Our last showcase features highlights, updates and free resources from a selection of our collections for performing, sight-reading and teaching
Building Speed, Inventing Exercises & Get Feedback!
The next showcase for our #pianoday2021 festival line-up includes online workshops on building speed, inventing exercises from your pieces and a chance to get feedback on your playing!
Preparing for a Piano Exam
Preparing for a piano exam relies as much on logistics as it does on a commitment to regular practice, and keeping a positive mental attitude throughout the process. How do we ensure that all the components of the exam peak together, and how do we plan our day-to-day practice routine in the days and weeks before the exam? Routine Showing up to our practice on a daily basis creates a habit that after a while will be hard to break. This is what we want! Some people prefer short task-specific practice sessions spread throughout the day (you can schedule these in your diary) rather than practising in one block. Whatever works for you. Timeline One of the most important aspects of preparation is having deadlines in place to help us structure and reinforce our practice. Let’s work backwards from the end point. For example, if my exam date is December 15th I will need to aim to be fully prepared by the end of November. Just before that, I’ll need to arrange one or two mock exams in front of different people if possible (peers, teacher, family, etc.). From mid-November I plan a series of regular daily run-throughs of my pieces for myself – recording some of them and reflecting on what went well, as well as highlighting areas I was not so happy with. Identify these weak areas and work on them in special practice sessions – I call this “spot practice”. We’ll also need to do some general maintenance practice, where we continue to work on accuracy and finesse to keep our playing polished. This often involves using the same practice tools we used when we initially learned the notes (for example slow […]
Going into the Zone
There is a stage in the preparation of a recital programme when it is a very smart idea to play the whole thing through in its entirety in front of someone else before the big day. This person could be your teacher, a trusted colleague or indeed anyone who will sit and listen. You could opt for safe circle feedback (see last week’s post) or for a more balanced critique, or no feedback at all. Before you do this, you’ll need to have scheduled into your practice time several regularly-paced run-throughs for yourself. Record some of these in order to hear the sounds that are actually coming out of the piano (rather than those sounds you imagine or wish you were making – there is often a difference!). I have written about this process fully in a previous post, so rather than go into it again I would redirect you here. No matter how well you know the music or how carefully you have practised, the first time you play for someone else you might notice all sorts of things happening you could never have planned for – that memory lapse here, that moment of uncertainty there. Hopefully you will recover and manage to proceed, and there is a lot to be learned and gained from these dings and skirmishes. I think of this as a test flight, the first of several before your performance can be certified as “airworthy”, or concert-ready. The Downside of Careful Practice Instead of errors as such, in a run-through in front of someone else we may feel a certain cautiousness or woodenness as we try to control everything we are doing. The process of practising entails making absolutely sure of every single note […]
Performing in a Safe Circle
Many pianists relish performing and do it all the time, others end up performing as a part of their activities. It may have been a passion for music and a desire for self expression that led them into the profession in the first place and not necessarily a desire for performance itself. Performance skills come with experience, and yet many fine musicians are not really cut out for it. Many amateur players are not content just to sit at home and play for their own pleasure, they need to perform and to share their music with others in order to grow and develop. For both professionals and amateurs alike, the act of performance may be fraught with challenges and problems. There is no doubt that for a performance to be convincing, the performer must be convinced by what they are doing. And if the performer is nervous and allows those nerves to show too much, the listener is going to feel apprehensive and won’t enjoy the performance nearly as much as if the player can manage to let go. One of the blog posts I am most proud of is Cavaliers and Roundheads: Developing Performance Skills, in which I describe the different mindsets between practising and performing, and show how a devil-may-care attitude is a disaster in the former but a necessity in the latter! Inner Judges Some players find it very difficult to let go of nerves, and this may be for a variety of reasons – physical and/or psychological. Our inner judges can be real people who have (or had in the past) influence over us. This might be a parent, grandparent, teacher – anyone whose opinion we allowed to affect us. Imagine a situation […]
Look, No Feet!
People think in terms of pianists’ fingers – not their feet – but a direct line of communication from our ear to our right foot is an absolute necessity and there’s no doubt that fancy footwork is an integral part of our technique. I once witnessed a masterclass given by an expert in contemporary music where the sostenuto (middle) pedal was in constant use, and occasionally controlled by a left foot that was operating the left (una corda) pedal at the same time. When the right foot wasn’t busy with the right (sustaining) pedal it too took turns on the middle pedal. In my previous post on pedalling, The Dance of the Dampers, I discussed partial pedalling and the imprecise nature of pedal marks we usually find in the score. How can we possibly notate pedalling when it will vary from player to player, from piano to piano and from one room or performance space to another? Many composers and editors of piano music have felt it necessary or helpful to add pedal markings, but I would not recommend slavish adherence to these. One of the most confusing and irritating pedal notations is the abbreviation “Ped” with a star mark * indicating the release. The placement of the * mark is very often so imprecise as to be plainly wrong – lifting at the * and then waiting for the next “Ped” to put it down again would leave a gap. While this sort of disjointed pedalling was more common in the nineteenth century, we don’t tend to do much of it nowadays. I doubt that the composer actually meant this most of the time anyway and I advise players to use their discretion when figuring […]
Slaying the Dragon
Piano playing can never be an exact science. We will not always be able to say with absolute precision or certainty how we arrived at a particular result in our playing. We may think we know, but in the end it will be a variety of different – and possibly even contradictory – means that bring about a result. Despite fastidious practising, human error and the sheer elusiveness of the act of performance will always play a part. And this is precisely what audiences like, the buzz of the live performance! There is the possibility of something wonderful, inspirational and spontaneous happening, as much as the performer falling flat on his face. The placebo effect can also enter into this – if you firmly believe you need to do a, b and c to achieve x, then perhaps you do! I am reminded of one of the all-time greats, Shura Cherkassky, who simply couldn’t play unless he went through certain rituals, such as always stepping onto the stage with his right foot first, then counting up to twenty-something before he started. The results were always fascinating. You can hear the audience actually laughing out loud during one of five encores (Shostakovich’s Polka from the Age of Gold) from a Wigmore Hall recital. Then there was the time during a recital in Carnegie Hall in the 1980s when I lifted my eyes to the ceiling realising I was never going to hear piano playing greater than this. Cherkassky was once asked (by a colleague of mine in an interview situation) how he practised on the day of a concert. The response was he played extremely slowly with his eyes closed, aiming to land each finger dead centre […]
Making Scales Sound and Feel Good
Some years ago I was invited to give a class on scales and arpeggios for a piano teachers’ association. There was one advancing student who was really struggling with them – everything was faulty and she could barely manage to get through. I only had a brief time with her, and I decided not to spend too long trying to correct the technical faults because they were just too numerous. Besides, I knew her teacher had already shown her what needed to be done. I asked her if she knew Beethoven’s 3rd Piano Concerto, and she said she did. I then invited her to imagine the piano entry in the first movement and, when she was ready, to play a scale of C minor in that style. To everyone’s surprise (including her own), she played the scale flawlessly. Instead of trying to remember what her elbows and her thumbs ought to be doing, she had an artistic goal in mind before she played – a definite mood and character. This is what enabled her to forget about the “how” and instead focus her mind on achieving her musical intention. This is how it is when we play real music; we can’t be thinking about the means in performance. Scales are not music of course, but we can still imbue them with character and imagination. Styles When playing a scale, rather than simply thinking of the note patterns of that particular scale, have a style or character in mind. Here are some examples useful at a more advanced level (there are loads more you can come up with). Take a moment or two before you play to get in character: E major in the style of […]
Tackling a Programme
I had an interesting question from a reader in Australia, so this week I thought I would address the issue of how to learn a programme consisting of multiple pieces. Do keep your questions coming in, I will do my best to answer them. Q. I want to learn to play, say, two sonatas, or six difficult pieces, or (if have just started to play) three small “easy” pieces. How should I learn them? Say the sonatas have three movements each. Should I learn one movement at a time until I have it under my belt, and then go to the next, do the same, and afterwards go and learn the third? Once completed, do I then start the next sonata and learn it in the same way, or would it be more (or less) productive to start learning all six movements at the same time? A. The question is an excellent one as it shows how necessary it is to bring planning, organisation and time management skills into the practice room. Assuming I want to have all these pieces peak together, let’s work backwards from the end point. For example, if my recital or exam date is March 1st, I will need to aim to be fully prepared two weeks before that. Prior to that, I’ll need to arrange three run-throughs in front of different people (teacher, trusted friends, piano meet-up group, festival, etc.). The stages of our work will look approximately like this: Day of exam or recital. The week or so before: under-tempo run-throughs combined with spot practice and general maintenance (including some slow practice and using the memory tools). Marking (going over lightly) the programme, some visualisation, relaxation techniques if needed. Have […]