Arts Leadership Plans from the Performers from Show 280, Wingate, North Carolina

Each of the performers on Show 280 attended an Arts Leadership Orientation Workshop, where they explored their own personal leadership pathways. Learn how they are taking their music beyond the concert hall in their own communities:

Hannah Wang is reigniting an idea that she tabled in the fall. She plans to bring together local musicians for a jam session and instrument petting zoo at a local park or school in the spring or summer.

Clara Gerdes wrote us an email about her plans to visit a local assisted living facility:

“For an arts outreach activity, I would like to organize some friends and acquaintances with whom I often sing and play instruments to do a few informal concerts at a nursing home early next month.  We would present a variety of different styles of music, from classical to folk, and include some familiar songs the residents could sing along to–this is something I’ve noticed elderly people often really respond to and enjoy.  Also, I would like to go in the weeks after Christmas and New Year’s; many places seem to get a lot of attention before but not right after the holidays. “

Qing Yu Chen will be organizing a visit to a retirement home in New York City in the springand she hopes to involve other From the Top Alumni. Currently in the initialn planning stages, she is thinking over the goals and gameplan for her project as well as brainstorming the resources she would need to make it happen.

Olivia Staton has jumped into her own arts leadership projects since the taping. Through the music honor society at her school, she began assisting with an after-school music program in a local elementary school. The program, called Bridges, provides group music lessons and ensemble rehearsals. Recently, she demonstrated flute and assisted with one of their band rehearsals, and she envisions extending the program to other area elementary schools.

She said of the experience: “Until From the Top I had not really realized the significance of promoting classical music, and I had not really thought about what I could do to help, but now I am so excited to be doing more arts leadership activities.  Especially since there are opportunities for me to do so in my neighborhood!”

Olivia also performed in a student recital at a retirement home and took the lead in initiating an engaging conversation after the performance when everyone was afraid to speak. Following the performance, she said, “the audience seemed very engaged and happy to speak with all of the musicians and then they asked if we would be able to come back to give another recital!”

Alum Devon Naftzger’s Profound Musical Experience in Vietnam

Vietnam was the unlikely location where violist and Princeton Sophomore Devon Naftzger (Show 256) of Lincolnshire, IL had a profound musical experience brought about when she played her viola for a classroom of Vietnamese students. This past summer, Devon participated in a three-week program called Coach For College which brought her to southwestern Vietnam and the rural village of Hoa An located in the Mekong River Delta region.

Devon performs for students in Vietnam, modeling how hard work can pay off in the long run.

Devon performs for students in Vietnam, modeling how hard work can pay off in the long run.

Devon taught everything from English to volleyball at a Vietnamese summer day camp where kids studied academics and sports. At the end of the day she loved teaching what they called a “Life Skills” class.

“I loved incorporating playing my viola into my teaching,” Devon recalled. “The Vietnamese children had never heard any stringed instrument played live and they had never attended a music concert. A lot of children worked in the rice fields with their parents when they weren’t at school, so none of my students had the time or money to pursue hobbies like music. We had a rowdy group of kids who were getting to the fun age where they like to challenge authority, but everything changed the week I brought out my instrument. They were completely silent because they were so intrigued to hear me play, and I gained so much respect after I played for them.”

In her Life Skills class, Devon launched a discussion on the topic of “setting little goals to achieve big dreams.” They discussed the perseverance and dedication it takes to reach those goals, especially when you have setbacks. “ I thought this topics related perfectly to my experience with music, so I did a little demonstration. The older Vietnamese college students, fluent in English, translated.  “You can’t just pick up a violin for the first time and expect to play the toughest concerto right away,” I explained. “Instead you have to start with baby steps and pick up different techniques through easier pieces.”  To demonstrate she played the first piece she performed when she was 5 years old: ‘Twinkle Twinkle Little Star.’

“I explained that I started learning classical music, but had to take it slowly. I played Bach’s Transcribed Cello Suite No. 1 Prelude. They ‘oohed’ and ‘aahed’.  Next I played a movement that was a little faster, telling them that I had to learn all kinds of different bow strokes and finger patterns before I could learn a piece that incorporated many of them: Paganini’s La Campanella.  After playing them a showy passage from Preludium and Allegro (which I performed on From the Top Show 256) I told them that after you’ve put in all the hard work, then you can play things simply because they are fun.  I finished with a fiddle tune, which they danced to excitedly.”

Devon also described how many hours a day she spends practicing, and how many years she’s played without giving up. She told them about competitions she lost which crushed her. “I turned those losses into a positive motivator that made me want to practice harder,” Devon shared. “That resulted in winning some competitions, achieving my dream of performing at Carnegie Hall, and getting into Juilliard. And it was all because I started slowly all the way back at ‘Twinkle Twinkle’!”

Back at Princeton this fall, Devon plays in the Princeton University Orchestra and last year she participated in a string quartet as well.

Tatum Roberston Introduces Kids to Opera

“…being an arts leader means teaching some of what you have learned as an arts student, so that the passion for learning about the arts is ignited and to show that education in the arts has a reason to continue.”

After appearing on our now-famous Boston blizzard taping this past February, soprano and Jack Kent Cooke Young Artist Tatum Robertson, 17, shared her passion for opera with kids in her hometown of New Orleans, LA. Read about her experience below:

Why did you choose this project?

For my outreach project I decided to teach solfege, and to show how the lyrics to opera are very similar to the lyrics of many popular songs. I presented my outreach project to the kids of Camp Impact, which is my church’s summer camp…because I wanted to introduce opera and aspects of classical music to children who never had the opportunity to learn about this.

What did you include in your presentation?

I presented my project in two 10-minute segments. The first segment, I introduced myself as Slide5a classical vocalist, and that I would be teaching them solfege. I taught them that solfege is used to help musicians sight read and that sight-reading helps musicians to be able to pick up any piece of music and play it rather quickly. Next, I went through the solfege syllables with them as they repeated after me. Then I showed them the hand signs that corresponded with the solfege syllables. To finish off the first segment we sung a  “D “major scale together.

Kids

For the second segment of the presentation, I talked to the older children of the group. I began that segment of my presentation by asking them what type of music they listened to, and what the music they listened to was about. They gave responses like gospel, R & B, Hip-Hop, and Pop.

I explained to them that I would be showing them a favorite Italian opera song called “Libiamo” from an opera called La Traviata. After showing them a video of Anna Netreko singing “Libiamo” I showed them the English translation to “Libiamo”. I then explained to the children that classical music talks about all the same things as the music they listen to – that opera has love songs and party songs.  And since some of them mentioned they liked Rihanna I told them that “Libiamo” is a party song like the party songs Rihanna makes. Lastly, I told them that now they can enjoy opera the way they enjoy their favorite music, and that all they have to do is look up the translation of the opera song they want to listen to

as they watch or listen to the song. To close the presentation, I asked if any of them had questions, and they asked to see a video of me singing. I showed them a video, but they wanted more and asked me to sing “in person”. Before I sang, “Give me Jesus,” I told them that there are songs about Jesus in classical music as well.

What impact do you think this had on the students? Tatum

After I finished my presentation the kids all returned to their classes separated by age. I was happy to hear the children excitedly departing trying to sing opera. As the parents started to come in to pick up the children many of the children kept pointing at me saying “Mommy she taught us opera today!” Also, the next day one of the teachers at the camp was teaching the children a gospel song, and the kids asked her if she could teach them opera. I was very pleased with the children’s responses and reception to my presentation as I got them excited to learn more about classical music -opera in particular.

What did you learn from this experience?

Through my presentation, I learned that children are extremely impressionable and that when you enthusiastically present something to them, they respond with enthusiasm. I also learned that if you relate something children enjoy to the information you are teaching, the children are more likely to pay attention and be captivated.

What does being an arts leader mean to you?

The children’s response to my presentation really showed me what it means to be an arts leader. They showed me that being an arts leader means sharing what you do with others in the community, and displaying what has inspired you to do what you do because the community cares and is excited by exposure and opportunities. Lastly, they showed me that being an arts leader means teaching some of what you have learned as an arts student, so that the passion for learning about the arts is ignited and to show that education in the arts has a reason to continue.

Kristina Zlatareva Sparks Students’ Imaginations

“As a young artist and leader, I firmly believe that it is my responsibility to inspire and connect with the public through classical music.” 

After appearing on Show 263 in Davis, California, with The Angeles Trio, 19-year-old violinist and Jack Kent Cooke Young Artist Kristina Zlatereva created a powerful musical experience for students at the St. Anne Catholic School in Santa Monica, California. Read her beautifully written account of the experience below:

Kristina AL Photo 4

Music — the Gateway to Eternity

by Kristina Zlatareva

Albert Einstein once said: “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.” As a young artist and leader, I firmly believe that it is my responsibility to inspire and connect with the public through classical music. Art is a universal language, whose impact endorses every individual’s ideas, regardless of their cultural background, socioeconomic status, age or personal beliefs. Art abolishes class and race, and in its essence is hidden the idea of universal validation of every human’s imagination, no matter how different and unconventional it may seem in the eyes of society. Inspired by Einstein’s words, I decided to dedicate my Arts Leadership Project to working with children, and that led me to the music students of the St. Anne Catholic School in Santa Monica, California.

A K-8 school, St. Anne consists of more than 200 students from which the majority come from low-income families, who cannot afford to make art their children’s priority. The 40 music students whom I met with are so-called “lucky,” because they are permitted by the school and their parents to participate in the music program. Although they have an advantage to have music classes at their school, I found out that for them sitting in a classroom with eight to ten other kids for one-hour music sessions deprives them of individual attention which is needed to unlock their talent and potential. For many of the St. Anne students, learning an instrument seems like another ordinary activity at school.

Witnessing this, I decided to organize an informal event, where the children did not have to feel obliged to sit quietly and listen to music which they cannot understand, but where they could have their voices heard and opinions valued. Together with three of my musician friends, I performed a concert, including pieces for violin, piano, and cello from different classical periods.

Kristina AL Photo 2Before each performance we talked about the different composers and history of every piece and at the end we opened a discussion, where the students had the opportunity to share their individual comments — what they liked or disliked about the music, how it made them feel or what it made them think about. Lupita, a violin student, shared her honest opinion about the beginning of Chopin’s Prelude No. 15, Op. 28: “It’s like I could see a million bubbles floating in the sky. However, I liked it only until the loud part started in the middle. It should have been quieter all the way through, don’t you think?” How funny, I thought, that Chopin gave “Raindrop” as the title to the Prelude and Lupita imagined flying bubbles; and it was not coincidental, because music inspired a connection between a child’s imagination and an adult’s artistic vision. Despite the different eras they lived in and the differences in age and knowledge, I think Lupita felt the music the same way Chopin did. So, here is a proof that art is timeless — be it a painting, a poem, or a musical piece, it carries an eternal message that never alters throughout the ages.

I learned from the St. Anne students more than I could have ever imagined. They inspired me to see music in a simpler way, in a purer form, based solely upon human feelings. They reminded me that music is not always meant to be theoretically analyzed and critically evaluated, but its main purpose is to bring joy and emotional freedom to people. The main idea behind my project was not to teach dates or facts about composers and pieces, but to show that music and its power to give freedom can be trusted. I hope that the children will use it in the future as a tool for discovering inspiration and expanding their imagination. I truly hope that they will use music as their ally where words are powerless to resist the circumstances.

I have learned that in this material world, so fragile and filled with uncertainties, there is nothing more comforting than to know that music exists for the purpose of giving abundance to one’s soul and lifting one’s spirit. I have learned that music gives wings to the human imagination, thus breaking the boundaries of reality and allowing one’s dreams and ideas to flourish and come to life.

Kristina AL Photo 3

But I Don’t Like to Write!

By Jingxuan Zhang

Since this is my first blog post upon the esteemed pages of the Green Room Blog, I thought it fitting to write about, well, writing. I hated it. There you go, the end… except not really: That was just a hook. I learned that particular technique in an SAT class, in addition to discovering my love for writing – who said love cannot be cultivated?

Image

Jingxuan Zhang
Show 199: El Paso, Texas

To know Jing the writer, it is of utmost importance to know Jing the musician. My parents asked what instrument I wanted to play when I was five with the accordion in mind, in order to speed along the development of my intellect. To their financial despair, I stubbornly insisted on one of the two instruments I knew, “Piano!” So buy one they did, and thus started the lessons. I have come a long way from my first teacher in China who slapped my hand every time she found its position distasteful to my current professor at Juilliard. But no one wants to hear about such steadfast love. Where’s the Hollywood drama? In my case, maybe Bollywood would be more appropriate.

Compared to my deep obsession with music, my relationship with writing was like a lukewarm arranged marriage. It all started in ninth grade, when the SATs loomed overhead for all students diligent, Asian, or otherwise. For a Chinese student like me, one can safely assume that the parents would meddle copiously in the SATs. As a burgeoning pianist who studied with a much sought-after professor at Jacobs School of Music in Indiana University’s precollege program, I did not even consider an academic career path. That was particularly difficult when fantastic visions of performing in Carnegie Hall thrashing about like Lang Lang played through one’s thoughts like a film reel. My parents, though, were more realistic, for they knew that the combination of skill and serendipity necessary for breakthrough is too risky without a backup, which defaulted to academics excellence. Do not think for one single moment that I was a slouch in high school. To list all my accomplishments would be impossibly futile; however, a quick synopsis is manageable: I graduated sixteenth in a class of over a thousand students, a record that can almost guarantee placement in any college I wanted when combined with the slew of honors under my belt as a musician.

My dear parents just wanted to secure my place at the top, so when they heard from an acquaintance at the end of ninth grade that a certain Dr. Zhang who taught a weekly SAT class helped his daughter get into Duke University, they suffered through oceans of fire and various other hardships to get me signed up. I was not too pleased with the arrangement, since the weekend classes took precious time away from the keyboard. Furthermore, this awkward ménage a trois I caught myself in between music and writing was not exactly morally upright.

As expected, Dr. Zhang loved me. I was almost legendary in the Asian community, with my accolades disseminated like wildfire among parents as the paragon of excellence. But that did not stop him from abhorring my writing. I still remember his utter condemnation, “This is childish.” I could not say I was particularly distraught, as I did not care much about writing, but that he found in me some imperfection irked me to no end. Dr. Zhang was no fool. He knew I did not care about writing; however, he also knew my weakness: music. Under his guidance, I insidiously began to realize the parallels between the arts of writing and music. The correlation was so blatant that it shamed me to not have noticed earlier. Words and sentences are like the notes and phrases of music. The theme of an essay is like the harmonies that holds the music together. Finally, the same meticulous attention to detail a writer must practice, all the while without losing sight of the “whole picture,” ignited my love for this art.

I was exposed to From the Top when I played on Show 199 in El Paso, Texas, as a Jack Kent Cooke Young Artist the summer after ninth grade. Ironically, fate has brought things full circle. Having discovered this show and writing concurrently, with love and hate respectively, I am now honored to unite them as the new Summer Contributor to the Green Room. Ultimately, I have derived an important life lesson from this journey: a relationship with both music and writing is not necessarily a ménage a trois.

Giving Back to the Arizona Community

DSC_0013We think music is powerful stuff and we love sharing that message with the different communities we visit on tour. While taping in Mesa, Arizona in February (Show 269), we had a number of opportunities to do just that.

It all started the day of our show with a morning trip to Archway Classical Academy in Phoenix. In two back-to-back sessions, we visited both the fourth and fifth grade classes at the Academy. Performers Adé Williams (violin), Austen Yueh (clarinet), Trey Pernell (composer), and Peter Eom (cello) were each able to share stories, talk about why they love music, and lead the students through some really fun activities. It was an inspiring way to start the day – you can check out some highlights in the video below:

Later that evening before the show, we welcomed a group of high school music students from  the Phoenix-based Rosie’s House to meet the entire cast backstage. The students had some really great questions, DSC_0018including the classic “Why did you choose your instrument?” to which Peter Eom jokingly said that his mother’s love for the cello gave him no choice. When another student asked, “How do you balance practicing and school?” the performers gave some really great tips and Adé pointed out “We all practice a lot, but still find time to have fun and be ourselves.” We took some fun group photos and offered tickets to the students so they could watch the performers “in action” for the live taping.

Be sure to tune in and hear our Mesa show the week of April 8th! Click HERE for our broadcast schedule.

Elizabeth Aoki Warms the Hearts of Elderly Residents in Phoenix, AZ

Elizabeth Aoki Photo 5

9-year-old violinist Elizabeth Aoki charmed listeners when she appeared on Show 261 in Boston, Massachusetts. During a visit to Phoenix, Arizona with her mother, Elizabeth’s musical talent also won the hearts of residents living at the Freedom Plaza Retirement Community. She worked with a family friend to organize the event and played some violin favorites for the residents (check out the program below!). They loved having the chance to meet such a talented young violinist.

The thing I most enjoy about music is getting to go to different places and dressing up. I also like seeing the smiling faces of people in the audience enjoying my music.  It seems like the people that listened to me play enjoy classical music. Because of this experience, I may want to play for retirement centers again.  – Elizabeth Aoki

Elizabeth Aoki Photo 6PROGRAM:

Édouard Lalo
Symphonie espagnole in D minor – I. Allegro non troppo

J.S. Bach
Sonata No. 1 in G minor – Adagio

Pablo de Sarasate
Introduction and Tarantella

Variations on Amazing Grace
(Traditional)

An Inspiring Visit in Denver, CO

While on tour, we have visited some really inspiring music programs in schools across the country. For our taping with the Colorado Symphony this January, we had the opportunity to connect with El Sistema Colorado – a program dedicated to “transform[ing] the lives of IMG_1010children through music.” They are in residence at the Garden Place Academy in Denver, where we brought performer Emily Switzer (a Denver-based violinist!) to meet a group of fourth grade students involved in the program.

Emily shared a variety of repertoire, from a regal Bach to a flashy Paganini. She also wanted to see just how much these students knew about the violin, asking them how different parts of the instrument contribute to the sound.  The young musicians were so excited to answer that they were practically leaping out of their seats!

Another memorable moment was Emily’s impromptu performance of “Jingle Bells” – a piece that the students had just performed for their holiday concert. After the performance, their teacher noted how hearing Emily perform that familiar piece with such talent was very inspiring for the students, demonstrating how they could keep improving on one piece of repertoire.

You can watch these highlights and more in the video below – enjoy!

Alum Nicholas King Gives Back!

Nicholas King is a Jack Kent Cooke Young Artist Award recipient who appeared on Show 177 in New Albany, Ohio, and the experience was life-changing. He says, “From the Top and the Jack Kent Cooke Foundation showed me the importance of supporting young musicians. Without the scholarship from the Jack Kent Cooke Foundation I wouldn’t have been able to attend school. The performance on NPR allowed me a great performance opportunity, as well as chance to meet other talented musicians.”

After appearing on the show, Nicholas attended the Glenn Gould School at the renowned Royal Conservatory of Music where he received his performance diploma, along with the title of being the first freshman to ever win their Concerto Competition. Nicholas also received a standing ovation for his concert performance at the Walt Disney Concert Hall in July of 2010. Now, Nicholas is helping guide young performers along the same musical path with his own non-profit organization, Art of Giving Back.

In their own words, the volunteer artists at Art of Giving Back “share their time and talents to teach and mentor young musicians. We help them to develop their own talents and leadership skills which will last a lifetime.” Nicholas organized the program so that graduate level musicians could help instruct young aspiring performers to advance professionally. The program’s team of professional volunteers guides young artists in applying to professional music programs, setting up performances, and improving their skills.

Art of Giving Back

Art of Giving Back

The program offers free workshops that focus on practicing, performing, and applying to music schools. Nicholas explains that the workshops are “interactive and informative – we share our experiences with the class and answer any questions that they might have.” Art of Giving Back offers master classes to music middle and high schools. Nicholas and his fellow instructors also connect with young musicians through The Young Artist Forum online, where musicians can give and receive feedback to each other.

When we spoke with Nicholas about the future of the organization, he expressed his hope for it’s growth, saying “I would like this to become a world-wide organization. I believe that we offer a much needed service to musicians everywhere. No musician should feel like they’re alone.

To learn more about Nicholas and Art of Giving Back, visit their website at http://www.artofgivingback.org

Avery Gagliano Brings Joy to Bethesda’s Senior Citizens

Avery Photo 2

…many times, people in nursing homes might not have opportunities to listen and experience the passion of music…I [was able] to share the wonders of music with others and bring happiness in to someone’s life.

Even at the age of 10, pianist and Jack Kent Cooke Young Artist Avery Gagliano (Show 251) can see the positive influence that music can have on others. This notion inspired her to visit with the residents at the Sunrise Senior Living at Fox Hill. Avery played piano and violin for the program, and was joined by her sister Aniah Lin (also a pianist!) and best friend Zoe Fang (violin) – all three are students at the Levine School Music in Washington, D.C. There were nearly 30 residents at the concert, and they loved having the chance to meet Avery and her friends.

We asked Avery to tell us more about her experience at Fox Hill…

FTT: Tell us what inspired you to meet with these residents?

Avery: I wanted to have the opportunity to entertain elders and to enliven their day through music. I received tremendous support from my parents, friends, the staff at Avery Photo 4Fox Hill, and the residents living there, which really made me happy.

FTT: What were some of your favorite moments?

Avery: I never thought that anyone could appreciate the music as much as they did, and it was touching to see how much they enjoyed the performance. I’ll never forget watching the residents sing along while I was playing piano and violin. I’ll also never forget shaking hands and talking to them, and hearing their appreciation and nice comments.

All these memories created a new experience I never dreamed of, and I loved every moment. This experience helped me realize how important it was for me to perform at Fox Hill, and how happy they were to see kids creating music.

FTT: What did you learn from this experience?

Avery: Overall, I learned that music is one of the best ways to heal some of the sorrow and pain the elderly people may experience, and it was my pleasure to make up for the things people may have lost. We shared music with everyone and let them experience the true beauty of music.

Avery Photo 5

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