Kathryn Forster
The early years
Like a lot of young girls in the early 80s, I was presented with a descant recorder along with the promise of joining the primary school recorder group, talent pending! I instinctively picked this up, along with the reading of musical notation and became a proud member of Fens Primary School Recorder Group – accompanying the school assemblies whilst my peers sang (mumbled) along from ‘Come and Praise’. I was soon promoted to the tenor recorder (it was bigger than me!) and then the treble recorder (littler than the tenor but had different fingering) and was subsequently urged to take up an orchestral instrument. Without my knowledge, my parents bought me a Yamaha clarinet for Christmas in 1981, the month before my seventh birthday. During the Christmas holiday I taught myself (pre-internet) to play the clarinet to quite a successful standard and was looking forward to learning ‘properly’ in the new year at school with the teacher, Mr Brett. These lessons were provided by Cleveland Music Service and were organised by my school and my parents as a surprise Christmas present.
When I arrived for my first clarinet lesson (which took place in the boys’ showers……weird but a lovely acoustic!) I discovered that I had taught myself incorrectly; I had the mouthpiece upside down like a recorder’s mouthpiece! Nevertheless, with the expertise of Mr Brett, I rapidly progressed through the early stages and was entered for and passed with ‘merit’ my ABRSM Grade 3. It was around this time that I started attending dancing class and it became quite clear that the natural musicality that I had allowed me to be quite successful at tap dancing. In my teens I became a British tap champion.
I skipped Grade 4 and started working on Grade 5 clarinet material which meant that I needed to learn Grade 5 theory to go beyond this level. As I was only at Junior School (and the internet didn’t exist) I had to go to a neighbouring secondary school on a Thursday night to learn Grade 5 theory which I did alongside town-wide secondary age students. I passed Grade 5 theory and practical with ‘distinction’ and achieved my first position in an ensemble; Hartlepool Junior Concert Band. Rehearsals took place every Saturday morning. I remember being collected from band practice and ferried straight off to dancing class. I absolutely loved Saturdays!
The teenage years
My swift progression to Grade 7 then 8 (both passed with ‘distinction’) coincided with being promoted to the Intermediate Concert Band and then the Senior Concert Band. I knew at this time that I wanted to make some kind of future career out of music but didn’t really know what that would or could even be. I had my sights set on becoming a pop star and using my dancing prowess alongside my musicianship…….a girl can dream! My clarinet teacher suggested that I learn a second orchestral instrument. His wife taught double reed instruments and so I had a trial with her on the bassoon. At this time, music lessons through Cleveland Music Service were free of charge. It wasn’t really heard of, or even allowed, to take two spots and have two occasions every week where a timetabled school lesson was missed for music. However, I did take up the bassoon which meant learning to read a new clef as well as developing the embouchure flexibility required to alternate between the two instruments.
I started at Grade 5 (with ‘distinction’) which enabled me to secure a position in Hartlepool Youth Orchestra which rehearsed every Tuesday night. I then jumped straight to Grade 8 (with ‘distinction’) which provided me with the qualification needed to audition for Cleveland Youth Orchestra which I passed and started to attend every Friday night. I was still dancing most nights every week so we were a very busy household!
Whilst I loved playing music and being part of groups and ensembles, I found that I was incredibly interested in the theory of music. I can recall sitting in our living room at home, writing scales by hand in my manuscript book from WHSmiths and reading ‘The Rudiments of Theory’ little red book just for fun. Consequently, I had a fabulous time studying GCSE music at school. My practical ability was well beyond the expectations of GCSE but I was completely new to the two other components: Listening and Composing. I quickly discovered a natural ability in the listening paper (I have perfect pitch) and found myself completely engrossed in composition and arranging. The composition requirement at that time was to produce 5 minutes worth of music. I composed 4 pieces: A Christmas song (‘The Countdown to Christmas’ – for a small ensemble plus vocals – I played the clarinet part and I sang the vocal……though not simultaneously!), a duet for clarinet and bassoon (‘Jack-in-the-box’ – performed and recorded by me and my oboist friend and neighbour, Alayne), a solo piano piece called ‘La Mer’ (which I performed) and a full orchestral work in ‘Theme and Variations’ form. Sadly, my school didn’t have an orchestra so I found myself in a worrying position of not being able to record my piece which was strongly urged by the exam board. There was no ‘Sibelius’ or the like back then, so I needed an orchestra. Another school in the town, English Martyrs School and Sixth Form College, offered to play it for me to enable me to get it recorded – This ended up being the place I went on to for my A levels!
The piano
When I started my GCSE Music course at Manor Comprehensive School, Mr Smith, my teacher, suggested that I learn the piano. I could already tinkle a little on it due to my pitch recognition coupled with my note-reading ability of both clefs, but that was as far as it went. I asked my parents if this would be possible, timewise and financially, and it was fully supported. I started piano lessons privately with Mr Simmons and was bought a piano by my Grandad that Christmas. Progression was rapid. I achieved Grade 5 with ‘merit’ after 7 months and Grade 6 with ‘merit’ shortly after. I then skipped Grade 7 to focus on Grade 8 material to put me in the exclusive position of having Grade 8 on 3 different instruments when I started to apply for Music Colleges. Grade 8 was brutal – and rushed through – but I passed (the only exam that wasn’t at least a ‘merit’) and achieved the Grade 8 triumvirate!
Music College and beyond
I attended an Advice Audition at The Royal Northern College of Music on 24th November 1991. The date was significant as it was the day that Freddie Mercury died. The objective of this audition was to advise on which instrument to make my first study. Both auditions were positive, but the general feedback seemed to be to focus on the bassoon rather than the clarinet due to its rarity and therefore likelihood of more and better gigs and freelance work. So, I did! It wasn’t an instrument I loved playing (that was the piano) but it was the one that was clearly going to open doors for me. In the summer term of 1992, I returned for my actual audition as a bassoonist and was accepted with an unconditional offer – this resulted in me being able to drop an A Level and focus entirely on Music and Art as well as developing a flourishing social life!
Throughout my 4 years at The RNCM I took part in various European tours as part of the Chamber Orchestra and as part of a Wind Quintet called ‘Thalia’ – we even played at Old Trafford Football Ground where we got to meet all the greats. I managed to secure some freelance work with North West orchestras such as Manchester Camerata, but it became clear that making a living from playing music was very difficult and lacked any kind of financial stability and at 22 years of age, I really wanted that. So, I went to Sunderland University to do a PGCE and then taught for 24 years.
Composing and Arranging
Right from a very young age I can remember using my ear to play music I heard that I liked, without the notes. I vividly remember watching ‘Neighbours’ on TV and hearing some incidental music that I liked so I went to my piano and played it. I also remember my brother watching the film ‘Twins’ and hearing something I liked so I sat down at my piano and played it. A hobby was formed whereby I would arrange songs in my head for solo piano. I didn’t even need the instrument in front of me – I could do this anywhere, even in bed when trying to sleep on a night. This still happens to this day and is why I have made the bold move to make it my ‘purpose’ – a wedding / events pianist, composer and arranger.