Reenvisioning Classical Music Education | Dr. Yuliyan Stoyanov | TEDxYouth@AASSofia

[Music]

[Music] I’m going to talk to you about something

I’m going to talk to you about something

I’m going to talk to you about something very exciting today you probably guessed

very exciting today you probably guessed

very exciting today you probably guessed already it’s music music is the

already it’s music music is the

already it’s music music is the incredible capacity of our brain to

incredible capacity of our brain to

incredible capacity of our brain to think in sounds it is also one of our

think in sounds it is also one of our

think in sounds it is also one of our most sincere ways of expressing emotion

think about it we have music for just

think about it we have music for just about any type of emotion you have

about any type of emotion you have

about any type of emotion you have joyful music we have sad music we have

joyful music we have sad music we have

joyful music we have sad music we have music which we like to listen to you

music which we like to listen to you

music which we like to listen to you when we want to feel energized motivated

when we want to feel energized motivated

when we want to feel energized motivated or inspired and we also have music for

or inspired and we also have music for

or inspired and we also have music for moments when we want to relax slow down

moments when we want to relax slow down

moments when we want to relax slow down or just entertain ourselves but music

or just entertain ourselves but music

or just entertain ourselves but music also teach us about ourselves and others

also teach us about ourselves and others

also teach us about ourselves and others helps us explore this inner emotional

helps us explore this inner emotional

helps us explore this inner emotional being and helps us understand get to

being and helps us understand get to

being and helps us understand get to know how other people feel and think

know how other people feel and think

know how other people feel and think this aspect of music being an incredible

this aspect of music being an incredible

this aspect of music being an incredible incredibly strong way of showing us and

incredibly strong way of showing us and

incredibly strong way of showing us and learning helping us learn about

learning helping us learn about

learning helping us learn about ourselves and other people for me is the

ourselves and other people for me is the

ourselves and other people for me is the most important thing about music you can

most important thing about music you can

most important thing about music you can listen to the Beethoven’s moonlight

listen to the Beethoven’s moonlight

listen to the Beethoven’s moonlight sonata for example and enjoy its

sonata for example and enjoy its

sonata for example and enjoy its incredible beauty but it’s a completely

incredible beauty but it’s a completely

incredible beauty but it’s a completely different experience to sit in front of

different experience to sit in front of

different experience to sit in front of the piano and being able to play it

the piano and being able to play it

the piano and being able to play it yourself

yourself

yourself to look through the composer’s eyes to

to look through the composer’s eyes to

to look through the composer’s eyes to see how he takes a simple melody and

see how he takes a simple melody and

see how he takes a simple melody and transforms it into a powerful statement

transforms it into a powerful statement

transforms it into a powerful statement to feel each arpeggio or chord

to feel each arpeggio or chord

to feel each arpeggio or chord progression with your whole body this is

progression with your whole body this is

progression with your whole body this is the ultimate way of getting inside the

the ultimate way of getting inside the

the ultimate way of getting inside the brain of a genius and we don’t

brain of a genius and we don’t

brain of a genius and we don’t necessarily have to be you chose or

necessarily have to be you chose or

necessarily have to be you chose or performance to do this the intellect of

performance to do this the intellect of

performance to do this the intellect of a genius is felt even in the simplest

a genius is felt even in the simplest

a genius is felt even in the simplest works you’ve probably noticed that music

works you’ve probably noticed that music

works you’ve probably noticed that music is just about everywhere around us it’s

is just about everywhere around us it’s

is just about everywhere around us it’s in the stores in the cars on the TV and

in the stores in the cars on the TV and

in the stores in the cars on the TV and radio and movies sports games every

radio and movies sports games every

radio and movies sports games every occasion it’s everywhere one would

occasion it’s everywhere one would

occasion it’s everywhere one would probably wonder where all this music

probably wonder where all this music

probably wonder where all this music came from well the reason for this is

came from well the reason for this is

came from well the reason for this is because so many people before us compose

because so many people before us compose

because so many people before us compose music and with the time the tradition

music and with the time the tradition

music and with the time the tradition expanded and now we have all these music

expanded and now we have all these music

expanded and now we have all these music available but there is one more thing

available but there is one more thing

available but there is one more thing people used technology to record music

people used technology to record music

people used technology to record music not in the sense of technology we use

not in the sense of technology we use

not in the sense of technology we use nowadays for sound recording no

nowadays for sound recording no

nowadays for sound recording no something’s simpler but even more

something’s simpler but even more

something’s simpler but even more powerful it’s a notation the tool which

powerful it’s a notation the tool which

powerful it’s a notation the tool which allowed us to write music on a sheet of

allowed us to write music on a sheet of

allowed us to write music on a sheet of paper and remember it or give it to

paper and remember it or give it to

paper and remember it or give it to someone else so the other person is able

someone else so the other person is able

someone else so the other person is able to read it and performant using the

to read it and performant using the

to read it and performant using the meaning we assign to other notes imagine

meaning we assign to other notes imagine

meaning we assign to other notes imagine before the notation people knew how to

before the notation people knew how to

before the notation people knew how to write down the spoken language and to

write down the spoken language and to

write down the spoken language and to communicate meaning by different

communicate meaning by different

communicate meaning by different combinations of letters and words but

combinations of letters and words but

combinations of letters and words but sound music they believed was impossible

sound music they believed was impossible

sound music they believed was impossible to write down

to write down

to write down the sound vanished the moment our ear

the sound vanished the moment our ear

the sound vanished the moment our ear stopped here in it the discovery of

stopped here in it the discovery of

stopped here in it the discovery of notation changed all that it took over a

notation changed all that it took over a

notation changed all that it took over a thousand years and now we are able to

thousand years and now we are able to

thousand years and now we are able to record music very very imprecise ly at

record music very very imprecise ly at

record music very very imprecise ly at the beginning but better and better with

the beginning but better and better with

the beginning but better and better with the time think about it if we dawn if I

the time think about it if we dawn if I

the time think about it if we dawn if I didn’t have notation all the music by

didn’t have notation all the music by

didn’t have notation all the music by Bach Beethoven Mozart

Bach Beethoven Mozart

Bach Beethoven Mozart Tchaikovsky all the great composers

Tchaikovsky all the great composers

Tchaikovsky all the great composers would have been lost they wouldn’t be

would have been lost they wouldn’t be

would have been lost they wouldn’t be able to write it down and we would have

able to write it down and we would have

able to write it down and we would have never had a chance to hear it

never had a chance to hear it

never had a chance to hear it other uses of technology the invention

other uses of technology the invention

other uses of technology the invention of the printing press and the use for

of the printing press and the use for

of the printing press and the use for mass producing sheet music the invention

mass producing sheet music the invention

mass producing sheet music the invention and the engineering of different

and the engineering of different

and the engineering of different instruments very very simple at the

instruments very very simple at the

instruments very very simple at the beginning primitive at the beginning

beginning primitive at the beginning

beginning primitive at the beginning shockingly complicated nowadays what I’m

shockingly complicated nowadays what I’m

shockingly complicated nowadays what I’m trying to say with all that is that

trying to say with all that is that

trying to say with all that is that technology allowed us humanity to record

technology allowed us humanity to record

technology allowed us humanity to record our musical creativity to inspire to

our musical creativity to inspire to

our musical creativity to inspire to influence to copy each other and to

influence to copy each other and to

influence to copy each other and to create all these amazing music we have

create all these amazing music we have

create all these amazing music we have now available as a violin teacher

now available as a violin teacher

now available as a violin teacher however

however

however I would like to ask are we using the

I would like to ask are we using the

I would like to ask are we using the full potential of the technology

full potential of the technology

full potential of the technology available to us nowadays to teach that

available to us nowadays to teach that

available to us nowadays to teach that amazing music or we just repeat whatever

amazing music or we just repeat whatever

amazing music or we just repeat whatever our teachers taught us back in the day

our teachers taught us back in the day

our teachers taught us back in the day when we were students and this

when we were students and this

when we were students and this technology was not available

there is an unofficial statistics

there is an unofficial statistics showing that more than 50% of all the

showing that more than 50% of all the

showing that more than 50% of all the students who start learning a classical

students who start learning a classical

students who start learning a classical musical instrument quit in a year or two

musical instrument quit in a year or two

musical instrument quit in a year or two and no wonder I would say most of the

and no wonder I would say most of the

and no wonder I would say most of the music schools and conservatories use the

music schools and conservatories use the

music schools and conservatories use the methods teachers used 100 years ago

methods teachers used 100 years ago

methods teachers used 100 years ago students are asked to play tons of

students are asked to play tons of

students are asked to play tons of boring exercises and skills just like

boring exercises and skills just like

boring exercises and skills just like this one

this one

this one [Music]

[Music]

[Music] I’m here to tell you that there is a

I’m here to tell you that there is a

I’m here to tell you that there is a more interesting way of playing scales

more interesting way of playing scales

more interesting way of playing scales and I’ll be happy to demonstrate it to

and I’ll be happy to demonstrate it to

and I’ll be happy to demonstrate it to you in a moment

you in a moment

you in a moment and also the repertoire the repertoire

and also the repertoire the repertoire

and also the repertoire the repertoire is strictly classical meaning most of

is strictly classical meaning most of

is strictly classical meaning most of the time the students don’t understand

the time the students don’t understand

the time the students don’t understand the music and cannot relate to it and

the music and cannot relate to it and

the music and cannot relate to it and especially the beginning it’s very

especially the beginning it’s very

especially the beginning it’s very important that we offer them variety of

important that we offer them variety of

important that we offer them variety of approaches variety of exercises games

approaches variety of exercises games

approaches variety of exercises games genres even popular music we tend to

genres even popular music we tend to

genres even popular music we tend to forget that what we now call classical

forget that what we now call classical

forget that what we now call classical music was the popular music the pop

music was the popular music the pop

music was the popular music the pop music of the sixteen seventeen

music of the sixteen seventeen

music of the sixteen seventeen eighteenth century

eighteenth century

eighteenth century popular music nowadays uses melodies and

popular music nowadays uses melodies and

popular music nowadays uses melodies and patterns which are very repetitive

patterns which are very repetitive

patterns which are very repetitive you’ve probably noticed this and a very

you’ve probably noticed this and a very

you’ve probably noticed this and a very convenient can be used very wisely as

convenient can be used very wisely as

convenient can be used very wisely as exercises and to teach and explain

exercises and to teach and explain

exercises and to teach and explain technique in my experience as a violin

technique in my experience as a violin

technique in my experience as a violin teacher I’ve experimented several times

teacher I’ve experimented several times

teacher I’ve experimented several times with assigning to my students songs

with assigning to my students songs

with assigning to my students songs performed by Lindsey Stirling for

performed by Lindsey Stirling for

performed by Lindsey Stirling for example and I’m happy to share with you

example and I’m happy to share with you

example and I’m happy to share with you my observations first I would never

my observations first I would never

my observations first I would never forget their surprise and the moment

forget their surprise and the moment

forget their surprise and the moment later the joy in their eyes that they’re

later the joy in their eyes that they’re

later the joy in their eyes that they’re going to play a song which they like and

going to play a song which they like and

going to play a song which they like and a song which they know very well and

a song which they know very well and

a song which they know very well and then the motivation with which they

then the motivation with which they

then the motivation with which they practiced in order to learn something

practiced in order to learn something

practiced in order to learn something which was which was not easy but they

which was which was not easy but they

which was which was not easy but they felt a very very strong desire to learn

felt a very very strong desire to learn

felt a very very strong desire to learn and then the diligence with which they

and then the diligence with which they

and then the diligence with which they followed all my notes and remarks and

followed all my notes and remarks and

followed all my notes and remarks and lastly but most importantly the

lastly but most importantly the

lastly but most importantly the confidence they gained after they were

confidence they gained after they were

confidence they gained after they were able to perform

able to perform

able to perform the song the piece at the level of their

the song the piece at the level of their

the song the piece at the level of their favorites performer all that proved to

favorites performer all that proved to

favorites performer all that proved to me by a strong belief even at that point

me by a strong belief even at that point

me by a strong belief even at that point that classical repertoire and popular

that classical repertoire and popular

that classical repertoire and popular music can be studied side-by-side in

music can be studied side-by-side in

music can be studied side-by-side in short we need to develop we need to

short we need to develop we need to

short we need to develop we need to explore developing systems educational

explore developing systems educational

explore developing systems educational systems which incorporate contemporary

systems which incorporate contemporary

systems which incorporate contemporary music but let’s say for for kids teenage

music but let’s say for for kids teenage

music but let’s say for for kids teenage world teenagers but not just sheet music

world teenagers but not just sheet music

world teenagers but not just sheet music or audio tracks or videos on how to play

or audio tracks or videos on how to play

or audio tracks or videos on how to play a particular song that kind of material

a particular song that kind of material

a particular song that kind of material exists everywhere but instead very

exists everywhere but instead very

exists everywhere but instead very well-organized systems which incorporate

well-organized systems which incorporate

well-organized systems which incorporate contemporary music with gradual

contemporary music with gradual

contemporary music with gradual difficulty progression teaching

difficulty progression teaching

difficulty progression teaching listening skills teaching music notation

listening skills teaching music notation

listening skills teaching music notation reading skills basics of anatomy for the

reading skills basics of anatomy for the

reading skills basics of anatomy for the body movement for the particular

body movement for the particular

body movement for the particular instrument basics of musical analysis

instrument basics of musical analysis

instrument basics of musical analysis history theory this will only help

history theory this will only help

history theory this will only help students get familiar with the

students get familiar with the

students get familiar with the instrument much quicker and will prepare

instrument much quicker and will prepare

instrument much quicker and will prepare them to approach classical repertoire

them to approach classical repertoire

them to approach classical repertoire with much more a much better

with much more a much better

with much more a much better understanding of the nature of music and

understanding of the nature of music and

understanding of the nature of music and better confidence the other aspect which

better confidence the other aspect which

better confidence the other aspect which can be helped so much by technology

can be helped so much by technology

can be helped so much by technology students are very very limited in their

students are very very limited in their

students are very very limited in their time spent with the teacher a usual

time spent with the teacher a usual

time spent with the teacher a usual lesson duration is between 45 and 60

lesson duration is between 45 and 60

lesson duration is between 45 and 60 minutes once or twice a week for that

minutes once or twice a week for that

minutes once or twice a week for that time the teacher has to explain has to

time the teacher has to explain has to

time the teacher has to explain has to listen first to everything assigned for

listen first to everything assigned for

listen first to everything assigned for this week than to introduce and explain

this week than to introduce and explain

this week than to introduce and explain the new material give suggestions for

the new material give suggestions for

the new material give suggestions for all the challenges the student is facing

all the challenges the student is facing

all the challenges the student is facing this particular week and the limited

this particular week and the limited

this particular week and the limited time makes the student makes the

time makes the student makes the

time makes the student makes the sir forces him or her to introduce a lot

sir forces him or her to introduce a lot

sir forces him or her to introduce a lot of material in very very limited of time

of material in very very limited of time

of material in very very limited of time but even after a very successful very

but even after a very successful very

but even after a very successful very productive lesson the students are left

productive lesson the students are left

productive lesson the students are left on their own to practice what was

on their own to practice what was

on their own to practice what was introduced during the lesson usually

introduced during the lesson usually

introduced during the lesson usually that’s the most challenging tank time

that’s the most challenging tank time

that’s the most challenging tank time for the student because as we all know

for the student because as we all know

for the student because as we all know patience is not part big part of the

patience is not part big part of the

patience is not part big part of the students psychology so they have to

students psychology so they have to

students psychology so they have to practice in the slower tempo to be very

practice in the slower tempo to be very

practice in the slower tempo to be very disciplined and focus on correct

disciplined and focus on correct

disciplined and focus on correct repetitions almost never happens so my

repetitions almost never happens so my

repetitions almost never happens so my solution for this our video practice

solution for this our video practice

solution for this our video practice sessions recorded by the teacher or

sessions recorded by the teacher or

sessions recorded by the teacher or other pedagogues who helped the students

other pedagogues who helped the students

other pedagogues who helped the students practice at home so at the beginning the

practice at home so at the beginning the

practice at home so at the beginning the first first the student is presented

first first the student is presented

first first the student is presented with the main points of the practice

with the main points of the practice

with the main points of the practice session then starting at a slow tempo

session then starting at a slow tempo

session then starting at a slow tempo gradually getting faster constantly

gradually getting faster constantly

gradually getting faster constantly reminded of the most essential elements

reminded of the most essential elements

reminded of the most essential elements of the technique they are working on I’m

of the technique they are working on I’m

of the technique they are working on I’m sure other teachers will come up with

sure other teachers will come up with

sure other teachers will come up with different ideas but we have to open our

different ideas but we have to open our

different ideas but we have to open our minds and start looking in this

minds and start looking in this

minds and start looking in this direction the third very important

direction the third very important

direction the third very important aspect musical education is still very

aspect musical education is still very

aspect musical education is still very expensive and for that reason there is a

expensive and for that reason there is a

expensive and for that reason there is a large large number of people who cannot

large large number of people who cannot

large large number of people who cannot afford it

afford it

afford it moreover urban areas big cities with

moreover urban areas big cities with

moreover urban areas big cities with large conservatories or music schools

large conservatories or music schools

large conservatories or music schools are saturated with music instructors

are saturated with music instructors

are saturated with music instructors whereas other areas finding a music

whereas other areas finding a music

whereas other areas finding a music teacher is next impossible good

teacher is next impossible good

teacher is next impossible good educational systems based on video

educational systems based on video

educational systems based on video lecture for example would help

lecture for example would help

lecture for example would help introducing this incredible thing to

introducing this incredible thing to

introducing this incredible thing to more people and will allow people with

more people and will allow people with

more people and will allow people with less income or living in less populated

less income or living in less populated

less income or living in less populated areas to get to know this incredible

areas to get to know this incredible

areas to get to know this incredible treasure we have moreover this kind of

treasure we have moreover this kind of

treasure we have moreover this kind of systems would not make any difference of

systems would not make any difference of

systems would not make any difference of in race gender age talent and there will

in race gender age talent and there will

in race gender age talent and there will be much less expensive than the

be much less expensive than the

be much less expensive than the conventional music education finally I

conventional music education finally I

conventional music education finally I would like to play this for you the same

would like to play this for you the same

would like to play this for you the same scale I played before but in a way I

scale I played before but in a way I

scale I played before but in a way I think will be much more appealing to the

think will be much more appealing to the

think will be much more appealing to the student and will make them spend more

student and will make them spend more

student and will make them spend more time with instrument in advance much

time with instrument in advance much

time with instrument in advance much quicker I still wonder why do we make

quicker I still wonder why do we make

quicker I still wonder why do we make our students play all that boring

our students play all that boring

our students play all that boring exercises when we have so much amazing

exercises when we have so much amazing

exercises when we have so much amazing music available special thanks to

music available special thanks to

music available special thanks to composer George stress off for

composer George stress off for

composer George stress off for supporting me in this adventure thank

supporting me in this adventure thank

supporting me in this adventure thank you for our attention

[Music]

[Music] [Applause]