Pedalling by Hand

I first published this article in 2016. Now that I have made a new video demonstrating the differences between the Couperin piece in his original notation versus what we see in the Anna Magdalena Bach Notebook, I decided to republish. I hope this subject will be food for thought, leading to some experimentation with finger pedalling as an added means of creating resonance. ***   ***   *** Pianists have always felt that the music of J S Bach is accessible to them. The Early Music Movement (1970s wave) did put some pressure on those of us who presented Bach’s music to do so in particular ways that were perhaps more suitable to the instruments of his day than our mighty grand pianos, but fortunately the greatness of the music transcends the medium – harpsichord, piano, synthesiser, whatever. The perennial question of pedal always comes up when discussing Bach style on the piano. The argument goes that, because Bach’s instruments were not equipped with any sustaining mechanism, we should steer clear of our right pedal (for some players this means completely). “The pedal is to the piano as the vibrato is to string players. Both must be applied with care, control and in moderation. Clarity is essential with Bach, the purity of counterpoint and voice leading must be self-evident, never muffled or confused. Thus a discreet use of the pedal is not forbidden as long as these rules are observed. The question remains whether it is beneficial to the music to look for easier solutions. A perfect legato on the piano is an impossibility, and one can only create an illusion of achieving it. To attempt this with the hands alone is much more difficult but it’s well […]

Hands Separately Practice – Useful or Not?

Wouldn’t it be great if you could assimilate a new score by reading the piece through a few times, perhaps stopping to sort out some fingering here and there, and unravelling the odd problematic spot as you go. A few practices and you’ve got it. You’ll probably find you can learn like this with music that is well below your current standard, but if you’re approaching a more complex piece that is not so readable you’re going to need to break it down to learn it properly. If you are planning to play the piece from memory, it’s absolutely essential to learn it extremely thoroughly from the very start – a process that takes time, commitment and patience. I have come up with an easy-to-remember term for the most basic practice strategies we use when breaking a piece down – “The Three S’s” (slowly, separately and sections). We first work at the speed of no mistakes – slowly enough to give us ample thinking and planning time between one note and the next, avoiding to the best of our ability ingraining any wrong notes, faulty rhythms or fingerings we won’t end up using. We absorb the music by repeating and finessing small sections until our mind and ear have fully digested what is going on, and until the physical movements we use at the keyboard have become automated (meaning we don’t have to think consciously about which finger goes where). Because it is often simply not possible to play both hands together reliably and accurately at the start of the learning process, we practise each hand separately out of sheer necessity. Even though most piano teachers seem to advocate separate-hand practice, there are some who believe it is not helpful beyond the elementary level. […]

Festive Good Wishes!

This is my final post for 2018, just in time to wish you all very happy holidays and a joyous festive season. I look forward to bringing you new content in 2019 and if there is anything in particular you would like to see covered in the blog, please do let me know in the comments section below. Thanks to your support, the Online Academy has grown significantly over the past year and now includes over three hundred articles, thousands of musical excerpts and hundreds of videos (a full index of all of the available content can be viewed here). We have many exciting plans for next year and the site will continue to grow and expand. My thanks also go to the fantastic team of pianists whose contributions make the Academy what it is and it’s a pleasure to have welcomed a number of new contributors for 2018: Forrest Kinney Charlotte Tomlinson  Ken Johansen  Lastly, huge thanks to Ryan Morison, Director of Erudition Digital, without whose tireless work, expertise, and enthusiasm the Online Academy would never have got off the ground. ***   ***   *** If you enjoyed this article then please click here if you’d like to sign-up to our mailing list to receive future articles, content updates and special offers. You may also be interested in the following resources: Practising the Piano eBook Series  There are surprisingly few books that deal with the art of practising. This multimedia eBook series contains hundreds of videos, audio clips, music examples and downloadable worksheets to show you exactly what need to do in order to get the most out of your practice time. Click here for more information. Practising the Piano Online Academy Building on my blog […]

By |December 20th, 2018|General|1 Comment

On Rhythm: Classical v Romantic

Have you considered there might be a different way of playing rhythmically depending on the style period? I’m not talking about rhythmic conventions (such as double dotting, rhythmic assimilation, etc.), but how we organise the relationships between long and short notes, where we might take time, and where to do so would disturb the music. Leon Fleisher explains this beautifully using the famous theme from the 18th Variation from Rachmaninov’s Paganini Rhapsody. He plays it in two ways – one Romantic (the way this piece should of course be done), and the other Classical (to illustrate his point). This sort of rhythmic articulation and shaping is a million miles away from the tyranny of the metronomic beat. As I have discussed before, too much metronome practice will tend to kill natural rhythm – but as I eavesdrop in institutional practice room corridors I am struck by how many pianists are using it as the backbone of their daily practice. While there are some effective ways of using this tool, coinciding each beat of the music to a metronome click is a very good way of filling in practice time without necessarily achieving anything helpful at all. We’ve all experienced how occasional, focussed metronome practice can help stabilise a wayward pulse by drawing attention to those places where we might be rushing or dawdling, but we have to be very careful about this or we risk ending up flattening out the natural ebb and flow of the music until we sound like a robot. Consider the opening of Schubert’s first Moment Musical in C, op 94 no 1. Marked Moderato, this looks like it should be played pretty much in time, right? I sampled 5 random elite recordings from YouTube, and found that […]

Burgmüller’s Op 100 Studies on the Online Academy

One of the most popular series on the Online Academy is my exploration of Burgmüller’s set of studies, the Easy and Progressive Études, op 100. What makes these little pieces so special? Pitched at the elementary-intermediate level player, they fulfil all the requirements of what a study should be: Descriptive titles that inspire the imagination Technique that serves a musical goal Short and to the point Useful as a way to learn harmony, as well as form and structure The problem with many of the didactic études served up to young pianists through the centuries is just how dry, boring and repetitive they are. Instead of inspiring players to practise, they have deadened their spirits. I’ve noticed how many youngsters are drawn to Burgmüller’s op 100 – they still sound fresh, and are immediately engaging. In my series I take each étude in turn, giving a detailed teaching note and a video walkthrough that highlights the learning outcomes and offers advice on the technical aspects as well as how we might practise. We’ve recorded the whole set, and are busy releasing them one by one each week. So far we have reached No. 11, and you can find details of the series by clicking here. The studies are progressive in their difficulty, ranging from approximately ABRSM Grade II at the start to approximately Grade V by the end. A good New Year’s resolution might be to learn the whole set over the course of the year – you will amass 25 studies you can draw on as part of your daily practice! Once you have learned them, you might choose three or four to practise for a week or so at a time before moving on […]

Done and Dusted?

I have noticed a lot of players seem to think that, once they have learned a piece they should be able to play it from then on in, whenever they desire. If only we could do some work on a piece, put the genie in the bottle and uncork it the next time we felt like playing it. Wouldn’t it be great if it worked like that? It is easy to hear when a student has been playing through something without attending to the ongoing maintenance necessary to keep it in good shape. I might take a duster to my piano one day and it looks great for a day or so, before the dust gradually returns. Even an unused room will gather dust, ask Miss Havisham (from Dickens’ Great Expectations). I liken performance, or playing through to spending, and practice to investing, or saving. This is especially true of old pieces we haven’t played in a while. So what does maintenance or revision practice look like? We go back to many of the practice tools we used to build the piece in the first place, when we first learned it. The great Russian pianist and teacher, Alexander Goldenweiser describes this vividly: Another grave problem occurs with pupils underestimating the importance of detailed study when they come to revise pieces that they have already played. Yet it is vital to remember that work done on a new piece one is just starting to play and on something one has played for a long time should be basically the same. The difference lies only in the amount of time involved, but the type of work should in each case be completely identical. When you play through something you […]

By |November 15th, 2018|Practising|2 Comments

Trinity Syllabus – More Videos!

As part of the Online Academy’s series on Trinity College London’s current syllabus, I am happy to announce that three more video walkthroughs have been added – with plenty more to come. This week we are presenting one new piece from each of grades 5, 6, 7, and 8, beginning with the Moderato from Diabelli’s rather charming Sonatina in F, op. 168 no. 1 (Grade 5). Grade 5 (alternative) – Diabelli: Moderato (from Sonatina in F, op 168 no 1) Anton Diabelli (1781-1858) was an Austrian music publisher, editor and composer. Today he is most familiar as the composer of the waltz on which Beethoven wrote his set of 33 Diabelli Variations, but he also wrote a number of sets of sonatinas that are certainly worth playing, and which make very good teaching pieces. The first movement of the  F major sonatina is a model of sonata form in miniature, and an ideal piece for the intermediate player to learn about form and structure. In this video walkthrough, I demonstrate the art of finger pedalling in the left hand Alberti patterns to create resonance by hand (instead of by foot, which would cloud the texture too much). I also show how to use deconstruction techniques in a tricky left hand passage to improve control and coordination. To watch the full video walkthrough, click here Grade 6 – Max Reger: Versöhnung (Reconciliation) Max Reger’s Versöhnung (Reconciliation) demands from the player a vivid imagination, and the ability to tell a story in sound. This delightful late Romantic piece describes a character asking someone to be their friend again after a disagreement – pleading, commiserating and even dancing to win back their affection. In the video walkthrough, I show how to project a melody […]

How Slow is Slow?

How much notice should we take of a composer’s metronome markings, and how do we decide the tempo of a work that contains neither a metronome mark nor a tempo or character description? Is it carte blanche? The Dolmetsch site has plenty of very helpful information on the various indications we find throughout musical history, particularly useful when we are dealing with baroque dances or dance-like pieces that would fall into a specific category. Did you realise that in 1703 France the menuet was a very merry dance, whereas in 1750 France it became noble and elegant, moderate rather than fast? Neither did I until I looked it up. But what about Bartók’s ultra-precise metronome markings and timings at the end of a work? Surely these are too fastidious and deliberate to ignore? Bartók’s student György Sándor explains all this in an interview with Bruce Duffie: GS: “Why did he [Bartók] write so precisely the metronome signs; why did he write so precisely the duration of the piece?”  That’s simply because in those days when he wrote his music, nobody knew a thing about his style; they didn’t know what to do with it at all!  So he had to write a lot of information.  But when he played those pieces which he marked so very carefully he played them completely differently! BD:  So he assumed that any performer who got under the skin of the music would then make it his own and take it beyond the printed page? GS:  Just like any other music!  Just like with any other music!  Very often he wrote down exact metronome markings, and he played those totally differently.  A very good example is the First Piano Concerto.  I happened to […]

Launching the 2018-2020 Trinity Syllabus

I am very happy to announce a brand new series featuring the current Trinity College London Piano Syllabus on the Online Academy. Having been commissioned by Trinity to write the teaching notes for the advanced grades, I was delighted to put together this series of articles and video demonstrations for a selection of pieces from the 2018 – 2020 piano examination syllabus, with several examples from each grade from Initial to 8. Within this series you will find plenty of tips for practice, overcoming technical problems as well as suggestions for piano teachers and guidance on matters relating to style and interpretation. The following are example excerpts from two video demonstrations from the series: Initial Grade – Canon by Henk Badings One of the pieces in the Initial grade is Canon by Henk Badings. There are so many different ways to get value out of this little piece, from call and response games and some singing in lessons to phrase shaping and developing equality between the hands. Grade 4 – Allegretto by Mozart Jumping to Grade 4, and Mozart’s Allegretto, we find a delightful minuet-style piece with a trio section in the minor, and many interesting compositional features that can be explained and demonstrated to the learner. It’s also interesting to know that Mozart wrote this piece on a trip to London when he was only 8 years old. In the video I demonstrate quarantine practice, and explore different fingering possibilities, as well as options for phrasing and expression. The series currently includes two articles which serve as guides to the foundation and intermediate grades, along with video demonstrations for five selected works from the initial grade through to grade 4. Please click on one of the […]

On Rhythm: Some Resources

A number of pianists report having issues with rhythm. To help solve the problem we need to be able to set a steady pulse and to internalise this as we play, pushing and pulling according to the natural ebb and flow that virtually all music requires. This is vastly different from playing metronomically, since no performance of anything is going to conform to an unbending metronomic beat, and while a certain amount of metronome practice can be beneficial if you know what you’re doing, too much of it ends up being detrimental. When I was a student at the Royal College of Music, we used Paul Hindemith’s Elementary Training for Musicians as a text book for handling complex rhythms against a steady pulse. Some of the exercises are pretty gruelling, and would challenge anyone. In this exercise, you are required to play the notes with one hand, but a tone higher than written, while tapping the rhythm below the stave on your knee (and then play again in two other stipulated keys). Yes, really… Hindemith requires what he calls “coordinated action” in the exercises. This might involve speaking the given rhythm while conducting with one hand, or perhaps tapping it with the left hand while conducting with the right, tapping it with the foot while conducting, and so on – a literal embodiment of rhythm. Rhythmic Training by Robert Starer There is no doubt that practising the rigorous exercises in Hindemith’s book will prove beneficial for the more advanced player, but let’s start somewhere simpler. I can highly recommend a little book by Robert Starer, entitled Rhythmic Training. It’s been around for years, and is excellent if you follow the directions. The author states in […]

By |October 18th, 2018|Rhythm|3 Comments

By continuing to use the site, you agree to the use of cookies. more information

The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.

Close