It has been a very exciting few months as far as "Jigsaw Jam" is concerned with some huge performances including the "Schools Prom" and the "MFY Primary Proms"at the Albert Hall London. There have also been Primary proms at Coulston Hall Bristol, and at Symphony Hall Birmingham. It has been such an incredible experience, and I feel so blessed to have been given the opportunity to write this piece. I do hope it will be useful for teachers, and that they will download it FREE along with accompaniments and backing tracks .
http://www.mfy.org.uk/evolve/thesoundvault/jigsawjam
This was my evaluation of the whole experience.
It was a great honour to be asked to write "Jigsaw Jam" for Music For
Youth. I was excited that the piece could be accessed freely by anyone, and
could be very useful to teachers in providing "grass routes" ensemble repertoire
(of which there is little) at a time when they really needed it.
Currently, as part of the governments "first access" initiative, teachers
all over the country are being asked to teach whole classes of instrumentalists
so that every child gets an opportunity to play.This instrumental teaching is
sometimes for a year, and sometimes only for a term. This means that often only
a few notes are learned.
My brief, was to write an ensemble piece for any child who had learned in a
beginner group like this, so that they could play together in an ensemble of
any combination, using the first notes they had learned. This was to show the
achievements of their first months of learning, and to celebrate Them.
The piece provided me with a huge challenge, first in finding out what
instruments were likely to be taught in these groups, then what the first few
notes learned on each instrument were, and what technical difficulties were
associate with each one. Having done that ( considering also that they were all
in different keys), I had to write a piece that made them sound good and
motivated the individual players to continue learning the instrument if they
were able.
The experience and information gathered in the writing of this piece (with
nine sections), has been invaluable. I have continued to use it in composing
other motivating materials for beginner combinations like these.
Teachers have very little time to arrange repertoire for themselves, so
Music For Youth provided exactly the right thing for them at the right time. I
hope as many teachers as possible find out they are able to download the parts,
accompaniments and backing tracks free from the Music For Youth website.
Creating this piece was an incredible experience, which developed my
writing for this sort of group. It gave me a greater understanding of the
difficulties for teachers in finding motivating and useful materials for this
current method of delivering instrumental tuition.
I am grateful for this experience and the positive outcomes.
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