Weekend competition; the winner…

Many thanks to all those who took part in my weekend competition. The prize is a copy of the latest Faber Music publication from renowned music educationalist, Paul Harris. A piece a week Grade 3 continues the series, and can be used alongside Paul’s ever popular Improve your sight-reading! volumes. Containing 27 short pieces, this book will surely inspire pupils to gain more confidence when sight-reading and learning new repertoire.

The winner is…

Juan C.

Congratulations! Please send your address via my contact page on this blog, and your book will be on its way.

You can find out more and purchase A piece a week here.


Weekend Competition and Review: A piece a week

This new volume continues the highly beneficial series from Paul Harris, published by Faber Music. Anyone familiar with music education will surely know how Paul has played an important role in helping to transform music teaching, particularly instrumental instruction. I’ve enjoyed using Paul’s popular Improve Your Sight-Reading! publications with pupils, as well as The Virtuoso Teacher and Simultaneous Learning, which are intended for teachers.

The ability to sight-read is a crucial skill in music making, assisting quick learning, thereby eventually affording more opportunities for students to work with other musicians.

A piece a week can be used alongside the renowned Improve your sight-reading! series, encouraging students to learn and assimilate quickly, spending a short time swiftly reading and attaining note and rhythmic security, learning each piece fluently, before moving onto the next one.

Grade 3 focuses on mostly one page pieces (of which there are 27), all with colourful titles such as Ants and aardvarks, Bagpipes at breakfast, and Ghosts in a hurry, and beautifully set with illustrations (which should appeal to younger learners particularly). An introduction contains much useful information about such topics as fingering, pulse, practice and style, expression and character. As Paul says, ‘A new piece each week for 27 weeks before an exam will make a huge difference.’ Absolutely! This series should certainly inspire confidence and creativity.

I have one copy of this new volume to giveaway. Please leave your comment in the comment box at the end of this blog post, and I will announce the winner on Sunday evening (British time). Good luck!


Easy Concert Pieces: winners…

Many thanks to all those who took part in this weekend’s competition. The two winners will receive a copy of either Book 1 or 2 of Schott’s Easy Concert Pieces for elementary players. These are useful volumes of original pieces in a progressive order.

The winners are:

Sarah Martin wins Book 1 and,

Michael Thompson wins Book 2.

CONGRATULATIONS! Please send your addresses via my contact page and the books will be on their way.

More competitions coming soon!  You can purchase these publications here: Book 1 and Book 2.


 

Weekend Competition: Easy Concert Pieces

Today’s competition features two new publications from Schott Music; Easy Concert Pieces Books 1 & 2. These volumes consist of elementary pieces, which are in a progressive order. Great for recitals, concerts, competitions and exams, they offer a broad selection of styles and genres from Baroque through to Contemporary. Both books come with a useful audio CD.

Two lucky winners will receive one book each, so please leave your name and comment in the comment box at the end of this blog post to be in with a chance of winning. As always, I will announce the winner on Sunday night (British time). Good luck!

You can find out more and purchase Volume 1 here and Volume 2 here.

Practising Duets: Part 2

Wishing all my readers a very happy and restful Bank Holiday weekend!

In Part 1 of today’s post (which you can read here), I suggested some warm-up and practice exercises for students prior to working on repertoire. This post offers various practice ideas for duos. These are described via my collection of little duets, SNAPCHATS.

Snapchats Front Cover SNAPCHATS are a useful teaching resource for pupils between Grades 1 – 4 (ABRSM). They consist of 11 extremely short works (8 – 10 bars in length), which can be easily negotiated by less experienced players. They might be a good choice for festivals or recitals; pairing two of them together also works well. One aspect I was keen to explore when writing, was to include several different techniques and piano sonorities, which may be new to players of this level.

The title Snapchats was derived from the social media platform, but the pieces are not specifically related to each other and have eclectic titles. I love harmony, and this is often my primary focus, however, there are a few tunes, with a nod to Minimalism too!

I’m going to do a quick ‘tour’ of each piece, exploring a few of the piano techniques employed, with two or three suggested practice tips. I’ve included a video of each work, some performed by myself and British pianist Nick van Bloss, with two duets played by young students Arthur and Alex Anderson (who performed them at a recent concert).

SUTRA

The first piece (which is around Grade 2 ABRSM level) is calm and tranquil, as the name suggests, yet it must be precise rhythmically or the meditational (or chanting) character will be lost. Chords in the secondo (lower part) are answered with notes ‘ringing’ out above, in the primo. There are several technical aspects here:

  1. Once chords have been negotiated in the secondo part (this could be a new challenge for the inexperienced), experiment by playing them legato (i.e. going from one chord to the next, without any gaps in the sound), voicing the top note. The primo octave pattern, meanwhile, must be placed very rhythmically on the 2nd and 3rd beats of the bar, with a tenuto touch (first line) yet slightly staccato touch (second line), and with some directional colour, precipitating the musical line and how it develops in subsequent bars.
  2. I would encourage players, to count in quavers throughout until they can convey the chanting successfully.
  3. The repeat can be played pianissimo, dying away at the end. It might be fun to add Sustaining pedal too – one pedal per bar encapsulating all the harmonies.

DATE IN MIND

This Minimalist inspired piece (which is around Grade 3 level) focuses on an Alberti Bass secondo accompaniment with a chordal primo (often in intervals of 3rds & 6ths).

  1. The secondo part weaves its way through various chordal patterns and should ideally be light, yet appropriately colouring (or emphasising) various points in the score, particularly in the bass, which provides the all-important bottom of the harmony. Examine the bass line alone, and focus on incorporating it with the primo (i.e. practice the secondo left hand with both hands in the primo part).
  2. Primo players might like to highlight the top line, separating it (tonally) from the other notes in each chord. To do this, weight the hand towards the right or weaker side (that of the 4th & 5th fingers), moving the arm and wrist accordingly.
  3. I would work very slowly with young players, taking a bar at a time, ‘fitting’ each beat together (rather like a jigsaw puzzle), ensuring each quaver in the secondo is exactly ‘placed’ with the melody in the primo).

LIGHT

Probably amongst the simplest of all the pieces in Snapchats (Grade 1 level), Light would be suitable for those who have less experience playing duets. A simplistic tune is accompanied by chords.

  1. Chords must all be placed together which is quite challenging here, as they occur on the second (or weaker) beat of the bar. Therefore, it might be an idea to work at the accompaniment first. Take the chords in the primo’s left hand and the secondo’s right hand; play them with a metronome set on a slow tempo, or count carefully.
  2. Add the bass note on the first beat of the bar (secondo, left hand), practising until all notes have been thoroughly digested and can be played without hesitation.
  3. Finally, add the melody, which may need some attention where fingering is concerned as the tune doesn’t always move in stepwise motion. Highlight the counter-melody in the secondo part too.

This duet can be played without any pedal, but will need plenty of colour and sound variation.

SAMSARA

One of the more difficult of the set (around Grade 4), this can be played at any speed, from Moderato to Presto. The secondo’s accompanying Alberti Bass must be light but very rhythmical, and this is combined with the primo’s rapid melodic passagework.

  1. Ensure the secondo’s lower part provides a firm first beat, after which the remaining quavers can be light, skimming the keys for a soft, even sound. The primo player will need to know the notes well in advance, as there are some tricky turns, particularly in the last bars. As always, practice bar by bar.
  2. For two players to learn to ‘place’ beats at speed, the  metronome might provide the perfect aid. Start under tempo, listening to where the beat falls, gradually learning to observe your duet partner and keep time (which is usually a slow process). Physical gestures will also help. Keep pedal to a minimum here (you actually don’t need any), and end with a full sound.

FLOATING

Another Minimalist inspired piece (around Grade 3 level). The harmony in this piece provides its wistful quality, so to begin with, I would examine the chord structure.

  1. Aim to play the chords altogether in minim beats (blocking them out), therefore two chords per bar (incorporating the accompaniment and the tune).
  2. Once the outer structure has been assimilated (this will help with fingering, and learning where to move), work at the accompaniment, ensuring all the quavers sound together; i.e. primo’s right hand & secondo’s left hand.
  3. Then add the tune, allowing it to float above other texture. Some arm weight will be necessary in order for the melody to sing above the texture; practise by employing a free, flexible wrist, and use the finger-tip, weighting the key with your wrist, arm and elbow behind the note as you play it. This take practice (and a good teacher who will show you what to do), but will be worth it in terms of sound quality.

MISTY RAIN

One of the more unusual of the set (probably around Grade 3), it requires use of harmonics to capture the misty effects of the rain.

  1. The opening chords (in both parts) must be played ‘silently’ to start with (and then held in place), so they unleash the full ‘resonance’ of the piano strings as other notes are played. Practice balancing your hand and fingers first; hover over the keys and take all the notes down, finding the ‘biting point’ or the double escapement where the sound begins. Then take notes carefully past the escapement without sounding them at all. This might need some practice. When both pianists can do this, keep the chord in place until the end of the piece (it only needs ‘playing’ once).
  2. The melodic material must be crisp, detached and light. Work at both right hand parts, playing with a legato touch at first. When notes and fingerings are secure, change to staccato. It’s easier to play if the wrist is flexible, combined with finger staccato (i.e. using finger-tips in a quick, tapping motion, keeping close to the keys). The effect of the quick staccato with the harmonic series behind it will create the misty vibe.

BLACK SQUARE

My favourite of the set! Around Grade 3 level, melodies intertwine here with a strong harmonic pattern.  The melody, which is essentially in the left hand of the primo part (as well as a counter-melody in the right hand primo), requires a full sound and careful shaping.

  1. Again, focus on flexibility in the wrist so that the fingertips delve deeply into the key in combination with weight from the arm, encouraging the melody to sing through the texture. The top line is merely delicate filigree and can be played lightly.
  2. The accompaniment should ideally be rich with minimal pedal. Aim to hold notes for their full value in the secondo (particularly when playing chords, such as at the opening), joining chords with a legato, smooth evenness. Hold notes in position until the very last millisecond, then quickly raise them all and move to the next note position (if different), and depress softly as the sound from the previous chord dies away, so as to match the sound. The join should almost be seamless, and the sound, ongoing, acting as a foil for the primo
  3. Plenty of ensemble work will need to be done in order to play beats exactly together.

ANDANTE

Another interweaving melody which moves between the parts (and is around Grade 2 level). The offbeat tune is present in the secondo right hand and primo left hand, the colouring of each part must be such that the listener is immediately aware of the syncopation.

  1. With this in mind, work at the melody lines first, counting precisely, taking them out of context and playing around with them: experiment with different touches (non-legato, staccato), followed by various accents, which should help to ‘feel’ the slightly off-beat character.
  2. The final two bars (suddenly in a new time signature: 4/4 after 3/4), contain rather unexpected note patterns which might require separate hand practice (primo & secondo right hands alone). Be sure to observe the tenuto markings

HOPSCOTCH

The first of two energetic, zippy pieces, calling for sharp articulation and tight ensemble playing. The overriding feature in this little piece (which is about Grade 2 standard) are the glissandi. They feature in the second line only.

  1. In order to grasp the feel of sliding the back of your hand across the keyboard in time (for the glissandi), start by practising running your hand (which is turned, with nails facing down on the keyboard) over the keys (using the nails to touch the keyboard, otherwise you will break your skin and bleed), and skim over two octaves at a time within the 2/4 framework. You might choose to play the intended note at the end (and F in the final bars) or leave the glissandi ‘open ended’! Either option works. Avoid ‘digging’ into the keyboard too much when skimming over the keys.
  2. Once you can glissando effectively, learn each phrase, using an extremely short, spikey touch for the staccato melody, phrasing each note so that whilst you are playing the notes in a short detached manner, fingers are not ‘rushing’ to the next beat. In other words, space rhythmically. Each two bar motif (or theme) must ‘answer’ the other.

QUICK CHAT

This is a fun piece for learning how to play as a duo in a fast tempo. As quaver passages are often played together by both primo and secondo parts, the notes must be played as if by one person.

  1. Start by playing legato, and slowly, only building speed when confident and when the parts can be securely played simultaneously. Set the metronome on a quaver beat and play with every beat, listening for where the beat falls.
  2. For staccato, practise lifting fingers cleanly off the notes, picking them up, using a combination of wrist and finger staccato.
  3. The difficulty here is playing in the same staccato manner; one pianist’s short and detached is not necessarily the same as another’s; aim to play them with identical shortness and crispness, and with a sharp attack. I find it best to play on the tips and use the top half of the finger to rapidly ‘tap’ or ‘scratch’ the key, softening the wrists after each group of four to counteract any tension.
  4. The glissandi at the end requires pizzazz and intuitive playing; work slowly only increasing tempo when quavers are aligned and the glissandi can be played quickly.

SHANTI SHANTI

A zen-inspired title and Chinese melody, this little piece is around Grade 1 level and is ideal for those starting out.

  1. The chords in both left hand parts must be soft and languid; work at taking the notes down slowly, for a shady, soft colour.
  2. The melody needs a brighter, deeper sound and must be absolutely together (it’s played by both right hands), so working at them alone will help alignment and, counting aloud will keep the rhythm precise. It can be helpful to count in ‘double’ beats when placing notes: if the melody is in crotchets (as here), then count in quavers, or even semi-quavers, for precise placing and voicing.
  3. As with all the duets, I advise working with a metronome, starting out at slow speeds, raising the tempo only when secure and reliable (and without hesitations).

The techniques suggested can be applied to many four hand (and six hand) pieces. Enjoy practising duets and relish the opportunity to work with another like-minded pianist.

SNAPCHATS was recently highly recommended by Spanish pianist, teacher and blogger Juan Cabeza Hernández, as extremely beneficial teaching material. You can read his blog post here; Best 10 Piano Teaching Resources 2016

You can find out more and purchase the SNAPCHATS score here.


 

 

 

 

Practising Duets: Part 1

This is the first of two posts addressing piano duet practice. Most students love to play duets, after all it’s one of the few times they get to work with a fellow pianist. It can be helpful for pupils to work in pairs for many aspects of piano playing – from practising scales and arpeggios, to testing each other on sight-reading, and for me, duets are an extension of this important work.

Playing with another pianist (i.e. four hands) can make the overall piano timbre feel much grander and fuller than when playing solo. And with this in mind, beginners and less experienced players can really benefit from playing four and six handed music (at one keyboard).

As a young pianist, I played a large array of duets (at every level), and had lessons as a teenager at music college in this discipline. In my twenties, I established a piano duo with a Russian friend and colleague; we played both two piano and duet repertoire; everything from Schubert’s glorious Fantasie in F minor (for duet) to Liszt’s dramatic Reminiscences de Don Juan (for two pianos). Particular repertoire favourites included Mozart’s Concerto for Two Pianos in E flat major and Poulenc’s superb Two Piano Concerto. We had great fun with these masterpieces. Working at two piano repertoire feels very different to playing with four hands at one piano, and it’s preferable to start with one keyboard; playing trios is becoming increasingly popular too, and is a great way to incorporate beginners into ensemble playing.

When young students (and older students!) play together for the first time, there will be a number of issues requiring careful work and preparation. From rhythm, sound and precise ensemble to pedalling (it feels so different from pedalling for one), balance and articulation. This post hopes to address a few of these concerns, arming potential duettists with various methods to practise different technical and musical elements.

Whether you’re a beginner, intermediate or advanced player, it can help to begin by warming up with a few exercises together, as a duo: these exercises can help with sound production, finger and wrist flexibility and mostly importantly, will foster precise ensemble playing. They will also attune listening skills; a facet which can take time to develop. Once each pianist has learnt their own part, the work starts – playing with another certainly adds a new musical dimension, especially for the less experienced player.

Here are a few exercises for the beginning of a practice session:

The first consists of slow semibreves; play very steadily, focusing on producing a warm, full sound, using the wrist in a very flexible, loose manner, whilst keeping arms and elbows relaxed:

duet-exercise-1The Secondo (bass) or second part is just as essential as the Primo (treble) or first part; both parts  must be considered equal. Starting pianissimo, experiment with plenty of different tonal colours (an enjoyable part of the process during this first exercise). It will help you to listen to the sound produced, and learn to place the notes together at the same moment (quite a challenge!). Aim  to observe each other’s hands at the vital moment just before playing each note, and learn to place trust in one another’s physical gestures too. If you can also keep to a strict pulse (break this down into small sub-divisions i.e. try counting aloud together in quavers, for example), this will instigate precision when placing each semibreve.

The second exercise (below) focuses on prompt placing of crotchets a third apart, which will again encourage listening skills whilst building on the first exercise. It’s in the five-finger position, so is convenient and easy for beginners, but could be used for up to and including intermediate to advanced players.

duet-exercise-2The final exercise is faster and needs firmer finger technique. However, finger technique will hopefully improve when practising this seemingly never-ending pattern. Be sure to use the suggested fingering, which follows the five-finger position, and remember to decide on a place to stop too! You could also play this exercise in reverse, coming down the keyboard following a similar pattern.

duet-exercise-3Play the exercise slowly to begin with then gradually build speed when secure. Clear articulation, and completely rhythmical quavers should ideally be the primary concern.

Once assimilated these exercises can be practised using various rhythms and touches (legato, non-legato, staccato, tenuto). I hope they help pupils of all levels to focus on ensemble skills, before negotiating their duet pieces.

Other useful exercises include the 28 Melodious Studies Op. 149 by Diabelli. They offer a wealth of study material for duettists, from around Grade 2 onwards.


For more useful tips, take a look at my new two-book piano course, Play it again: PIANO, published by Schott Music. Intended for those returning to the piano after a break, each book offers a wealth of varied repertoire from Grade 1 – 8, accompanied by copious practice tips and ideas.

Chetham’s Summer School hosts Fifth Concerto Competition

Chetham’s School of Music in Manchester (UK) has been undergoing a complete renovation over the past few years. The world-renowned specialist music school’s state of the art new school building was completed in 2012, and just this week the latest addition, The Stoller Concert Hall, (pictured above) will open its doors. Intended for professional touring artists and for Manchester’s professional and amateur musicians, Stoller Hall will host a dynamic, imaginative programme of music and spoken word.
I had the pleasure of visiting Chetham’s School a couple of years ago and thoroughly enjoyed a tour of the stunning new building; airy teaching and practice rooms offer students a wonderful setting for their musical education, and the attractive capacious central atrium is imposing. Stoller Hall will no doubt complete the metamorphosis of this much-loved institution.
Chetham’s also provides the setting for the Chetham’s International Summer School and Festival for Pianists. Held annually, the visiting faculty boasts some of the finest pianists and pedagogues in the world, and this vibrant, respected and inspirational Summer school offers many wonderful opportunities for both amateur pianists and young professional players.
The Summer school also hosts the Manchester International Concerto Competition For Young Pianists. In its fifth year, the competition will be held from August 23rd – 29th 2017. Six finalists will perform a concerto of their own choice with Manchester Camerata, the internationally renowned orchestra regularly accompanying Marta Argerich!
All pianists under the age of 23 who have concertos in their repertoire (or who plan to learn concertos from the repertoire list) are strongly encouraged to apply. All they need to do is submit a concerto recording online by 4th June 2017. The recording can be from a live orchestral concert or two piano performance. Unaccompanied performances are also accepted.

A maximum of 21 performers will be selected for the semi-final round of the competition, which will take place in Stoller Hall at Chetham’s School on 25th and 26th August 2017. Semi-finalists will be required to perform their complete concerto from memory with a second piano accompaniment of the orchestral part. Official accompanists will be available, though all candidates may, if they so choose, use their own accompanists. The final will take place at 7.30pm in the Stoller Concert Hall, Chetham’s School of Music on the 27th and 28th August, and will be conducted by Stephen Threlfall. This is sure to be an exciting event for participants and music lovers everywhere.

Application forms can be found at www.pianoconcertocompetition.net. Full website details can be found at www.pianoconcertocompetition.com

www.chethams.com


 

 

At the movies competition: the winners

Many thanks to all those who took part in the weekend competition; the prizes are a copy of Faber Music’s new Film Themes: The Piano Collection, and the music to La La Land.

Without further ado, the winners are:

Jen Edwards-Cox wins Film Themes: The Piano Collection, and

Suzanne Buttimer wins La La Land

CONGRATULATIONS! Please send your address via the contact page on this blog, and the copies will be on their way.

You can find out more about La La Land and Film Themes: The Piano Collection by clicking on the links.


 

Weekend Competition: At the movies…

Wishing you and your family a very HAPPY EASTER! I hope you enjoy a restful weekend wherever you are in the world.

The weekend’s competition focuses on music from the movies, thanks to Faber Music’s vibrant, interesting new collections.

Film Themes: The Piano Collection consists of thirty film tunes arranged for piano solo; a selection of sympathetically arranged classic yet contemporary, and ‘up to the minute’ pieces for the intermediate to advanced player. Featuring favourites from such films as Star Wars, Frozen, Hunger Games, How To Train Your Dragon and Twilight, plus several pieces from the Harry Potter film series.  This selection offers an excellent alternative to standard repertoire, particularly for the film buff. A great addition to the student, teacher and piano lover’s library.

Who doesn’t love the new hit movie La La Land? My second competition offering is a collection of music from the film.  Ten songs have been transcribed for piano and voice with guitar chords, following the original music and keys as closely as possible. I would suggest the arrangements are generally for more advanced pianists, but some are simpler, and may be suitable for intermediate players.

I have one copy of each book to give away to two lucky winners. Please leave your comment in the comment box at the end of this blog post to be in with a chance of winning. I will announce the winners on Monday evening (British time). Good luck!

You can purchase a copy and find out more about the books here and here.


Richard Goode’s Master Class at the Guildhall School of Music and Drama

I recently discovered this master class given by American concert pianist Richard Goode. It was filmed in London at the Milton Court Concert Hall at the Guildhall School of Music and Drama, in December 2016. As always, there’s much to absorb from classes such as these, and this one showcases Classical repertoire (Beethoven’s Sonata in E major Op. 109 and Sonata in C minor Op. 111, and Haydn’s Sonata in A flat Hob XVI / 46), for which Goode is synonymous. I hope you enjoy!