Overview

Stephanie’s Background: Dip. Mus. (Performance) - Violin, Viola, Music Theory

I undertook my studies at the University of Melbourne Conservatorium of Music where, at the end of my first year of study, I was awarded the Ormond Exhibition (for performance and academic excellence) and the Florence Bradford Scholarship. I studied violin with Nathan Gutman, John Glickman and Christopher Martin. During my studies, I developed an enduring love of chamber music and undertook study in this area with Chris Martin and the world-renowned cellist, John Kennedy - father of the flamboyant, highly entertaining concert violinist, Nigel Kennedy.

After graduating, I joined the State Orchestra of Victoria but, because I wanted to travel and broaden my musical horizons, I moved on to working as a freelance orchestral violinist, touring with such musicians as Rick Wakeman, Gene Pitney, Burt Bacharach and John Farnham.

As family commitments increased, I became more involved in teaching, establishing my home studio in the eastern suburbs of Melbourne and working at various private schools around Melbourne. For many years, I have enjoyed a blend of teaching and performance and, for the last few years, I’ve been involved in string teaching and  music education in North West Tasmania.

Liani’s Background: B.Mus., A.Mus.A. - Cello, Music Theory

I started playing cello at the age of 7 and quickly realised that this incredible instrument was going to be a very important part of my life.  During my high school years, I obtained my Associate of Music Australia (A.Mus.A.) qualification and also became heavily involved in the orchestras run by Melbourne Youth Music (M.Y.M.). I was later accepted into the Chamber Strings of Melbourne where I benefited from the vast knowledge and experience of the conductor, Christopher Martin (formerly Head of Strings at the University of Melbourne). 

I undertook my tertiary studies at the University of Melbourne Conservatorium of Music and, later, at the Victorian College of the Arts (V.C.A.), where I studied cello with John Nisbet, Peter Rejto and Zoe Knighton, among others. It was during my years at V.C.A. that I developed a love of chamber music. During this period, I was also involved with many of the composition students, both in performing their music and consulting with them about the specifics of my instrument during the development stages of their works. This provided me with experience in a broad range of music styles and techniques.

I started teaching quite by accident while I was still at high school, and I was pleasantly surprised by how much I enjoyed it. Since getting started, I have not looked back and have since maintained a dynamic combination of teaching and performance.  With more than twenty years’ experience in Melbourne, teaching students of many different ages and stages, backgrounds and experiences, I am now enjoying a whole new chapter of strings education in my new Tasmanian community.

Philosophy

We encourage our students to investigate as many different styles of music as possible in order to broaden their experience and knowledge bases and optimise their enjoyment of music-making.

We place a high priority on teaching our students the importance of:

• adopting natural hand, arm, shoulder and back shapes as much as possible

• understanding the ‘why’ as well as the ‘how’.  As we all know, when learning any new skill, be it playing an instrument, driving a car or even touch-typing, everything will feel awkward and unnatural. However, when a student understands the purpose behind the technique, this provides them firstly with a guide for what they want to achieve, and secondly it provides a finite goal to work towards, a direct line of work to pursue between lessons.

• the mechanics involved in playing the violin, viola and cello thereby enabling them to maximise, in the short- and long-term, what is achieved in practice sessions

• investigating as many different styles of music as possible in order to broaden their experience and knowledge bases and optimise their enjoyment of music-making.

We stress the importance and encourage (not pressure!) our students to perform as often as possible in a variety of different situations.  This provides them with a means of developing not only their music performance skills but also their confidence and competence in other areas of formal presentation, such as class discussions and presentations, debating, job interviews and general assertive interaction with their peers and colleagues.

Teaching Children

We encourage parents to be actively involved in their children’s music education by attending several lessons each term so that they can productively participate in home practice sessions. In a social environment that is becoming geared more and more towards instant gratification, learning a musical instrument can be a daunting experience for many children once they - and their parents! - realise that a commitment to regular practice is necessary in order to progress. Practising for even half an hour can be very isolating and can seem interminable to a small - and even not-so-small - child. So, even if parents have had no previous music experience, their interest and involvement are very important factors in determining whether their children will choose to dedicate their time and attention to their instrumental studies. No matter how good the teacher is, if there is little or no parental involvement, the child’s interest and enthusiasm will very soon dwindle.

Teaching Adults

We have discovered throughout our years of teaching that the commonly held belief that adults do not learn as fast or as well as children is a myth…and research supports this observation! Our adult students never cease to surprise in how quickly, enthusiastically and soundly they develop new and challenging skills. We have found that, with their extensive life experience, they have a greater capacity for relating new skills to those they already have in other areas.

Many adult students report secondary benefits in learning a stringed instrument: despite their hectic lifestyles, most of them manage to make time for regular practice and lessons due to the calming influence of music in their chaotic environment. 

Instrumental music has played a key role historically in artistic expression, social gatherings and living life. It’s everywhere, in all cultures - a ubiquitous magic that brightens our daily lives! It’s found in alleyways, churches, family dinners ands birthday parties and has been synonymous with human civilisation from the beginning of time. Recognising this, we emphasise the benefits of learning a wide range of music styles, such as classical, jazz, bluegrass, and folk to broaden experience and unlock music creation as part of your life, whether it’s at a family gathering, a camping trip with family and friends or a larger social event. This exposure opens up a world of expression and sharing enabling our students to bring music into their world!