Cerys Jane Ford

Name: Cerys Jane Ford
Exam taken: Classical and Jazz, Piano, Grade 3
Category nominated under: Personal development - personal learning or skills development via their exam/qualification
Nominated by: Sarah Wembridge, Teacher

Cerys moved to Gloucestershire shortly before the COVID pandemic and lockdown. She was extremely shy and retiring, and it was difficult to assess her confidence and ability. Cerys was typical of the challenges and restrictions of COVID isolation. She is a retiring girl who dislikes the centre of attention, and she had left her friends behind.

Initially we explored a variety of pieces to increase her confidence and technical ability, which she subsequently performed in her school. This was very unexpected from the pupil who barely uttered a word in her piano lessons and who was at times completely unresponsive. She was communicating through music. She needed music to unlock her potential.

However, I was not communicating effectively with Cerys during lessons. She was obviously listening because she was making progress in playing, but on a personal level, there was little interaction apart from my instructions. However, just occasionally her brief smile filled me with optimism.

Cerys passed Initial, Grade 1 and 2 with Distinction, but then announced she wanted to stop. She had recently started secondary school and was quiet, withdrawn and feeling socially anxious. We could see the benefit of music and playing to Cerys. With gentle persuasion and nurturing, she agreed to continue for a while. Gradually rediscovering her love of music, we explored what she really enjoyed about playing. Before too long, we crossed a barrier, both personally and musically. Cerys and I were now working together in partnership, and she was communicating on a level we had not achieved before.

Playing a Grade 3 piece during her lesson before her exam, Cerys gave a breathtaking performance; highly expressive, atmospheric, balanced and full of emotion. It demonstrated how Cerys was intentionally using her emotions to interpret and make the piece speak to the listener. She owned the music and gave it a sense of purpose and perspective far above anything she had displayed before.

Whilst Cerys sometimes still finds socialising difficult, she is always happy to play the piano, for example, playing a piano in a museum and in front of classmates and friends. Sometimes, Cerys struggles to have a voice with extended family, but she will play for them and recently playing at her at her uncle’s wedding.

The change has been gradual but profound. This year, Cerys went to a three-day folk festival, something that would have been unthinkable a year ago. She was completely inspired by the music and happily joined in with all the activities. Lessons are a pleasure. Now studying both the Grade 4 and Grade 5 piano repertoire, Cerys wants to study music at GCSE, learn new instruments and experiment with styles.

She is a happy, assured girl, with a good sense of humour and a winning smile. Cerys’ resilience, determination, courage and growing self- belief have resulted in a happy confident young person who not only speaks from the heart through her music, but has been transformed in her social and emotional development.

Nominated student statement:

I feel like at the start of my piano journey I didn't want to carry on and keep playing. As I persevered through I found my love for piano again. I have to thank my parents and Sarah for helping me through that rough time. Now I feel as though my love for piano and music in general has increased and I'm getting better and enjoying it more. One of my favorite pieces I've learnt was Waltz Mystique as the first time I heard it I wanted to learn it as soon as I got home, and I did. I came home from my piano lesson and learnt it in a day. It is a piece I'm playing for my exam and I'm very excited. I feel as though piano has made me more confident as I can play my pieces and express emotions with them.