Our Cello Community @ The Lodge –
who are we?!
Building strong foundations,
built to last. Addressing the roots, to allow evolution with freedom. Working with each child in a natural way
to produce happy and healthy individuals who grow up loving music and experiencing joy in the learning process.
- Names are now being taken on the waiting list for provisional
starts in September 2019 and beyond. All places have now been allocated for September 2018 starts. The first step
to being placed on the wait list is to regularly observe group lessons at Bayswater Suzuki Group over a term or more with
your child, by arrangement. See more information on the observation section of their website.You may contact me directly
for a wait list application form.
- Studio is currently very
full so families looking for starts sooner are advised to explore other options.
Priority is given to children who will be complete beginners from age 4 - 6 at the start of their studies.
- Parents are advised to sign up to the waiting
list around 1-3 years in advance of anticipated commencement of studies. You and your child will then be invited to observe
group lessons initially at Bayswater Suzuki group. You can start this process at any point, by arrangement. Individual
lesson observations will only be opened up much later if it looks like a place may become available.
- Places will only be given to students who have been met in person with a parent and
have done a series of observations of other lessons (group and individual) well in advance of commencing studies.
- There is no audition process - my belief is that "every child can!"
- Boys and girls are welcome!
- We have had excellent community group classes this year. Visiting teachers for 2017-18 have
been Ashley Stafford and Selma Gokcen. All families are expected to prioritise the dates of our two cello community
classes a year. Past visitng teachers have included Tessa Oakley, Anita Strevens, David Kenedy and Alison Moncrieff-Kelly.
- Helen accompanies students on piano as part of lessons from
beginner through to advanced repertoire so they get an all round musical experience at all stages. We have fun exploring
music of different styles!
- Repertoire used is broad ranging, encompassing
a Suzuki core approach, but combined with a much wider range appropriate to level including Vamoosh and Sassmanhaus pieces
in the early stages; studies and technical work; repertoire from Trinity and ABRSM exam syllabuses; wider cello repertoire
classics, cello duets and chamber music. A thorough understanding of how the cellist develops physically with freedom is considered
at every stage.
- Once a secure physical and aural connection
with the instrument is established, when appropriate for the individual child, a reading programme will be developed alongside
- Parents are
asked to sign contracts agreeing to basic terms and conditions of a place in the studio. Places are offered on the basis
of a minimum package of 30 lessons during the academic year. Full terms and conditions will be clarified in advance
of commencement of studies.
- Lessons take place on
Tuesdays, Wednesdays, Thursdays after school, mostly during term time.
- Lessons are given at the teacher's home in South Clapham, SW4 - easily accessible from Clapham, Battersea,
Brixton, Dulwich, Chelsea, Pimlico, Kennington, Streatham and other local areas.
- Students are expected to attend some sort of group programme in addition to individual lessons
- usually Bayswater Suzuki Group; older students are encouraged to participate in wider events including orchestral and chamber
music courses and Cello Day. Please see Bayswater Suzuki Group website for further information. Their group lessons
are on Saturday mornings, six Saturdays a term.
are encouraged to attend at least one intensive course a year, options including Bryanstone International Chamber Music Course;
CelloFest; Pro Corda Cello Course; South London Youth Orchestra; BSI Easter Course.
In order to free
the secrets of what Laban termed "the hidden order of the dance", he emphasised the necessity of three different
aspects: "the emotional dreamer, the scheming mechanic and the biological innocent." (Hodgson and Preston-Dunlop,
this teaching practice, I aim to develop children using their most natural impulses, starting them at at age where they can
develop true freedom with their instruments in the most natural way possible; giving them confidence in using reliable physical
tools to express their musical ideas, and encouraging musical creativity and emotional freedom of expression.
We are the Cello Community @ The Lodge. Many of the students and their families have
been with me now for several years, so the practice has very much a ‘family’ feel about it. Working together
and not just as individuals is very much an important part of how we learn and grow on a week to week basis. Having now grown the first generation from around age
4 to through to their later teenage years, I have now enjoyed seeing many of them head out into the world and find their own
individual paths, both with their cellos and pursuing their other interests in their wider lives. Now the next generation
are here and are flourishing, and the remaining older ones love seeing and supporting the little ones just starting out on
their cello journeys! We moved here in September 2014, having previously moved around in the Battersea area for about
six years previous to that, and in Crystal Palace previous to that. Now we hope to be here to stay longer term.
During the big move, all of the current families chose to stay together with me and replanned their logistics accordingly.
The neighbours here now seem to have got used to seeing lots of people carrying cellos coming in and out, and
thankfully don't seem to mind the sounds of our cellos!
The majority of the students coming here have been with me right from the beginning of their cello
journeys. New students enquiries are considered on a case to case basis, but priority will usually be given
to new beginner students aged between 4-6 years old. Families are expected to engage with wider musical
community activities on a regular basis and also sometimes during school holidays in addition to individual lessons.
There are lots of fun opportunities for young cellists and students are very much encouraged to get out there and enjoy
playing with and learning from being with other cellists and musicians. Our cello community comes together
usually a couple of times a year and we all share together and learn from observing each other working in mini masterclass
sessions and performing. This also gives parents a chance to talk to each other and to share experiences and knowledge.
These are important moments in our cello year and so families are expected to prioritise these couple of dates as far
My teaching experiences
are diverse and eclectic, as indeed are my performing experiences! I currently teach at schools including
St Pauls’ School for Girls; Latymer Upper School where I am also Head of Strings, and I teach on the whole class strings
programme at the Sir John Cass Foundation Primary School in Aldgate. I also teach Suzuki groups at Bayswater
Suzuki Group and deputy teach at various places including the Royal College of Music Junior Department and Morley College
CYM. Summer Schools and courses taught on include Bryanstone International Summer School, Bayswater Chamber
Music Courses, CelloFest and the Pro Corda Cello Course. As previous director of the Junior Division of
the London Cello Society, for a few years, I ran their annual Cello Day at the Royal Academy of Music, bringing together over
100 young cellists from grade 1-8+ standards, as well as running additional events and creating magazines for young cellists.
I now enjoy teaching regularly on the annual Cello Day and other events, but am thankful that others are now responsible
for organising it! Through my work in these various environments I have met an interesting range of young cellists and
colleagues who have helped me to develop as a teacher.
My approach to teaching is very holistic. I pay close attention to detail of
posture, whole body use and physical connection with the cello aiming to allow each student freedom of musical expression
with the cello in the longer term. We take a slow and careful path, looking after the details so that performances
and examinations are well prepared for and the overall aim is freedom of expression with the instrument in the longer term.
I believe in developing the highest abilities of every individual child and aim to help each individual fulfil their
own potential. I believe very strongly in the power of environment in developing musical ability and so encourage lots of
listening, sharing and wider attendance at events and concerts.
I remain forever indebted to my main cello teacher of my formative years, Anna Shuttleworth,
for giving me the opportunity to learn the value of learning from others through our frequent “Gathering of the Clans”
cello courses, which I attended for many years, learning from these alongside other wider influences on my learning.
Anna was a huge influence on my life from the age of 17 when I met her during my period of study at Leeds University
and I am very thankful for the energy she put into helping me to develop, and for the opportunities she opened up to me, including
encouraging me to come to London to study at music college, all contributing to my now being able to share the work I have
developed with the next generation. I am also very thankful for my learning from periods of study with
Melissa Phelps at the Royal College of Music and later Naomi Butterworth at Trinity College of Music and much valued courses
in France with Jerome Pernoo, and classes with Steven Doane.
|Helen and Anna, Leeds, December 2016
After having already been teaching for many
years and being in a variety of well respected teaching positions, I decided that I wanted to do the Suzuki teacher training
course. I had always been interested in and intrigued by the philosophy, but through meeting some colleagues
doing the training, I realised that there were a lot of parallels with things I was already doing and with my own existing
beliefs about teaching, so I became curious to learn more. I have currently trained to level four, which
means I have undertaken four full years of ongoing training with tough exams in performing and teaching huge
volumes of student repertoire from memory; I have had analysis done by experienced teacher trainers of lots of live teaching
and of DVDs of my teaching of individuals and groups; and have done coursework assignments and regular meetings with colleagues
and observations of lots of other teachers in action. Ongoing professional development continues
to be part of our path as teachers in the Suzuki community. During these studies, I have been fortunate to observe
many of the top cello teachers in the world in action and have learned a lot by watching teachers in action from countries
including the USA, Spain, France and Japan and many, many more. The observations I have done have fed
into my own teaching style, combined with my existing wider knowledge and approach.
I am experienced at and happy to work with students on Suzuki paths or non-Suzuki
paths from beginner to post grade 8 level. My teaching of all students generally includes a mix of Suzuki
and wider repertoire. Discussion with parents and the child in advance of starting lessons will help to
establish what sort of things the wider learning experience may involve for your child, appropriate to their age and level.
I perform regularly with orchestras and
in chamber music concerts, both on cello and on double bass. I have to be very strong to carry both of
them around, so I can also be found sometimes in the hot yoga studio, or swimming outdoors during the summer months at least!
I cycle around London whenever I can, but not when carrying the double bass!! An outline of my performing
and study background can be found on this website. Some of my concerts are also advertised here.
There are usually quite a lot more beyond that so do just ask if you are interested in coming along to hear something.
I will usually let students and their families know if there is something which may be of particular interest to them.
We are looking forward to welcoming new
students and their families to our cello community! Thank you for taking the time to get to know us a bit!