In the world of performing arts and education, the role of a Music Director is both demanding and extremely rewarding. As the driving force behind numerous captivating performances and innovative musical collaborations, our Director of Music, Mr Chenery, has played a huge part in ensuring our music programme is award-winning. We sat down with him to find out what sets ESMS apart. We also delved into the role of technology in music education, and the profound benefits of musical learning for children.
You had an incredibly successful start to the academic session with the Independent School of the Year Award for Performing Arts, Music and Drama, how has this year been?
There have been a number of real musical highlights throughout the year: the Carol Services in St Mary’s Cathedral and the Usher Hall Concert are always events which involve very large numbers of pupils across all three schools and provide such memorable experiences.
We put on 4 musicals each year – P5, P7, Middle School and Senior School and the collaboration with the Drama department is so rewarding for everyone involved. The list of events is far too long to mention every single one, but two smaller-scale performances that stick out are the second Award Holders’ Concert in November, in the Dean, where we were able to welcome the family and friends of Mr John Rintoul, a former Head of SMC Drama, to remember his life and contribution to the performing arts at ESMS.
I am also particularly proud of a new relationship that we have struck up with Murrayfield House Care Home, a group of Nursery pupils sang to the residents just before Easter and the SMC Middle School Choir performed for them in May. We look forward to visiting again soon to entertain the residents.
There’s a few exciting events coming up, including the Edinburgh 900, what are you most looking forward to?
The Music department will be recognising the Edinburgh 900 milestone in our Usher Hall Concert in March 2025. We are so thrilled that Edinburgh author, Sir Alexander McCall Smith, has written the words for a set of songs about Edinburgh that will be performed by our massed P6-S2 Choir in the concert. As we speak, they are being set to music for us by Edinburgh City Organist, Dr John Kitchen. Watch out for the song about pre-Enlightenment life in the Old Town – Gardyloo!
The annual Jazz and Blues evening is a staple in our calendars! How do the children prepare for such a unique event?
There are many layers to preparing for a performance at an event such as Jazz and Blues. Weekly rehearsals provide the backbone of the preparations. Learning the repertoire takes time both in rehearsals and also in players’ own practice time.
A significant aspect of the Jazz and Blues evening is improvisation, where performers take a solo spot and make up their lines as they play. To be able to improvise effectively requires the performers to be technically proficient at their instrument. It can be incredibly freeing, but also very daunting and it requires confidence and self-belief, all of which are fostered and nurtured over time.
It can be hugely inspiring for younger players to see the older, more experienced band members take a lead role in improvising, and a healthy dose of competitive improvising can help to raise the excitement levels.
What sets our music provision apart?
The fact that ESMS comprises three schools means that the scale and breadth of what we can provide musically sets us apart. Over 900 individual music lessons are given every week on instruments ranging from bagpipes through all orchestral instruments, piano, guitar, clarsach and singing.
We are also able to provide ensemble experience from the earliest stages. For example, a young string player will be encouraged to join Junior Strings as early as P4, progress into the Junior Orchestra, ESMS String Orchestra and then ESMS Symphony Orchestra and Chamber Orchestra, performing in the Usher Hall. Similar opportunities for progression are available to our Pipers and Drummers, Wind and Brass players and Singers. Music Technology is also taught in our extra-curricular programme and bands rehearse for events such as our annual House Rock Competition.
Sitting in the heart of Scotland’s capital city means that we are fortunate to be able to provide musical tuition from top-level performers. Many of our Visiting Music Teachers play regularly with the RSNO, SCO, BBC Scottish Symphony Orchestra or Jazz ensembles and rock bands.
Our students perform in some incredible places, what’s been your standout moment in your time here?
I have been lucky enough to go on several tours with the ESMS Chamber Choir. Particular standouts were our tours to Venice and Rome. Performing in St Peter’s in Rome and St Mark’s in Venice were experiences that will stay with me, and hopefully the choirs, for a very long time.
What effect do the advances in AI have on the teaching and learning of music?
I think this is a fascinating topic, but I will try to keep my answer brief! Today, so many aspects of life are instantaneous, and our teenagers have never known it to be different. However, the need for hours of solitary practice to hone the fine-motor skills needed to play a musical instrument well have not changed. AI will never be able to do those hours of practice for us; there is no substitute for repetition to develop the technique needed to play a musical instrument. However, AI can assist in tailoring learning to the needs of an individual; acting as a practice-partner – recognising and helping to correct errors in rhythm and pitch, teaching music theory, literacy and aural skills. Much of which can be done in ways that are more engaging, can connect you with other learners and hopefully help to foster the perseverance and commitment
You are often seen with a furry friend in tow, does he like any particular style of music?
Jack is my 10 year old labrador. I would love to project a tiny bit of my musical enthusiasm onto him but in reality, he is only interested in food, play and sleep.
We’ve chatted previously about music and the brain, can you tell us a bit more about the importance of music in children’s development?
Learning a musical instrument as a child, at a time when our brains are still developing, has been shown to improve executive functions such as working memory, cognitive flexibility, brain plasticity. These skills are crucial for learning, planning, and multitasking.
Studies have found that children with musical training have better language processing abilities and are more adept at learning new languages, and there is a positive correlation between musical training and academic achievement. Children who learn an instrument tend to perform better in subjects like maths, science, and reading. This is partly due to the discipline, patience, and concentration required to learn an instrument, which translates to better study habits and academic performance.
Playing an instrument can help children manage their emotions and reduce anxiety. Music provides an outlet for expression and can improve mood and emotional well-being. One of the main reasons we are so keen at ESMS for musicians to take part in orchestras, bands and choirs is that participating in music groups or ensembles promotes teamwork, communication, and social interaction. It helps children develop social skills such as empathy, cooperation, and the ability to work effectively in a group setting.
Who inspires you?
I count myself incredibly fortunate to have worked with some wonderfully inspirational musicians. In the early part of my career, I worked as a Lay Clerk, singing in the choir of St George’s Chapel, Windsor Castle. Many of my colleagues were musicians of the highest calibre; instinctive, knowledgeable and very giving of their skills and experience. I also worked for Berkshire Young Musicians’ Trust working with youth choirs and singers. My boss there was a lady called Gillian Dibden. She has huge gifts as a choir trainer; under her direction The Berkshire Youth Choir won The Choir of the Year competition twice. I learned a huge amount from working with her and, whenever faced with a musical problem, I will often think to myself “what would Gillian do?”
What is the best bit about your job?
I have been a Director of Music for over 20 years and derive a huge sense of reward from many different aspects of my job. As Music teachers we get to ‘do’ our subject on a daily basis – making music. For me it could be playing the organ at Assembly, accompanying an ABRSM exam, taking a choir rehearsal or conducting in a concert. I also have the opportunity to collaborate with my colleagues in planning and implementing our musical programme over each session.
But the most rewarding aspect is the privilege of introducing generations of young people to the enormous wealth of great music that has been written over many centuries. Whether it is seeing someone’s eyes widen the first time they hear a recording of the vocal gymnastics in the Queen of the Night’s aria from the Magic Flute, or directing the huge forces who came together in March to perform Bernstein’s Chichester Psalms, and feeling the buzz backstage afterwards as players and singers revel in the sense of pride in a job well-done, being a Music Teacher is a great job!
