Coaching ensembles in Nijmegen
For example, duos, trios, or larger groups may need someone outside the ensemble to tell them what can be improved: not (instrumental) lessons, but rather a focus on providing insight into the structure of the piece of music and developing ensemble playing, making it possible to express that insight.
Alfred Snel studied at the Royal Conservatoire in The Hague. His main subjects were piano and orchestral conducting. His piano teachers were Léon Orthel, Jan de Man and the French pianist Janine Dacosta. After completing his studies, he devoted himself to accompanying vocalists and instrumentalists. He began teaching while still a student, and it soon became clear that this was his true calling. He has now been teaching for more than 25 years, and every day he manages to convey his enthusiasm for music to his students with enormous freshness.
He is registered in the Toonkunstenaars Register (ITR) and a member of the European Teachers Association (EPTA)
[X]All lessons are held at St. Annastraat 436 in Nijmegen.
[X]Lessons last at least 60 minutes and can be extended to, for example, an hour and a half or two hours in consultation. Lessons can be weekly, fortnightly or at other intervals. Just like the duration, the frequency and lesson times are always arranged in consultation.
[X]Lessons will never start before 9:00 AM and will not end later than 10:00 PM from Monday to Thursday. On Friday, lessons are only given from 9:00 AM to 6:00 PM.
If the ensemble would like to deviate from the times mentioned here, this can be discussed during the introductory meeting.
[X]These lessons are for all levels.
First, there is an introduction. The members of the ensemble introduce themselves. They then explain how the ensemble came into being and what their goal is. The goal can vary greatly: from simply wanting to make music together for pleasure to preparing for a concert. The teacher then gives his feedback and draws up a plan together with the ensemble.
Continue reading under the button ‘Structure and/or content of the lessons’.
[X]For this type of lesson, this choice is obviously not an option. The ensemble always attends the lesson as a group.
[X]First, there is an introduction. The members of the ensemble introduce themselves. They then explain how the ensemble came into being and what their goal is. The goal can vary greatly: from simply wanting to make music together for pleasure to preparing for a concert. The teacher then gives his feedback and draws up a plan together with the ensemble.
The choice of repertoire is made in consultation. The teacher can indicate whether it is in line with what he heard during the introductory meeting and what was discussed afterwards.
Ensemble playing is naturally addressed in the lessons. This begins with a thorough analysis of the piece of music. Once the entire ensemble is in agreement, the manner of phrasing and articulation is discussed. Attention is then paid to the purity and tonal balance between the various instruments. The interpretation of the piece of music is also addressed.
It is important that the ensemble is able to practise effectively outside of lessons. Instructions for this are provided during lessons.
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