Here are several recordings, completed unedited, from early this summer in my studio. For information on the levels, please refer to Jane McGrath’s “The Pianist’s Guide to Standard Teaching and Performance Literature.” The piano is a Steinway & Sons Model 45, 1960. To record, I am using a Logitech Snowball microphone, processed through Zoom using the Original Sound setting. The lighting is unfiltered.

In late September, following the inspiring (and technique-building) Jr. Hanon Competition, three students will perform three different Sonatinas, and other students, who will be working on a Sonatina next year, will evaluate the performances. It is not a competition, but rather a first look at what it means to evaluate another pianist and what it means, also, to be evaluated! Professionalism warrants a closer examination of piano playing in terms of dynamics, expressiveness, and other aspects. We are using a rubric to conduct our evaluations.

In addition, we will go over the qualities of the Sonatina, or “Little Sonata” that have made it such an enduring art form, representing the Classical, Romantic, and Modern eras!

Our three Sonatinas are from the Classical (c.1750-1820) and Romantic (1800-1910) Periods:

We will discuss the Sonata Form as evidenced in the Clementi, an ad libitum found in the Beethoven, the Alberti bass found in the Spindler, and passages with motifs, phrasing, articulations, modulations, pedaling, and more.

I am looking forward to our very first pop-up Sonatina Salon!

A studio favorite!

It’s back! Medals will be awarded to the students who achieve the highest mark in each of three categories: accuracy, speed, and evenness.

We have six Intermediate level competitors and one Elementary level competitor who will be competing with the older students on one Hanon Exercise.

There are many opportunities to earn a medal! Keep going!

Sunday, June 22nd, in the early evening.

The end of the academic year is upon us. It’s time for our annual student recital, where students present one, two, or three pieces they have worked on throughout the year. The pieces represent their level of mastery in performance.

Each year, one student (sometimes there is a tie) earns the distinction of “Most Improved.” Last year, we had a three-way tie. What will it be this year? The winner(s) are announced at the end of the recital, right before our digital wave and our ice cream social.

I look forward to this event every year, as students put their best effort forward and play and listen to beautiful pieces.

The following wee,k we begin a short summer session, dancing around other vacation activities and upcoming activities. Summer is a great time of year, and our June Recital serves as both the kick-off and the end-of-year event. Enjoy!

May 1st, 2025 7:30 pm EST

Donnelly Music Studio Presentation Series: No. 1

Presenting artists:

Elaine Newhall, Western Concert Flute, and Jeff Whittier, North Indian Bansuri.

Students are welcome to attend and bring their family and friends!

Program information, links, and a video of the evening event may be accessed below. You may contact the Studio for printed copies of the program.

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Below is the link to Jeff Whittier on Bansuri and Ajay Sundar Raj on Tabla, performing Raga Janasammohini.

Episode 505 Jeff Whittier Bansuri

Below is one method for making a Bansuri, or Indian Flute, included to provide a basic level of information about flute making.

How to Make Indian Flute

Below are two YouTube links to hear different ways the flute is used in contemporary music.

Beatboxing flute inspector gadget remix

Tchaikovsky’s Dance of the Cygnets from Swan Lake For Flute Choir

Below is a YouTube with basic instructions on how the Western Concert flute is made.

Good luck to all of my exceptional students. This spring, each student will undertake the RCM Music Theory exam, a significant milestone. Several of you are on track to earn points that will lead to a prestigious trophy. These exams represent serious opportunities to master the material—the key to your success—and to earn the recognition you deserve for your achievements.

Students interested in history might also be interested in preparing for a Music History exam through RCM next year.

Yes, reading music can be considered good preparation for learning math because it involves understanding patterns, fractions, ratios, and time sequences, which are fundamental mathematical concepts that are also present in musical notation; essentially, music can be seen as a practical application of math principles, making it a helpful tool for developing mathematical thinking skills. [1, 2, 3, 4, 5]

Key points about how reading music can help with math: [3, 5]

• Fractions and rhythms: Music notation uses fractions to represent note durations, which helps students grasp the concept of fractions in a tangible way. [3, 5]
• Patterns recognition: Identifying patterns in musical melodies and rhythms is similar to recognizing patterns in mathematical sequences. [1, 3, 4]
• Time signatures: Understanding time signatures in music requires interpreting how many beats are in a measure, which is a foundational math concept. [3, 5]
• Critical thinking: Deciphering complex musical notation and translating it into performance requires critical thinking skills, which are also crucial for solving math problems. [2, 4, 5]

[1] https://www.naeyc.org/our-work/families/support-math-readiness-through-music

[2] https://mussila.com/can-music-help-improve-learning-mathematics/

[3] https://www.ossia.edu.sg/blog/music-and-maths-the-surprising-connection-between-learning-an-instrument-and-academic-success

[4] https://www.brainbalancecenters.com/blog/correlation-between-math-and-music-ability

[5] https://timesofindia.indiatimes.com/readersblog/experience-based-learnings/the-harmonious-connection-how-math-and-music-intersect-49411/

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Yes, learning to read music can be a good preparation for learning to read traditional text, as both involve decoding symbols to understand meaning, and research suggests that musical training can significantly improve auditory processing skills, which are crucial for reading comprehension; essentially, the brain processes music and language in similar ways, making music a potential training ground for reading abilities. [1, 2, 3, 4]

Key points about how reading music can help with reading skills: [1, 3, 4]

• Auditory processing: Music training enhances the ability to distinguish sounds and patterns, which is vital for decoding words in text. [1, 3, 4]
• Symbol recognition: Learning to interpret musical notation develops the skill of recognizing symbols and associating them with meaning, a core component of reading. [1, 2, 4]
• Sequencing: Music involves understanding rhythmic patterns and sequences, which can transfer to reading fluency and comprehension. [1, 3, 4]
• Brain activation: Studies have shown that the areas of the brain used for processing music overlap with those used for language processing, suggesting a potential cognitive benefit. [1, 2, 4]

[1] https://www.weforum.org/stories/2018/11/learning-music-early-can-make-your-child-a-better-reader/

[2] https://www.nfhs.org/articles/how-music-primes-the-brain-for-learning/

[3] https://theconversation.com/learning-music-early-can-make-your-child-a-better-reader-106066

[4] https://www.edutopia.org/article/music-training-can-be-literacy-superpower/

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Yay for all the students and our distinguished guests who performed beautifully, kicking off the holiday season with joy and grace! Thank you to the families, friends, and additional teachers who participated and made it all possible.