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Finally - a blog post that speaks to us all. Those just starting and those of us craving to know more!


Whatever you think you know about the notes of a keyboard - think again! For whilst I am going to take you back to the basics for the sake of finding notes at the start of this post, I will be blowing your mind by the end of it!


Just remember to breathe, don't be afraid and don't rush through until you understand (bear in mind a lot towards the end of this post is advanced music theory - so don't worry if it doesn't all come naturally and just focus on the parts of this blog you need!)



The Basics - Finding Natural Notes



On our standard piano keyboard, we have black keys and we have white keys.


A good 90+ percent of beginners will start their learning around the white keys (this is neither right 'nor wrong, but just how many pupils and / or teachers like to begin) and - academically speaking - it is a very good place to start.


The reason for this is because all of the white notes are termed as being natural notes. You don't generally refer to them as being natural as you refer to them - it is assumed that no mention of it means natural. Therefore, our white keys are A-B-C-D-E-F-G, which then repeat a fair few times. An 88 key keyboard / piano even starts on A to make this first part fairly logical.


However, of those pupils who learn white keys first, virtually 100% of them learn as their first note the note we call Middle C.


To find any C, locate any group of two black notes and you will find C as the white note immediately to the left.


Middle C is, as you might expect, is the C nearest the middle of the keyboard. On an 88 key keyboard or piano, this is the fourth C. On a 61 key keyboard it will be the third C.




learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton
Middle C is highlighted in blue on this 88 key piano keyboard.


The rest of the note names follow on very logically up the white keys, as they remain alphabetical. So from C, we move on to D, E, F etc. - noting that after B you will have found another C. Similarly, we can go backwards and just recite the alphabet backwards, restarting from G when we reach A.



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton


HOWEVER one thing that I love to encourage is to not rely on your C as your one point of reference. Yes, you can learn that C is immediately left of the group of two black notes, but what a lot of beginners will then do is use that as their sole reference for finding other notes. For example, if they wish to find F, they will locate C and then count up. They will be correct, but they won't develop the instinct as quickly as they could by learning their navigation of the keyboard sooner.


By all means use the method of finding notes from C to begin with, but every time you do find a note, make a mental (or physical) note of where it is until it becomes second nature.


You could be academic in your approach:


D lies between the two black notes,

E lies just right of the two black notes


etc.


...but let's not forget that one of the strongest aids when it comes to remembering things is visualisation of the obscure. Perhaps the two black notes remind you of two guards standing side by side, and they are trapping someone you know whose name begins with D - the note name you need to remember (think Dan, Debbie etc.). What a tragic image for them. What a useful tool for you...


Experiment with the white notes and learn how to navigate around them, and when you feel fairly comfortable with the notes you can start to spell words that use letters A - G; Beef, Egg, Ace, Face, Bead etc. - try spelling out the words as quickly as you can (note this can also be a good exercise for working on your fingering and musicality a little later down the line. Don't feel you have to approach each note with one pointed finger - use the span of the hand to add some nice transition and legato to the 'words'). Don't be tempted even to stick in the same octave - try with two hands and alternate, jumping around the keyboard as you do. You'll begin to feel much more confident in aiming for the notes!



The Basics - Finding Sharps and Flats



The good news is that we're halfway there when it comes to finding sharps and flats! We should by now be comfortable with finding our natural notes (white notes) so now all we need to do is remember this simple rule:


  • Sharp Notes are raised by a semitone

  • Flat Notes are lowered by a semitone


Our understanding of a semitone in this case should be that it is simply one note - white or black. One note up or down to the note directly next to it - regardless of colour - is a semitone apart.


We only have five black notes that are repeated in patterns of two then three, so all we need to do now is to identify which one of two notes they could be. 'This' sharp or 'That' flat.


For example, the first black note in the group of two lies immediately next to C (one semitone higher) - therefore it is C sharp. It also lies one semitone lower that D. Therefore, we could also call it D flat. Harmonically these are, of course, interchangeable because it is literally the same note, however the reason for having two options is grounded in a more advanced music theory that I will briefly touch upon towards the end of this blog.



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton



A Spanner in the Works...



Those eagle eyed readers who are doing lots of experimenting will, no doubt, have noted that with all this talk of semitones, there are in fact two repeated pairs of white notes that sit one semitone apart, no black note between them. These are B and C, and E and F.


So could this mean that - using the above logic - E could be F flat because it is one semitone lower than F? F could be E sharp? B could be C flat? C could be B sharp?


Yes, yes, yes and yes!


But don't panic!


This is also grounded in the same advanced music theory that I will touch upon towards the end of the blog. But for beginners, we just need to know them as their naturals.



Note Names on Printed Music



If you are learning to read music (as I - and most other teachers strongly encourage when learning piano), you will need to be able to find your way around the stave. This is the group of five lines of which most piano music has two (the right hand and the left hand).


You will almost always begin learning the right hand and the left hand in two different clefs. The right hands is always started out in the treble clef and the left hand in the bass clef.




Pictured above is the treble clef and the bass clef, respectively.


As an initial point of teaching, I like to show my pupils that Middle C is kind of a mirror image on the clefs. Where it lies below the stave on the treble clef is the same position that it lies above the stave on the bass clef.



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton
Both of these notes are Middle C.


And if you think about it, this is a perfectly logical solution. Your left hand will descend down from Middle C and stay relatively in that area to accompany, whereas your right hand will usually work above Middle C to create a clear, distinctive melody. It just makes it far less messy to keep the bulk of the notes that you play within the five lines of the stave. Easier to write and easier to read!


But are there other ways we can identify the notes? Surely we can't be expected to count up or down from Middle C every time we want to know the next note?


Well...yes!


There are mnemonics that seem to have been taught for longer than music itself!


For the treble clef, the lines reading up from the bottom are E, G, B, D, F. The classic mnemonic is 'Every Good Boy Deserves Favour'.



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton


Focusing now on the spaces, the spaces reading up from the bottom spell the word FACE!



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton


Leaving us with the bass clef.


The spaces reading up from the bottom are A, C, E, G. The classic mnemonic is 'All Cows Eat Grass'.



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton


A mnemonic used for the lines reading up from the bottom in the bass clef is 'Good Boys Do Fine Always', although I dare say this was one I was never taught (thanks Google for filling me in on that one).



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton


As always, you can make up your own. Just make sure you remember which clef they belong to!


NB - be sure to learn where Middle C is on your piano and on both clefs. This will ensure that you don't play in the wrong part of the keyboard. For example, the 'Every' on the treble clef is the E above Middle C, whereas 'Cows' on the bass clef is the C below middle C (the distance between two of the same note are measured in octaves, so the 'Cows' representing C on the bass clef is one octave lower than Middle C).


To represent a sharp or a flat note, we put the corresponding symbol before the note to be sharpened or flattened (always on a level with the note i.e. on the same line / in the same space).


  • A Sharp Symbol is resemblant of a hashtag sign: ♯

  • A Flat Symbol is resemblant of a lower case B: ♭



The above shows an F sharp on the treble clef and a B flat on the bass clef, respectively.


Bear in mind that sharps and flats fall rule to the key signature of a piece, so you may need to play sharps and flats regularly that are not marked on each individual note, but at the beginning of the piece between the clef and time signature. See this post to refresh your knowledge of key signature.


The Advanced



Now we have refreshed our memory of note names for natural, sharp and flat notes, learnt where they are on the keyboard and also where they are on printed sheet music, we can look at some more advanced theory.


Don't be tempted to learn the following without being absolutely confident with your playing up to now - including all the above theory - and don't worry if it doesn't sink in. Discuss it with your piano teacher and if they feel you are at a level to learn more then they will be more than happy to go over it with you...



Degrees of a Scale



When we learn our scales, we learn them either by using note names (C,D,E,F,G etc.), numbers (i, ii, iii etc.) or occasionally by using certain beginner's technical terms (such as root note for the first note).


However, major and harmonic minor scales are made up of very distinctive names for their degrees. It's useful to get to know these terms as when you start to learn more about the order and structure of music and musical harmony in particular, you will be able to reference or understand more readily any references made to the following;


Here they are (using C major as an example).


  1. Tonic (C)

  2. Supertonic (D)

  3. Mediant (E)

  4. Subdominant (F)

  5. Dominant (G)

  6. Submediant (A)

  7. Leading (B)



learn keyboard piano notes music lesson teacher pianist Jack Mitchell Smith macclesfield congleton
The labelling of scale degrees using C major as an example.


There are some things to bear in mind:


  • The dominant is a perfect fifth above the tonic (e.g. C to G).. The subdominant is a perfect fourth above the tonic (e.g. C to F). However, If instead of moving up to these notes we move down to them, the interval reverses. So if we move from C down to F, that interval is now a perfect fifth. Therefore, its potentially equal distance away from the tonic is why the fourth degree is called the subdominant.

  • The mediant is so called because of its midway point between the tonic and the dominant. Similarly to above, the submediant lies between the subdominant and the tonic when we have worked down from the tonic to the submediant (working down from C to F, A would be the midway point).

  • The leading note is always a semitone below the tonic it resolves to (B is a semitone below C) which is why the explanation of the leading note works best for majors and harmonic minor scales - not natural minor or descending melodic minor scales. Make sure you are subscribed to my blog for an up and coming post to learn more about the different minor scales!



Double Sharps and Double Flats



All white notes on the keyboard can also be known by at least one other name - 'this' double sharp and / or 'that' double flat. When we sharpen a note, we raised it by one semitone, whereas when we double sharpen a note we raise it two semitones (or a whole tone).


Similarly, to double flatten a note we lower the pitch by two semitones.


If we take the note we recognise as D, we can refer to that as either a C double sharp or an E double flat. This is something that you will be much more accustomed to seeing in printed music:



Double Sharps and Double Flats in Printed Music



  • The Double Sharp symbol looks like a cross: 𝄪

  • The Double Flat symbol is two consecutive flat signs: 𝄫


The symbols work exactly the same way as their sharp and flat counterparts; before the note and on the same line / in the same space.



The above shows an F double sharp (harmonically the same as a G natural) on the treble clef and a B double flat (harmonically the same as A natural) on the bass clef, respectively.



But the question is, why do we need them?


It's all to do with key signature. In a key that is heavily made up of sharps or flats already, it is very common to see composers utilise the double sharp / flat symbol to acknowledge a note as being an a harmonically natural note without having to mark it as such. For example, a piece in the key of F# major already has F#, G# and A#, so you may see an F double sharp written when they wish you to play the white note you would recognise as G, just to avoid having to add unnecessary accidental naturals that deviate from they key signature. This is especially true if this need to play that note happens multiple times in the piece.



Sharp or Flat Notes?



...and to conclude my blog in a grand epilogue. The finale you've all been waiting for: the explanation as to why we need to know whether notes are sometimes referred to as sharp and sometimes flat.


It's all to do with key signatures. A single key signature has to have either sharps or flats as its rule - never a mixture - and one such way - and the way we will now use - to find out which sharps or flats are in a key is to use the corresponding scale.


For this, I'll use the key of F major as an example and use the scale first of all to find any sharps or flats:


F - G - A - A# / Bb - C - D- E


We have one! But is it A sharp or B flat?


Well, the rule of a scale is that you may only use each note name once.


Therefore - in this instance - it has to be Bb because our first three notes (F-G-A) already used the A.


To exemplify further, if we took the scale for B major: B - C# - D# - E - F# - G# - A#, we can see that each note, again is used once.


But could we rethink that scale, knowing - as we established earlier - that B is harmonically the same as Cb?


Yes - but it would affect every note. Because we've already had the flats given to us in our root note (Cb), we need to assume that any accidentals will be flat. So, the Cb major scale will be;


Cb - Db - Eb - Fb - Gb - Ab - Bb


They are exactly the same notes harmonically as the B major scale, but context gives them a new name.


And that is the answer! Individually you can call them whatever you wish - natural, sharp, flat, double sharp, double flat etc.,


However, in the context of a key signature you have to be mindful of the note names and keep them consistent with the rules of that key.


But, you may ask, what is the purpose of having such a thing as sharps and flats? Can't we just have one and have done?


Allow me to demonstrate by showing you the nightmarish situation of cancelling all use of flats and transforming the otherwise very straightforward F major scale - with its one flat note - into the harmonically identical but theoretically infinitely more complex (and never, ever used thanks to...the F major scale!)...E sharp major scale!:


E# - F𝄪 - G𝄪 - A# - B# - C𝄪 - D𝄪


Here we have unnecessarily turned every single note into an accidental - and not only that, four of those accidentals are double sharps, which are not the easiest things to get into the mindset of. We never use E# major as a key signature - we never mark double sharps or flats in a key.


So I once again give as my answer: context!


 

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Well now, I dare not admit this as I know by now you have this image of me being continually fabulous and continually passionate about what I do. Yes, piano playing is not only my profession nowadays, but it still remains my biggest hobby (although I do dare say when I wake up on a Saturday morning...I try and avoid it now - other hobbies are available!) So it may come as a surprise to you to read that I do, in fact, struggle with days whereby the piano is a million miles away from what I want to be doing. In principal it may seem like a good thing, and I still appreciate piano music in a dissociated sense (for example - reading about piano, watching videos etc. - anything away from me having to actually sit and physically play the instrument!), but the harsh reality is that I am only as good a pianist and musician as I will allow myself to be by plonking myself in front of the keyboard and practising or - at the very least - playing through some repertoire in an effort to reignite my passion.


But this got me wondering, and I confess it is something that I caution my own pupils on as well;


Should we actually be forcing ourselves to do something - such as practice - if our heart isn't feeling it? If we're not in the mindset, could we ultimately be doing more damage?


There are pros and there are cons, naturally, but I suppose that aside from the marginal cop out judgment of 'only you know you', there are things to consider that are universal truths amongst musicians of all walks of like:



Jack Mitchell Smith piano teacher tutor pianist Macclesfield Congleton Cheshire
There are many ways to practise away from your instrument. Keep reading to learn more...


Breaks are NOT necessarily a Hinderance



A few weeks ago, one of my pupils came to me feeling enormous guilt at having recently been on a trip for a mere two nights in Stratford-Upon-Avon. This means that she had two nights of not practising. Criminal, right?


Wrong.


In spite of the fact that she had enormous guilt, what actually showed that was of interest was that her playing - whilst not necessarily a great improvement from the previous time I had seen her - was soon back up to scratch and she actually found herself able to take on board advice and - more impressively - put them into quite immediate practice in comparison to what she may have done in previous lessons.


Why was this?


I conclude that it was down to a simple case of over practising prior. It seems almost ridiculous that over practising is a thing, but it is. Consider writing the same word 100 times repeatedly on a piece of paper (or better still - 100 different pieces of paper so you can't look back). Eventually that word is going to start looking odd, you'll question if it's a real word. It will look as if it's spelt wrong. If you've been vocalising it simultaneously it will sound wrong. Same principle.


By giving herself a couple of nights off - especially given that it was time away rather than replacing it with something else that was intently focused - my pupil came back rather refreshed and more able to take on board advice, information and just generally with a better attitude towards playing.



Other forms are practice are available



Practising piano sounds like a very intense scenario whereby you sit down at your piano with your music in front of you, maybe set a metronome and scrutinise and practice your exercises, techniques and pieces.


However, it is not.


One such simple way to approach your guilt of not actually sitting at your instrument is to consider other ways in which you can fuel your brain with piano knowledge, understanding and even skill without having to formally be there.


Here are some examples:


  • Reading Music: This doesn't necessarily have to be a piece of music that you're working on. If you are working from a workbook or towards a grade, find another score within that book that you haven't looked at and just pick it apart in your mind. You'll be nourishing the brain, improving your understanding of how music all fits together! If you consider yourself a beginner or intermediate, don't be afraid of scores that are above your playing standard. Learn to not be intimidated and replace that fear with a feeling of inquisition. What does that symbol mean? How can I learn how to quickly recognise notes that are several ledger lines above the stave?

  • Listening to Music: The inspirational quality of listening to a piece of music that you are working on is priceless, for frankly - not enough of us do it. I myself confess that I am guilty of choosing scores that I actually own - whether or not I know them (I buy a lot from charity shops and then just start playing them one day!). I can progress right through to the end of a piece (sometimes even a full sonata!) without even listening to a different rendition of it. And whilst I have ample trust in my own interpretations and sight reading ability, I am always tremendously excited at hearing how other performances differ from my own. And whilst I am all for interpretation, sometimes a little penny will drop. A note may sound different and for some reason I may in my mind have read it is Ab instead of A natural - and now the whole mood of a passage or harmony changes. Perhaps upon listening I am going too fast, and this can help me too if it is a piece I am struggling to get crystal clear - for obvious reasons! Maybe a performer's use of pedal is much more excessive than my own but it creates a lush undertone by doing so - something I can't wait to replicate myself when I get back to practising. Point being, I could practice at the instrument for weeks and weeks and never take my performance to the same level that 10 minutes of listening might push out of me!

  • Practice Theory: You may consider this one to be slightly boring, but being human our brains are just sometimes wired towards logic and practicality rather than expression and emotion. If you're feeling guilty but you don't necessarily feel 'expressive' then simply swot up on theory! The Internet is rife with information, whether that be blog posts (I have some!), videos (see below) or even - if you're feeling academic - past papers from exam board websites. When it comes to the academic approach of learning, you know best how you pick things up. Dig out that blank manuscript paper and copy - or write from scratch - some musical transcription of your own. Or learn some theory and then go applying it to musical scores you haven't yet studies (see 'Reading Music' above!).

  • Videos: Videos are wonderful tools for learning in a similar way that listening to music that you are learning is a useful tool. Aside from the obvious tutorial videos that you can find in abundance on YouTube and TikTok etc., you can find performances of most any piece of music my most any reputable performer and several other professional and non-professional pianists, learners etc. - not to mention even step by step tutorials for getting the most out of every bar of just about every piece you could ever hope to play! But anyway, use the opportunity to watch how different pianists approach different areas that you have been struggling with. Try and find videos that are of the hands solely and watch. Do you use different fingers? Do they have a gentler wrist motion? You may just have another penny dropping moment, like those that can come when listening to music!

  • Visualisation: This one takes a little bit more effort to focus, but it requires you to be able to picture the keyboard mentally and see your hands in front of you. Hold the score of a piece you are learning in front of you (or close your eyes and test your ability to play without the score) and play through it, visualising your hands playing the keys and hearing the music in your head. Music is a complete circuit, and if you can visualise what your hands do but can't remember how the music goes, that area needs attention. If you can remember how it goes but can't see your hands doing anything, that area needs attention. If you can visualise strongly enough from beginning to end, it may just be as powerful a tool as actually playing through the music!


These are mere examples of alternate ways to practice and learn, but you might just find that doing one starts to reignite enough excitement to get back to your instrument! So let's say that's happened.


You're back at your instrument...



Is your playing feeling sluggish?



If you are bounding through your pieces without a care in the world - you're happy or you're lost in the music - that's wonderful. Welcome back!


If, however, you're finding yourself hitting notes for the sake of it, not really caring, not really thinking about what you're doing and your mind is wandering, you're not really in a practicing mood yet. But don't worry...as previously covered, breaks can be a wonderful boost for your musical journey.



Re-evaluate the necessity of your practice



Perhaps the most disjointed feeling of guilt that I find with my pupils is based on what they're not doing vs. what they're trying to achieve.


Let me try and put that a slightly different way;


I offer my pupils the option to learn how they wish to, and normally this will take one of two routes:


  • they wish to learn casually, OR

  • they wish to learn academically (i.e. for exams)


The casual learner will almost certainly not have a specific need to have a piece or pieces of music ready to perform, whereas an academic learner will always have a finite amount of time to prepare a set number of specific pieces and exercises for an exam.


The pressure, therefore, is on for the academic learner.


However, who feels the more guilt when they don't practice?


The casual learner!


Perhaps it is the obsessiveness with which the academic learner does practice when they do that means they can afford to miss the odd session here and there, whereas a casual learner is doing it for a hobby and therefore - having no ties - will practice routinely but not necessarily to the end that anything learnt within that session has transferred from the short to the long term / muscle memory. Therefore, they feel vulnerable at having missed a session in the same way as which you may feel vulnerable for skipping a dosage of medication before they've fully kicked in.


BUT...


As can be proven quite without question by my pupil who decided to spend a night watching RSC's 'A Midsummer Night's Dream' rather than practicing, it should be stressed and always remembered that good intention will always reap good rewards. It didn't take her long to find her footing again and be back up to scratch (assuming that she had in any way dipped for that couple of days away) and that is because she does practice and - most importantly - whenever she does physically practice she does so out of sheer passion and pleasure for doing so.


 
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As Easter approaches, I think back to Easter of 4 years ago - in particular Good Friday 2020. This was a very different Easter for me, as it was about to change the course of my life.


Prior to this, I had assumed (as many do) that epilepsy was a condition that always manifested as a big seizure (a tonic clonic) and usually (if not always) as the result of lights flashing or photosensitivity.


In a way I'm a bit annoyed that I didn't realised until the day itself (today - Tuesday 26th March 2024!) that it is Purple Day, as I might have been able to organise something such as an event or other fundraiser, or thought of a more ingenious way to spread awareness than putting it onto my blog.


However, here we are, and for what it's worth, I'd be delighted to share with you my experience of Good Friday 2020 in the hope that it might not only educate those who were as unknowledgeable as myself, but also perhaps help some people identify that they, too, may be affected by epilepsy.



"Jerky Hands"



For years and years, I had been plagued with a slight something that I dubbed as my 'jerky hands'. These were involuntary spasms that often affected me in both hands and they would crop up daily - several times a day. They were at their most frequent when I was doing something considered 'hands on' (such as playing the piano, inconveniently!), but I never thought much of it. I actually thought it was normal - that everybody got them.


The sensation was a little sharper than you may expect when I say that it was just that my hands 'jumped away' from certain situations, and it was always accompanied by a little shock in the brain. Not a painful one, mind, but just the type of thing that made me have to reassess where I was up to, what I was doing for no more than a second afterwards. Nonetheless, this is not a good situation for anybody who requires any amount of concentration and fluidity (such as somebody who plays the piano!) - and I did identify that my jerky hands were indeed enhanced, for want of a better term, in one of two instances;


  • Stress and / or concentration - contextually, learning a new piece of music could be a nightmare for me!

  • Alcohol. This one stands to reason, but I have somewhat amusing memories of a different Good Friday making a Simnel Cake and throwing half of the batter around the kitchen rather than in the tin. A worse case of jerky hands than normal, almost certainly down to the after work party we had on the Thursday!


Astonishingly, I never connected any dots. Stress is unpleasant and I figured that if we put ourselves through it, of course it's going to manifest badly somehow. So even if I hadn't considered that the jerky hands specifically were normal, I was on track for assuming that everybody had something as an outlet. And I considered the alcohol thing just stood to reason - probably still does. Alcohol has an uncanny ability to enhance pretty much everything we go through, good or bad.



Good Friday 2020



You must remember that by the time it got to Good Friday 2020, the UK (and the world, frankly) was in a state of misery at having been locked down for the first few weeks. People couldn't go anywhere - not even to work in many cases.


So I figured I'd bring a bit of cheer to people by asking them on Facebook to name me a song that brought them joy and then when I had enough I'd record a medley of me playing through them.


A fairly simple task, especially seeing as the list was made up largely of nice, simple pop songs. From 'Things Can Only Get Better' to 'In My Life', 'Hold On' to 'Three Little Birds' and from 'Always Look on the Bright Side of Life' to 'Go Your Own Way', this was not a difficult challenge.


So I wired my electric piano into the laptop (luckily, for a microphone would have picked up some soon to be rather unsavoury language - by my standards, anyway!) and set out to recording a melody. What was supposed to be a one take wonder had to be done in many takes and frankly it didn't work.


But because my laptop was recording this video to be uploaded to Facebook to bring a smile, I was able to put together this montage of highlights of me suffering more than I had ever suffered with my jerky hands. Note also, I was getting increasingly stressed and the more I failed to play, the more I concentrated, so that wouldn't have helped either:





Well, this went on for about an hour and I would love to be able to say that I just shut the computer down and decided to come back to it. But me being stubborn and determined that people would have a smile raised at the beginning of their Easter weekend I persisted. Or I tried.


And then I had a complete manifestation of all the warning signs of that past hour - a tonic clonic seizure.


Whilst I do remember the first second or two of the actual seizure itself (somewhat like being in the electric chair, I imagine...), I was grateful that I was unconscious for most of it. And a lot of the aftermath too. First thing I remember is 'waking up' lay down in an ambulance (apparently I'd been talking to the paramedics and even walked myself to the ambulance - who knew?!) being waved goodbye to by my parents. My neck was hurting because evidently I'd fallen backwards off my stool onto the floor, and then straight onto A & E.


Fortunately, I wasn't an urgent case. However, unfortunately for the time this was (COVID), non-urgent cases were extremely low priority. I did, therefore, spend a night in hospital where I was extremely well looked after and fed, sparingly using my phone to save battery (good job I had it - but nobody was allowed to bring me a charger in because of isolation!).



Aftermath



I was initially put onto an extremely high dose of Levetiracetam. I would argue an uncomfortably high dose! The purpose of the medication kicked in right away and suddenly all these jerky hands were at bay. And to be honest, I wasn't necessarily happy about this. In a daft way, it felt like losing an old friend. More interestingly, my brain was still very aware of the need to spasm, got me prepared and then...nothing. Being a completist, this was most inconvenient! However, I got used to it.


I was signed off work for a few days because although I went back on the Tuesday (I worked in the medical centre, so was still fortunate enough to be able to go to work), this was just enough time for the side effects of Levetiracetam to kick in. And this included drowsiness and, as I like to say, 'zombification'. I could barely walk in a straight line and not half as fast as I used to, but interestingly my mind was incredibly active. More-so than ever before. I was requesting to watch films that were much more complex than my usual choices as a means to unwind (I think 'American Psycho' was watched), and I found that I was able to write an entire suite of music because my concentration had drastically improved. My mind was sharp, but it couldn't effectively translate to the rest of me!


Naturally, this led to further consultations and I was moved off that medication to Lamotrigine which cancelled out all the side effects but also cancelled out the effectiveness of keeping little jerks at bay. So I was put onto Sodium Valproate (Epilim), which I remain on.


But in the midst of all this, I sent the consultant the video I put together and asked if this were a warning sign. And he simply referred to them as myoclonic seizures. And so it turns out I'd been having mini seizures for several years! He also referred to 'focal seizure manifestation' - in other words it happens when I concentrate. Something I knew but never considered a condition.


Which opened my eyes to epilepsy. And whilst I'm grateful that it is very much under control, I still do think it is something that we can all learn more about and help to assist people with. I'm OK - aside from the one big seizure my life was hardly debilitated to begin with. However, they were often annoying and inconvenient, and when they were bad they could be preventative of certain things. So if you recognise anything from above in yourself then;


  • listen to your body and don't push yourself to the extremes of stress and

  • Speak to a GP and see if you can be referred to an epilepsy specialist or neurology clinic.


 
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