An ensemble of the finest musicians offering class, quality and versatility

Training courses

Teacher Development:

Our training courses are individually developed for each client to inspire and educate. All of these are bespoke, tailored to specific requirements and fully interactive between the tutors, schoolteachers and students.

Though the ideas presented below may be seen as innovative and perhaps unusual, the fundamental tenets and rigour of music making and high quality expressive brass playing are central to the delivery of our training courses.

Below are the areas covered, with expanded detail in the relevant section.

1. Planning for instrumental learning.

2. Teaching music in the language of music.

3. Introduce improvising and composing to your teaching.

4. Incorporating vocal work into instrumental learning.

5. Informal teaching styles in large groups, “bringing it all together”.

1. Planning for instrumental learning

Planning is still a new or developing skill for some instrumental teachers. Those teachers who have found ways to use planning effectively are now reaping great benefits both for themselves and their pupils.

In this workshop we will work together to unpack and develop the following themes:

a) What is planning for and what is a plan?

b) Building useful plans that make preparation, delivery, evaluation and reflection easy.

c) Uncovering the core knowledge and skills we want to deliver.

d) Realism in pace and outcomes.

e) Planning for different learner types.

f) Schemes, curriculum, resources, objectives, outcomes…let’s make these work for us.

g) Keeping the pupil and the teacher at the heart of our work.

h) “What did I learn today?”

i) The “er” in smarter targets.


2. Teaching music in the language of music

Much has been said and written in recent years about the correlation between Modern Language teaching and music teaching. There have also been great leaps forward in training and teaching of sports skills. We all know that maths and music work well together in terms of problem solving and pattern recognition.

In this workshop we will explore the delivery of both technical and music skills in the language of music.

a) What is musical learning?

b) What do we really want to see and hear as outcomes?

c) How can we best deliver and evaluate this learning?

d) Parallel and simultaneous learning techniques.

e) Impacts on various teaching formats:

I. One to one.

II. Small group.

III. Large group learning.

IV. Ensembles.

f) Doing more of what we already do well.

g) Best not to throw the baby out with the bathwater!


3. Incorporating vocal work into instrumental learning

We can all agree that using the voice in singing, speaking and chanting are really useful tools in instrumental learning. Incorporating these activities into our work as a matter of course is sometimes more difficult to achieve in practice.

In this workshop we will explore ways of initiating and developing vocal work, that will key into our instrumental learning targets.

Once a positive and relaxed atmosphere is created “sing-buzz-play”, vocal improvisation and phrasing become perfect tools to unlock musicality and lower tension and anxiety,

This workshop, aimed at non-singers, will include:

a) Finding your voice.

b) Vocal games.

c) Improvisation.

d) Composing.

e) Sing-buzz-play.

f) Performance skills.


4. Introduce improvising and composing to your teaching

We have all heard or even been told that improvisation and composition should be playing a greater role within the delivery of instrumental learning.

In this workshop we explore some ideas about how to make the first steps towards integrating this work into our day-to-day brass teaching practice.

Through discussion and practical work this workshop will include:

a) What is improvising?

b) What is composing?

c) Using improvising and composition with beginners.

d) Using improvising and composition with more advanced players.

e) Integrating composing and improvising into existing plans:

I. Warm-ups.

II. Scales.

III. Preparation for new pieces.

IV. One to one.

V. Small group.

VI. Large group learning.

VII. Ensembles.

f) A practical “end to end” improvising, composition and performance session.


5. Informal teaching styles in large group teaching: “bringing it all together”

The advent of “Wider Opportunities” and other whole class or large group teaching settings has demanded a variety of new delivery methods to enter the instrumental teachers' repertoire.

In this workshop we compare and contrast some less formal approaches. We will discover the real value of this work when teaching instrumental music skills in large groups and whole classes.

We will explore:

a) Inform &. formal, what are the differences?

b) Delivering good technique through informal teaching.

c) Instruction, modeling and approximation.

d) Sound before symbol.

e) Parallel and simultaneous learning.

f) Deep learning from simple materials.

g) Use of body percussion, movement, speech and song.

h) Inspire, instruct, inform, enjoy.

i) Positive Classroom Management

j) From Classroom to Concert Hall - a detailed look at the Band on the Run Method and the steps we have to take post WCET to create bands and/or orchestras and fundamentally life long musicians


Contact us

For further details or to arrange a planning session

Email [email protected]
Phone +44 7380 521187

Our albums

Preludes, Rags & Cakewalks

Preludes, Rags and Cakewalks album cover

“The standard remarkable: technically and musically several moves beyond reasonable expectations.”

A Bridge Over the Pyrenees

A Bridge Over The Pyrenees album cover

“The musicianship throughout is second to none and the sound is an absolute treat.”