Teaching | Ludovico Colombo

Teaching Experience

My teaching experience encompasses a diverse range of roles, from Suzuki teacher to Peripatetic Music Teacher for Haringey Music Service, tutor at Lewisham Music Saturday Centre and cello teacher at St Helen’s School. In addition to providing both individual and group cello lessons, I lead whole-class instrumental sessions in several primary schools, fostering a dynamic and inclusive learning environment for students of all ages and backgrounds. Always eager to explore different teaching methods and approaches, I have completed two levels of Suzuki training, attended the 'Community Music Practice: Working with Disabled People and Young People with Special Educational Needs' course at Goldsmiths, University of London, and served as a Trainee Support Musician for the Chamber Tots Training and Development Scheme at the Wigmore Hall. I am also actively involved with various youth orchestras. I assist Haringey Young Musicians Intermediate Strings, tutor the cello section of HYM Symphony Orchestra, and conduct two orchestras for pupils spanning grades 1 to 7 in Lewisham. Moreover, I take pride in guiding students through grade examinations, ensuring they not only meet but exceed the required standards. With students ranging from 3-year-olds to adult learners, I am dedicated to nurturing a passion for music and fostering growth in every individual I teach.

Teaching Philosophy

Teaching in a diversity of settings with different backgrounds is an exciting challenge that requires me to be resourceful, flexible, and innovative in my teaching approach to meet the wide-ranging needs of my pupils. I always aim to celebrate diversity and inclusivity and aspire to ensure a positive and meaningful experience for every student who crosses my path. In fact, I firmly believe in the potential of every child to thrive within a nurturing environment and effective teaching. My goal is to provide not only excellent technical and musical training but also to ensure that my students have fun and enjoy their lessons. I foster a joyful environment where they can freely express their creativity and personality, aiming to create a space where students are motivated to practice willingly. During my lessons, I always play with my students and demonstrate on my cello clear intonation and beautiful sound, to provide them with a model to aspire to. Additionally, I emphasise the significance of building a strong music community, organising concerts for my pupils, and always encouraging them to play with friends or in ensembles. I employ a game-based approach for younger pupils to keep them engaged and enthusiastic about learning. With older students, I empower them to become independent learners, equipping them with the necessary skills to progress and practice autonomously. Ultimately, my teaching philosophy is centred around nurturing a lifelong love for music and instilling a sense of confidence and self-expression in each and every student.

The Suzuki Method

The Role of the Parent

In Suzuki musical learning the presence of a parent (or an adult figure) is crucial. It is common to talk about the Suzuki triangle where student, teacher and parent have the same importance in the musical education of the child. As a parent, you are home-teacher, and have the task of supervising and guiding the practice of your child. You will also be an essential part of individual and group lessons. Please take notes during lessons and learn the pieces your child is learning. I highly encourage you to have a few lessons yourself on the cello, so you will be able to fully understand and help the musical journey of your kid. As a Suzuki parent, you have to make sure your child (and yourself) is listening to the repertoire. Make it part of your daily routine, as you would do with practising. Suzuki used to say, “practice (and I would also add listen) only on the days you eat”. I am always happy to give advice and listen to your concern.
Home Pracice

It is essential to create a positive and nurturing environment, where the child enjoys playing the cello, is not afraid of mistakes and is free to express themselves. Try to recreate the fun and positive environment of the lesson at home, always maintaining a loving attitude. Support the learning of your child but do not put extra pressure on them. Games play a vital role in the lesson and at home. Try to recreate the lesson at home. However, children often struggle to practice. Some tools to use are practice charts where they can mark or put a sticker on a completed task. Use a lot of praise and rewards. Show how proud you are of them, just because they are practising and doing something as challenging as learning to play the cello. Agree on a specific time of the day when you practice (for example, many students of mine practice in the morning before going to school), so they know when to expect it in the day. Suzuki lessons follow the principle of a one-point lesson, where in one lesson one specific skill or task is tackled. Try to do the same at home. Stay positive and excited during the practice session, do not force too much. If we are doing things right, your child will eventually enjoy practising and improving.
Membership

If you want to learn with a qualified Suzuki Teacher, like myself, you will have to become a member of the BSMA. This will give you access to group lessons, workshops, graduation, online and in-person classes for parents. The most exciting part about the Suzuki method is being part of a musical community which globally shares the same values, repertoire and approach to music. You can find more info about membership on the BSMA website. https://www.britishsuzuki.org.uk/pages/membership.
Instrument hire

I recommend hiring a cello. Children grow fast and you will change them quite quickly. Usually renting a cello is about £30 per month. Here are some shops where you can rent cellos. Bridgewood and Neitzert, in Stoke Newington, rents cellos, but the smallest cello you can rent is a 1/8: https://bridgewoodandneitzert.london/cello-hire/. Stringers, in Marylebone, offers various cellos but does not rent full size cellos (maybe needed by parents): https://stringerslondon.com/services JP Guiver, a few minutes’ walk from Oxford Circus tube station, is slightly more expensive and bills every four months. However, you can find smaller cellos and 4/4 cellos. https://guivier.com/services/student-hire/ Also, Suzuki Hub, in Hoxton, offers instrument rental for its students.
Repertoire's Listening

Here is a link to download the official Suzuki recordings of Books 1 and 2: https://www.amazon.com/gp/product/B00K6B3TII/ref=as_li_ss_tl?ie=UTF8&linkCode=sl1&linkId=20b817a09acfcb3cb49965e6cc7ae9f0&tag=violinistco0e-20
Every Child Can

The Suzuki method is based on a philosophy. Shinichi Suzuki believed that there is no innate talent, everyone can learn to play an instrument if properly trained. He was deeply fascinated by the way children learn to speak their mother tongue. He observed that all children in Japan learn something as difficult as speaking Japanese. Hence, he believed that surely children can learn other tasks in the same way, such as playing a musical instrument. Suzuki developed a method called the mother tongue approach.
Mother-Tongue Approach

Suzuki observed that one of the main characteristics of learning a language is the early exposition to it. Children need to be surrounded by music to familiarise themselves with its language. That is why it is paramount to listen to music at home, more specifically, to the Suzuki repertoire, and attend group lessons. Through listening, students learn to look for a beautiful tone, which is one of the key elements of Suzuki playing. Suzuki said that “if a child does not listen to spoken Japanese, he will be a miserable speaker.”
Repetition and Review

Suzuki learning is characterised by repetition and review. Keep in mind that small children repeat the same words over again and they do not get bored. Revision and repetition are also made enjoyable and fun. Review happens at each lesson and should happen during each practice session. Pieces are continuously polished, improved and used to learn new techniques for new pieces. Do not feel that going to the next piece is a sign of progression. Creating ability with an old piece and mastering it helps to expand the musical expression. The Suzuki method often proceeds with small steps, which need to be mastered to proceed to the next one. Parents may become competitive or aspire for their child to progress faster with pieces, but children progress at a different pace. It is not about what piece you are playing but how you are playing it and if you are enjoying playing it.
Group Lessons

Students are required to attend group lessons where they have the chance to play games and music with other children. This helps their motivation, and social skills and develops ensemble playing. Children should not be forced to join activities in the group lesson, when they will feel ready to take part, they will naturally do it. Parents have an active role and are usually asked to take part in the class. Group classes are also an opportunity for parents to meet other parents and share their experiences.
Note-reading

As children acquire a language by first listening to it, they will do the same with music. Music sheets are introduced later in the Suzuki method, in the same way, that children can speak before they can read. Note-reading will be gradually introduced in the lessons when the child is ready. Children need to focus on the sound their producing and the musicality. Providing a piece of music to read and start to learn from reading notes might limit them. There is much more than note-reading in playing music.