The pilot scheme was designed to test the concept and to help develop a modus operandi for the future which optimises the benefits to all parties.
The original plan was to send 10 young UK musicians (WAMers) to teach for two months at music schools in Delhi, Kerala and Mumbai. Partly as a result of financial constraints and partly for other reasons, we cut the number to eight and excluded Mumbai from the pilot. Finally, because of one late drop out, we sent seven musicians, five of whom went to schools in Delhi and two to Kerala.
However, the reduced number proved fully adequate to validate the concept and we received ample, very valuable feedback from which we are able to refine the arrangements for next year. We were also delighted by the fact that, despite all being at separate schools, the seven WAMers worked very effectively as a team and became enthusiastically involved in other activities which will be of enormous value to WAM’s development.
The seven (originally eight) were selected from 40 applicants who applied through the WAM website in response to flyers and posters sent mainly to universities and music colleges. Of the 40, 16 were invited to attend the selection board which met at Trinity College of Music on 12th and 13th March.
The five schools in Delhi were selected with the help of Anjli Mata, the Delhi representative of Trinity College London (the examination board) and the two in Kerala were already known to the WAM trustees, Duncan and Esme having taught at those schools in 2006.
All participating schools were visited and interviewed by Duncan Ward and Michael Maslinski who explained and discussed with them the purpose of the scheme and the basis of the arrangements.
Finding the Candidates
The 40 applicants were mainly full-time music students at universities and music colleges. All were in the age range of 18-23 and all highly accomplished musicians.
The response to our quite limited advertising exceeded our expectations and the level of enthusiasm very obvious – it was clear that the WAM concept struck a chord by combining the opportunity to go to India and explore a different culture with gaining teaching experience and contributing to a worthwhile cause. For the pilot scheme we focused entirely on piano teaching and although most of the candidates were proficient in at least one other instrument and had other skills to offer, this was a bonus rather than a prerequisite.
Selection process
From the 40 applications we chose 16 to attend the selection board, each application being independently scored by the three trustees under three main headings:
- musical competence
- teaching experience
- competence to deal living in a radically different environment
The selection board consisted of the three trustees, Esme, Duncan and Michael, plus Marion Friend, director of Junior Trinity and Nadia Lasserson, Secretary of the European Piano Teachers Association.
Each candidate had thirty minutes with the board covering the following:
- Playing a prepared piece on the piano
- Teaching a ‘guinea pig’ student
- Interview
The process was very challenging, particularly teaching the ‘guinea pig’, but it worked extremely well and in our view the results vindicated the process.
Induction course
We ran a two-day induction course in May 2009, covering a range of issues including briefing WAMers on local culture and environment, health and safety and child protection issues, as well as preparing them for the challenges of teaching in Indian Music Schools and various other activities.
Working arrangements and role of the musicians
The intention was as follows:
- Broaden their knowledge and understanding of western classical music beyond examination syllabi
- Encourage the enjoyment of playing in ensembles and exploring unusual repertoire
- Increase their stylistic awareness of classical performing traditions
- Develop their technical ability through new exercises and technique concepts
At their discretion and the Indian teachers’ approval they could also incorporate:
- Multi-hand ensemble coaching
- Improvisation sessions
- Performance platforms
- Group musicianship games
- Theory classes
- Repertoire demonstrations
- Presentation/discussion of the history of Western classical music
Although the feedback was mainly excellent there was a considerable variety in the way the musicians were used, in some cases their talents initially being under-utilised because the schools did not have sufficient appreciation of what they had to offer. In particular it is clear that greater use of workshops and group lessons at an early stage will help to engage the school and the pupils with the opportunity available to them to enrich their experience and appreciation.
It is also important to involve as many Indian teachers as possible in such workshops, both to gain their respect and to supplement their own experience, such that there is a permanent improvement in teaching standards.
Feedback from schools, pupils and WAMers
‘Overall it has been an enriching experience for both students and teachers at Theme. The WAMers enthusiasm instilled a new interest in our students, and the teachers also received valuable tips. We look forward to a long and fruitful association with WAM in the future.’
Anjli Mata,
Theme Music School, Delhi
‘We have seen an improvement in each and every
student. Hannah has inputted well on aspects of
technique, posture, listening skills, interpretation.
All the children love the instrument more. We would
certainly like this every year and we cannot
put a value to this input.’
Lorraine Aloysius, The Music Studio, Gurgaon,
Delhi
‘Thank you so much for providing this wonderful
experience of being a part of the musical cultural
exchange program organised by WAM and for sending
these talented musicians to teach here. The WAMers
guidance in performing and learning was really
helpful and we thoroughly enjoyed having both of them
here.’
Simi Koshy, Amadeus School, Cochin
‘Success in exams and enjoyment of music are not
mutually exclusive. In fact, you can't have the
former without the latter. The key thing to remember
is that nothing is going to change overnight. It will
take time, and that's exactly why WAM will be sending
even more teachers over to India next year.’
Ruairi
‘Teaching is proving to be an extremely rewarding
experience. Pupils are extremely receptive to my
input.’
Theo Ford-Sagers
‘Now that I have been here a month I feel that I
am really beginning to address some of the main
issues I have been faced with when teaching the
students. I am thrilled by the positive reception I
have been getting, and was both touched and
encouraged when one teacher told me that I am able to
‘make the music come alive’.
Hannah