Each year, British Science Week shines a spotlight on curiosity, experimentation and discovery. While it’s often associated with laboratories and equations, science isn’t confined to a lab coat - it’s there in the music room too. In this blog, we explore how science can be incorporated into preparation for a Trinity Music exam.
Understanding how their instrument works
Music and musical instruments exist because of physics - the link is inextricable. But how often do we discuss this in the music room? For example, a teacher might explain the cause and effect of pressing a particular key or hitting a drum in a certain place but not necessarily dive into why that changes the sound of the note. Elaborating on the science behind music making helps to familiarise students with their instrument – to foster a greater understanding the impact each note played is having so that they can more easily correct mistakes and take further autonomy over the sounds they wish to make.
Experimentation with sound
While playing with making sounds is something more often associated with engaging younger children in music, this experimental approach can be beneficial at all levels. Take singers for example: they might trial different vocal techniques and mouth positions to see what sound best conveys the mood of a specific song. String players may take a similar tack when deciding which position to play a section in or how much vibrato to use. Applying a methodical approach to creative decision making can be a great way for musicians to explore their own personal interpretations and style.
This experimentation, if also carried further into devising their own musical motifs, also supports a student’s improvisation and composition skills. They may decide they like using particular rhythms, intervals or chord progressions which, in turn, can then be incorporated into their graded music exam. For example, they may choose to perform a composition of their own as well as one of their pieces (please see the relevant syllabus for the parameters for their chosen instrument and grade) or develop ideas they can incorporate into their improvisations if taking a Jazz Woodwind exam or the Improvisation option for their Supporting test (required for face-to-face exams only).
Conduct an experiment on what impacts a musician’s performance
We all, as individuals, work in different ways, and understanding what factors have a positive or a detrimental effect on us can be a great way of enhancing a musician’s performance. For example, if conducting the experiment yourself, you might want to look at:
- What time of day do you play best? First thing in the morning, mid-afternoon, just before bed?
- How does sleep – or lack of – impact your performance?
- Do you play or sing better in front of an audience?
- Does when you eat (and therefore your sugar levels) effect your playing?
- What techniques help you prepare for a performance?
- Is there a difference in your performance when you start with Scales & Arpeggios first?
Gathering information like this can support you with tailoring your exam to what works best for you. This is especially true of digital exams where candidates can choose where and when to record, whether they want any kind of audience in the room with them (behind the camera and sitting quietly), and the running order of their performance.
Is there life on Mars?
Space has long been fascination for many composers and musicians. Why not go on your own intergalactic mission through Trinity’s Classical & Jazz repertoire lists with pieces such as:
How will you be combining your love of music and science this British Science Week? Let us know in the comments!
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