiny keyboards where we played and tried out various sounds. The teacher had seen potential in my playing and recommended that I move up to the piano – a more challenging instrument. And it all began from there…

At my school last year, there were decisions to reduce the number of teachers from the arts departments as part of the budget cuts. That meant that there would only be about three or four teachers in total for both visual arts and music. As a result, fewer students will be able to participate in music classes, ensembles, and bands. The chance of these programs lasting is slim. However, they have been extremely helpful to me and other students. They allow us to create a positive learning environment that encourages creativity, independence, and communication. In a time when there are many difficulties and hardships in life, music is one of the things that can comfort and give us the courage to keep going. Not only that, young musicians like us will be able to share this gift by inspiring others and enriching the world through our music-making!

I understand that as the school superintendent, you have to make very difficult decisions in creating the budgets for the coming school year. Please keep in mind that small as they may seem, these arts programs really can provide opportunities for young musicians to explore their own abilities and help many others cope with challenges in life. Thank you for your time and consideration.

Sincerely,

Phuong Nghi Pham

(photo courtesy of John Servies)

We asked Phuong Nghi a few questions about her letter to Superintendent Carol R. Johnson:

FTT: Why did you choose this project?

Phuong Nghi: Because of the unstable economy, most school budgets have been and are being cut. People like Dr. Johnson are involved in making the decision of which curriculum should be kept and which are not as necessary. Last year in my school, there was the decision of laying off some teachers who teach music and arts because it was not considered as important as other academic subjects. I do not want something like this to keep on happening again.

FTT: What did you hope to communicate to Dr. Johnson in your letter?

Phuong Nghi: Through this letter, I wanted to make her aware that musical education is very essential to students. It helps you to express yourself in new ways, acquire new skills, and it can also improve academic achievements as well.

FTT: What did you learn from the experience?

Phuong Nghi: It redefined, for myself, the role that music plays in my life. Because this is the first time I wrote a letter to an official, this experience helped me gain more skills in advocating about music to other people and being persuasive as well. Writing this letter helped me to understand how there are many, many ways to share music with others beside performing on stage.

Stay tuned for an update on her efforts!

Simon Estes is a perfect example of a true Arts Leader. This Iowa native and world-renowned opera singer has established not only a school in South Africa for some of the continent’s poorest children, but also the Simon Estes Iowa Educational Foundation, “a multiracial, nonprofit organization that provides positive minority role model programs and scholarships to students attending Iowa colleges and universities.”

His latest project is the “Wings and Roots” tour, where he’s pledged to present concerts in each of Iowa’s 99 counties.

“I want to share the gift of voice God has given me and give something back. I want to introduce audiences to classical music and a trained voice, and I want to raise funds to provide scholarships for outstanding students. The cost of college is high and many families need help. I know when I was young, I struggled. I scrubbed floors, shined shoes, carried luggage and anything I could do. I want to help young people because I believe in the value and importance of education,” Estes said.

Simon attended our From the Top Show #216 in Ames, Iowa this spring, where he met From the Top alums Caroline Weeks (viola) and Bryanne Presley (obeo), both of whom he ultimately ended up inviting to join him to perform at several concerts this fall! So far Bryanne is scheduled to perform with Simon on October 30 in Vinton, Iowa, and November 13 in Manning, Iowa.  Caroline will be performing with him this December. Stay tuned, as we’ll post more information about those concerts as we get it.

Bryanne on From the Top in Ames, Iowa

Caroline on From the Top in Ames, Iowa

From the Top is taping the next Iowa show in Davenport on October 12 at 8pm. If you’re in the area, come on down and grab a seat in the Adler Theater. Tickets & info here.

Simon Estes is a perfect example of a true Arts Leader. This Iowa native and world-renowned opera singer has established not only a school in South Africa for some of the continent’s poorest children, but also the Simon Estes Iowa Educational Foundation, “a multiracial, nonprofit organization that provides positive minority role model programs and scholarships to students attending Iowa colleges and universities.”

His latest project is the “Wings and Roots” tour, where he’s pledged to present concerts in each of Iowa’s 99 counties.

“I want to share the gift of voice God has given me and give something back. I want to introduce audiences to classical music and a trained voice, and I want to raise funds to provide scholarships for outstanding students. The cost of college is high and many families need help. I know when I was young, I struggled. I scrubbed floors, shined shoes, carried luggage and anything I could do. I want to help young people because I believe in the value and importance of education,” Estes said.

Simon attended our From the Top Show #216 in Ames, Iowa this spring, where he met From the Top alums Caroline Weeks (viola) and Bryanne Presley (obeo), both of whom he ultimately ended up inviting to join him to perform at several concerts this fall! So far Bryanne is scheduled to perform with Simon on October 30 in Vinton, Iowa, and November 13 in Manning, Iowa.  Caroline will be performing with him this December. Stay tuned, as we’ll post more information about those concerts as we get it.

Bryanne on From the Top in Ames, Iowa

Caroline on From the Top in Ames, Iowa

From the Top is taping the next Iowa show in Davenport on October 12 at 8pm. If you’re in the area, come on down and grab a seat in the Adler Theater. Tickets & info here.

Simon Estes is a perfect example of a true Arts Leader. This Iowa native and world-renowned opera singer has established not only a school in South Africa for some of the continent’s poorest children, but also the Simon Estes Iowa Educational Foundation, “a multiracial, nonprofit organization that provides positive minority role model programs and scholarships to students attending Iowa colleges and universities.”

His latest project is the “Wings and Roots” tour, where he’s pledged to present concerts in each of Iowa’s 99 counties.

“I want to share the gift of voice God has given me and give something back. I want to introduce audiences to classical music and a trained voice, and I want to raise funds to provide scholarships for outstanding students. The cost of college is high and many families need help. I know when I was young, I struggled. I scrubbed floors, shined shoes, carried luggage and anything I could do. I want to help young people because I believe in the value and importance of education,” Estes said.

Simon attended our From the Top Show #216 in Ames, Iowa this spring, where he met From the Top alums Caroline Weeks (viola) and Bryanne Presley (obeo), both of whom he ultimately ended up inviting to join him to perform at several concerts this fall! So far Bryanne is scheduled to perform with Simon on October 30 in Vinton, Iowa, and November 13 in Manning, Iowa.  Caroline will be performing with him this December. Stay tuned, as we’ll post more information about those concerts as we get it.

Bryanne on From the Top in Ames, Iowa

Caroline on From the Top in Ames, Iowa

From the Top is taping the next Iowa show in Davenport on October 12 at 8pm. If you’re in the area, come on down and grab a seat in the Adler Theater. Tickets & info here.

This is the second installment of our Parents’ Perspective blog series, which is meant to share information, hints, and knowledge about raising musical kids. You can read the first blog about musical beginnings here.

Today’s topic: Your kid wants to study an instrument – now what? Our parent panel gives some tips on finding music teachers.

Word of mouth can be a very powerful tool!

Gabriel Cabezas, 2007

Emmanuel Cabezas remembers, “After Gabriel went through most of the Suzuki program, his teacher suggested a traditional teacher who also performed with a symphony orchestra.  Once Gabriel studied with him for a couple of years, he in turn suggested another teacher from a university.”

Roberta McGuire says, “Word of mouth referrals from trusted and respected sources can help shorten the time in finding what you are looking for. When shopping around for an instrument, you should ask your teacher to help out with the assessment of each so that you get the instrument that best fits your child at that given point in time.”

Barbara Nakazawa advises, “School band and orchestra teachers tend to know the better private instrumental teachers so they are a great source.”

Use the Internet!

“The Internet has made it possible for us all to see what is available in music stores, music schools for classes, teachers, sheet music and music related supplies.”  – Roberta McGuire

Some online resources you may find helpful:

MTNA – Music Teachers National Association

NAMM – National Association of Music Merchants

NAMM Foundation: Best Communities for Music Education

MENC – The National Association for Music Education

National Guild for Community Arts Education

*Many states have music teacher associations. Try a Google search with your state or city + music teachers.

Additional Words of Advice:

From Barbara Nakazawa:

“Finding the right teacher for your child is very important. It’s not only the material that is taught and technique, it has to be the right personality match. Most teachers offer a trial lesson.  A good teacher should be able to direct their student to the appropriate orchestra/band auditions and help with suggestions for instruments, supplies, etc.”

From Roberta McGuire:

“You don’t want to swap [teachers] a lot because it would disrupt the continuity in learning. The other key element in the teacher search process (when you are switching from one teacher to another) is to be honest with your wish to make a change.  No one appreciates being blind sighted and a burnt bridge can never be a helpful one in the future!  Honesty is always the best policy!”

If your child’s school has an orchestra or a band program, encourage them to join up. Through that experience, they will start to make friends with other like-minded students and you will start to build a network of musical friends to connect with.

Scales:  They do matter! Nobody likes to play their scales, but they do help with ear training, so one way to get your scales into your practice routine is to start with your scales! Your sound quality will improve and your teacher will love you for it!

From Naomi Aldort:

“We parents are gullible when it comes to talent. We tend to live our own dreams of glory through our children. Unfortunately children sense it and will go on the path of our dream, missing their own, if we are not careful. They will look happy and we will be fooled to think that they love the lessons, when what they really love is to please us and be the sunshine of our dreams. Eventually this becomes old and the child’s search for herself collides with her need to please her parents or other adults. Depression is one of the most common results of such inner confusion.

Oliver Aldort on From the Top, 2005

Therefore, I often recommend offering music education to a child without formal lessons.  Not offering lessons does not meant not nurturing the child’s talent. On the contrary, when not relying on a weekly teacher to do the job, you take more responsibility and the child learns a whole lot more. I offered such “home lessons” to my children, and by the time they started to study with teachers, they were already reading notes and skillful with the fundamentals of rhythms, tonality, chords, and feeling the music. They were also freely improvising and totally passionate about music. Instead of a weekly or bi-weekly lessons, their musical learning occurred a few times per day, every day of the week. I avoided praise so their love of music stayed authentic and not confused with pleasing me.”

Naomi Aldort is the author of, Raising Our Children, Raising Ourselves and the mother of two musicians. Her advice columns are published in progressive parenting magazines worldwide. Aldort offers guidance and counseling by phone/Skype internationally regarding all ages, babies through teens: attachment parenting; natural learning; peaceful and powerful parent-child relationships and more. Products, counseling, and free newsletter: www.authenticparent.com

Please feel free to comment below with questions or your own personal stories! We’d love to hear from you.

This is the second installment of our Parents’ Perspective blog series, which is meant to share information, hints, and knowledge about raising musical kids. You can read the first blog about musical beginnings here.

Today’s topic: Your kid wants to study an instrument – now what? Our parent panel gives some tips on finding music teachers.

Word of mouth can be a very powerful tool!

Gabriel Cabezas, 2007

Emmanuel Cabezas remembers, “After Gabriel went through most of the Suzuki program, his teacher suggested a traditional teacher who also performed with a symphony orchestra.  Once Gabriel studied with him for a couple of years, he in turn suggested another teacher from a university.”

Roberta McGuire says, “Word of mouth referrals from trusted and respected sources can help shorten the time in finding what you are looking for. When shopping around for an instrument, you should ask your teacher to help out with the assessment of each so that you get the instrument that best fits your child at that given point in time.”

Barbara Nakazawa advises, “School band and orchestra teachers tend to know the better private instrumental teachers so they are a great source.”

Use the Internet!

“The Internet has made it possible for us all to see what is available in music stores, music schools for classes, teachers, sheet music and music related supplies.”  – Roberta McGuire

Some online resources you may find helpful:

MTNA – Music Teachers National Association

NAMM – National Association of Music Merchants

NAMM Foundation: Best Communities for Music Education

MENC – The National Association for Music Education

National Guild for Community Arts Education

*Many states have music teacher associations. Try a Google search with your state or city + music teachers.

Additional Words of Advice:

From Barbara Nakazawa:

“Finding the right teacher for your child is very important. It’s not only the material that is taught and technique, it has to be the right personality match. Most teachers offer a trial lesson.  A good teacher should be able to direct their student to the appropriate orchestra/band auditions and help with suggestions for instruments, supplies, etc.”

From Roberta McGuire:

“You don’t want to swap [teachers] a lot because it would disrupt the continuity in learning. The other key element in the teacher search process (when you are switching from one teacher to another) is to be honest with your wish to make a change.  No one appreciates being blind sighted and a burnt bridge can never be a helpful one in the future!  Honesty is always the best policy!”

If your child’s school has an orchestra or a band program, encourage them to join up. Through that experience, they will start to make friends with other like-minded students and you will start to build a network of musical friends to connect with.

Scales:  They do matter! Nobody likes to play their scales, but they do help with ear training, so one way to get your scales into your practice routine is to start with your scales! Your sound quality will improve and your teacher will love you for it!

From Naomi Aldort:

“We parents are gullible when it comes to talent. We tend to live our own dreams of glory through our children. Unfortunately children sense it and will go on the path of our dream, missing their own, if we are not careful. They will look happy and we will be fooled to think that they love the lessons, when what they really love is to please us and be the sunshine of our dreams. Eventually this becomes old and the child’s search for herself collides with her need to please her parents or other adults. Depression is one of the most common results of such inner confusion.

Oliver Aldort on From the Top, 2005

Therefore, I often recommend offering music education to a child without formal lessons.  Not offering lessons does not meant not nurturing the child’s talent. On the contrary, when not relying on a weekly teacher to do the job, you take more responsibility and the child learns a whole lot more. I offered such “home lessons” to my children, and by the time they started to study with teachers, they were already reading notes and skillful with the fundamentals of rhythms, tonality, chords, and feeling the music. They were also freely improvising and totally passionate about music. Instead of a weekly or bi-weekly lessons, their musical learning occurred a few times per day, every day of the week. I avoided praise so their love of music stayed authentic and not confused with pleasing me.”

Naomi Aldort is the author of, Raising Our Children, Raising Ourselves and the mother of two musicians. Her advice columns are published in progressive parenting magazines worldwide. Aldort offers guidance and counseling by phone/Skype internationally regarding all ages, babies through teens: attachment parenting; natural learning; peaceful and powerful parent-child relationships and more. Products, counseling, and free newsletter: www.authenticparent.com

Please feel free to comment below with questions or your own personal stories! We’d love to hear from you.

Because From the Top tapes radio shows across the country, we often fly in young musicians from different states to appear on broadcast tapings. If you’re a musician, you know traveling with your instrument can sometimes be tricky. The American Federation of Musician recently launched this petition to make air travel more friendly for musicians.

Even if you’re not a musician, you can probably imagine the difficulties of hauling a large cello around. The video below shows one ordeal Octet Abbraccio, featured on our 2010 Ames, Iowa show, went through in trying to return home to Ohio. (Starts around 1:15). In true From the Top style, these young musicians kept a light heart and a humorous approach to the situation.

You can show your support for young musicians with large instruments by signing the petition here.

Because From the Top tapes radio shows across the country, we often fly in young musicians from different states to appear on broadcast tapings. If you’re a musician, you know traveling with your instrument can sometimes be tricky. The American Federation of Musician recently launched this petition to make air travel more friendly for musicians.

Even if you’re not a musician, you can probably imagine the difficulties of hauling a large cello around. The video below shows one ordeal Octet Abbraccio, featured on our 2010 Ames, Iowa show, went through in trying to return home to Ohio. (Starts around 1:15). In true From the Top style, these young musicians kept a light heart and a humorous approach to the situation.

You can show your support for young musicians with large instruments by signing the petition here.

This spring, 17 year-old composer/bassoonist Tim Woos, a Jack Kent Cooke Young Artist, held composition workshops at two different schools in Vermont - the Integrated Arts Academy in Burlington and the North Branch School in Ripton. For each school, he created  a “composing game”: a program that engaged the students as composers using visual aids and noisemakers. It was a big hit!

Tim at the Integrated Arts Academy

Tim wanted to show the students how composing music is by no means linear, and that the possibilities are endless. Tim shares more:

We asked Tim to share more about his “composing game” and the overall experience:

FTT: How did you come up with your project idea?

Tim: I knew from the start that I wanted to go into schools and talk about being a composer. Not many kids really know what a composer does. My teacher, David Ludwig, has done a lot of presentations in schools. He advised me to involve the students as much as I could, so I decided on the composing game.

FTT: What was the experience like for you? How did the two schools compare?

Tim: It was an incredible experience. The students were as engaged and excited about what we were doing as they possibly could have been.

At the first performance (North Branch), it was very clear that the group performing was embarrassed and uncomfortable. They were laughing while they were playing and not taking it seriously. After they were done, I asked the other students for their comments. Most of the students said they wanted to hear the piece again because the performers were very distracting.

This made the performers realize that the other students actually wanted to hear their piece. They performed it again and it was much better. We then heard the other groups’ pieces. They were all very different and extremely creative. I was so impressed with all of the students and the work they had done.

As for the Integrated Arts Academy, I was very impressed with the school and the work they are doing. When the kids learned that I was going to school just for music one of them asked, “so, all you’re going to do is write music all day? I want to go to music school!”

The school is the only arts magnet school in the state. It’s located in a part of Burlington called the Old North End. This is the poorest area of the city and many of the kids are refugees from other countries and don’t speak English very well.

FTT: Can you give us an example of how the “composing game” works?

Tim: (At the North Branch School) I gave them the following instructions:

1. Fold your piece of paper in half.
2. Draw an enclosed shape anywhere on the paper.
3. Draw a line, wavy or straight, that connects any one side of the paper to any other side.
4. Unfold the piece of paper and draw another wavy or straight line from anywhere to anywhere.
5. Draw one thing, anything you want, wherever you want.

After they drew their “scores”, the class split into three groups of 9. Tal (Birdsey – the class teacher) went with one group, Rose Messner, the math teacher, went with another, and I went with the last. Each group picked one of the drawings to use as a score. They all went into different places after that. One group went outside. Two students grabbed their acoustic guitars and one grabbed an electric bass. I made them put the instruments away.

The pieces they came up with were very creative. One group used a piece of Sonotube, two PVC pipes, a wheelbarrow, a hand-pushed lawnmower, the top of a garbage can filled with sand, and a handful of marbles. All of the groups were very tied to rhythm and always wanted a clear beat. While they were still working on the pieces, I encouraged all of the groups to use both clear rhythm and very free rhythm as two “compositional devices” to express the score more effectively. They did a great job of this.

FTT: What do you think the students took away from the event?

Tim: That composing is not a strange thing to do. All of the students went through the process of creating a piece of music.

The game is interesting because it separates composing from performing. They were not writing a piece for a violin, they were writing it for a salad bowl and a plastic cup. For some of them, it will be a cool thing that they did once. For others, they could have been hooked and want to start writing music or playing an instrument.

I wanted them to see that no matter what it is they create, whether it’s a poem, a drawing, or a piece of music, the process of creating that thing is very engaging and feels really good to do.

It was a really great project. I know I got a lot out of it, and I know the students did as well.

Reed Messner, a student at the North Branch School, wrote an article that was published on his teacher’s (Tal Birdsey’s) blog, A Room for Learning. Click here to read Reed’s article on Tim’s visit.

This spring, 17 year-old composer/bassoonist Tim Woos, a Jack Kent Cooke Young Artist, held composition workshops at two different schools in Vermont - the Integrated Arts Academy in Burlington and the North Branch School in Ripton. For each school, he created  a “composing game”: a program that engaged the students as composers using visual aids and noisemakers. It was a big hit!

Tim at the Integrated Arts Academy

Tim wanted to show the students how composing music is by no means linear, and that the possibilities are endless. Tim shares more:

We asked Tim to share more about his “composing game” and the overall experience:

FTT: How did you come up with your project idea?

Tim: I knew from the start that I wanted to go into schools and talk about being a composer. Not many kids really know what a composer does. My teacher, David Ludwig, has done a lot of presentations in schools. He advised me to involve the students as much as I could, so I decided on the composing game.

FTT: What was the experience like for you? How did the two schools compare?

Tim: It was an incredible experience. The students were as engaged and excited about what we were doing as they possibly could have been.

At the first performance (North Branch), it was very clear that the group performing was embarrassed and uncomfortable. They were laughing while they were playing and not taking it seriously. After they were done, I asked the other students for their comments. Most of the students said they wanted to hear the piece again because the performers were very distracting.

This made the performers realize that the other students actually wanted to hear their piece. They performed it again and it was much better. We then heard the other groups’ pieces. They were all very different and extremely creative. I was so impressed with all of the students and the work they had done.

As for the Integrated Arts Academy, I was very impressed with the school and the work they are doing. When the kids learned that I was going to school just for music one of them asked, “so, all you’re going to do is write music all day? I want to go to music school!”

The school is the only arts magnet school in the state. It’s located in a part of Burlington called the Old North End. This is the poorest area of the city and many of the kids are refugees from other countries and don’t speak English very well.

FTT: Can you give us an example of how the “composing game” works?

Tim: (At the North Branch School) I gave them the following instructions:

1. Fold your piece of paper in half.
2. Draw an enclosed shape anywhere on the paper.
3. Draw a line, wavy or straight, that connects any one side of the paper to any other side.
4. Unfold the piece of paper and draw another wavy or straight line from anywhere to anywhere.
5. Draw one thing, anything you want, wherever you want.

After they drew their “scores”, the class split into three groups of 9. Tal (Birdsey – the class teacher) went with one group, Rose Messner, the math teacher, went with another, and I went with the last. Each group picked one of the drawings to use as a score. They all went into different places after that. One group went outside. Two students grabbed their acoustic guitars and one grabbed an electric bass. I made them put the instruments away.

The pieces they came up with were very creative. One group used a piece of Sonotube, two PVC pipes, a wheelbarrow, a hand-pushed lawnmower, the top of a garbage can filled with sand, and a handful of marbles. All of the groups were very tied to rhythm and always wanted a clear beat. While they were still working on the pieces, I encouraged all of the groups to use both clear rhythm and very free rhythm as two “compositional devices” to express the score more effectively. They did a great job of this.

FTT: What do you think the students took away from the event?

Tim: That composing is not a strange thing to do. All of the students went through the process of creating a piece of music.

The game is interesting because it separates composing from performing. They were not writing a piece for a violin, they were writing it for a salad bowl and a plastic cup. For some of them, it will be a cool thing that they did once. For others, they could have been hooked and want to start writing music or playing an instrument.

I wanted them to see that no matter what it is they create, whether it’s a poem, a drawing, or a piece of music, the process of creating that thing is very engaging and feels really good to do.

It was a really great project. I know I got a lot out of it, and I know the students did as well.

Reed Messner, a student at the North Branch School, wrote an article that was published on his teacher’s (Tal Birdsey’s) blog, A Room for Learning. Click here to read Reed’s article on Tim’s visit.