Tag: Piano Practice

Twiddling Your Thumbs

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Recently I’ve been working with several students, aiming to develop strong, active thumbs. This may sound rather strange, but we tend to take the thumb for granted. They protrude at the side of each hand and we just expect them to support the fingers. I’ve written several times, here on this blog and in various articles, about the importance of a strong finger technique, but so far I’ve written little about the poor old thumb.

Thumb movement can make a colossal difference to many aspects of piano technique, as essentially they ‘control’ almost half of our hands, due to their dominant, and slightly lower, position (compared to the fingers). Alberti bass accompaniments, octave playing, pristine rapid passagework, are just a few of the typical piano elements demanding a clean, well-formed thumb. In my teaching, I’m very aware of a student’s movement during piano playing. Demonstrating to pupils ‘how’ and ‘where’ to move is an issue which must be constantly addressed. Without correct, helpful movement, technique really can’t be developed. This is certainly the case with our thumbs, and they require a different approach to the fingers.

Whereas fingers are encouraged to play with all joints active, that is, not collapsing, and on the tips (or finger pads), ensuring strength and contact with the key, the thumb will, by necessity, play on its side. However, like fingers, they are best utilized with the joints fully engaged for optimum movement. If we allow our thumbs to just ‘hang’ or lag behind our fingers, or even worse, ignore them altogether, they will be unable to articulate with clarity and precision.

Here are a few ideas for clean thumb playing:

To be aware of thumb movement, start by moving the thumb; you can do this exercise away from the keyboard. Sway your thumb back and forth under the hand, gradually building flexibility. It can also help to move the thumb in a circular motion over the hand too, but aim to do this carefully and free of any tension.

Now experiment at the piano with four white notes; C, D, E and F using the right hand. Try this fingering 1, 2, 3, 1. The first and last note will be played by the thumb. When you play the third finger on the E, lift your wrist slightly allowing the thumb to go under the hand to play the final note, but don’t let go of the E. You’ll notice this position, that is playing the E and F together, will contort your hand slightly. Make sure your hand muscles and tendons, especially around the thumb joint, are pliable and flexible, so this position feels comfortable; it will require a ‘letting go’ or release of the tendons and muscles within the thumb joint in order to feel relaxed. This is best done whilst keeping both notes depressed, and it feels easier if you ‘drop’ you hand and wrist (as opposed to keeping them in a stiff position), releasing tension. Now do this with the left hand, perhaps using C, B, A and G.

You can also experiment with arpeggios. Using the right hand, play a C major arpeggio; middle C with the thumb (1), E with your second finger (2), G with your third finger (3),  and C (above middle C), again with the thumb (1). When you reach the G with the third finger, turn the thumb under the hand, leaving both finger and thumb in place, as shown in the photo:Try to ensure that your hand keeps loose and relaxed as both notes are depressed. Again, it’s the release of tension in the hand and thumb joint as the notes are held which will help and encourage easy thumb movement.  Now try this with left hand too; a C with the fifth finger, E with the fourth finger, G with the second finger, C with the thumb, and then turn onto the E with fourth finger, holding both the second C and E in place, releasing the thumb joint muscles.  This gap might feel unnatural at first, but when combined with a free wrist and arm movement, it will eventually feel relaxed.

Aim to use thumbs on a scale. Taking C major again, try this fingering: 1, 2, 1, 2, 1, 2, 1, 2 or even: 1, 3, 1, 3, 1, 3, 1, 3.

This works well with a chromatic scale too. It may feel a little unorthodox to begin with, as the movements required will test the thumb, encouraging it to ‘move’ out of its comfort zone, but provided this is done with total flexibility in the wrist and arm, and without tension, the thumb should feel more controlled.

Finally, find an Alberti Bass pattern (a broken chordal accompaniment figure), which requires the use of thumbs. Here’s a left hand example from Beethoven’s Sonata in C minor Op. 10 No. 1 (first movement):

A weak or flabby thumb is very obvious in this pattern (generally the thumb would play the repeated middle Cs in the example above). The thumb must skim the keys lightly but very precisely and rhythmically. After blocking out the chordal pattern (playing the notes altogether, so you are aware of the fingering and note patterns), play deeply into the keys on every note, with a heavy tone. Accenting can help, at first just on the thumb, ensuring it plays on the right hand corner of the nail and with a good connection to the key surface. Now accent every note, employing a very free rotating wrist movement throughout. Once the fingers have been given a thorough work out, play the note patterns again very quickly and lightly ensuring a tight rhythm. It’s essential to balance the hand in passagework such as this, so a combination or finger/thumb power and wrist rotation will be crucial. But without an active thumb, achieving evenness will be almost impossible.

I hope these suggestions may be of help. They will at least draw attention to the plight of the thumb, so it hopefully won’t be a bystander during piano practice sessions.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

Fruitful Fingering Part 2

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This is the second article in my series for Piano Professional Magazine, published by EPTA (European Piano Teachers Association): a teacher’s publication, for which I write the technique feature. You can read the first article, here, and in Part 2, I look at different methods of applying certain fingerings, offering various options  for students.

Teachers all know the importance well-placed fingering has in the context of learning a new piece, and this fact remains true irrespective of a student’s level or ability. My previous article examined several expected fingering techniques, and in this article I will endeavour to venture a little off-piste, with a few different ideas around this vast subject. Our goal, as teachers, must be to equip our students so that they can eventually think for themselves, writing their own fingering on every score.

Firstly, I return to reiterate perhaps the most vital concept when learning to finger fruitfully, and that is the assimilation of scales, arpeggios and broken chords; if students have thoroughly learnt these patterns, then adding fingering to most piano pieces will feel simple and natural. This point cannot be stressed enough, as without these symmetrical note patterns and their fairly rigid fingerings, pupils simply won’t be able to grasp the basics of piano playing. If your student hasn’t been taking exams, it might be prudent to suggest the acquisition of a scale manual – both the ABRSM and Trinity College London publish separate volumes with all keys, scale permutations, and fingerings.

Knowing your fingering is paramount, and as a general rule, once a fingering has been chosen, written into the score and played through, it’s highly advisable not to change it. This cardinal rule certainly rings true for less experienced players. Our brains seem hard-wired to play patterns or sequences, but once these patterns are even slightly distorted, it causes us much grief and cancelling them altogether will feel very unnatural.

Practice tends to make ‘permanent’ as many teachers will attest, so aim for students to be quite sure of their finger selections before they leave the lesson. Try going through a piece slowly with them, hands separately, checking that they are actually using the fingering which has been added to the score. This will be key to successful absorption of each hand’s fingering, and will stop the inevitable corrections which will occur at the following lesson if this stage in the learning process has been side-stepped.

After advising our students to religiously stick to one fingering for their pieces (especially for any fiddly figurations), it can be extremely liberating to throw out this rule when returning to study a piece for the second or third time. This may only apply to more advanced pupils. Occasionally students will play a piece, leave it for a while, only to return at a later date to find that the fingering which once fitted like a glove, now feels less than ideal. In this case it’s time to revise the original fingering and search for something more convenient. Whilst it may appear akin to climbing Everest, a more advanced student can reconfigure passages with relative ease, especially when they are able to work out the new fingering for themselves.

Smaller hands inevitably struggle with certain elements, namely wide intervals and large chords, which can be challenging, particularly when playing extended passagework. Fingering must be very carefully applied when taking this fact into consideration. Sometimes the only option is to ‘rearrange’ passages, leaving out notes which don’t disturb the flow or the construction of a piece. Adding a spread chord where the original is too large, or rewriting chords in some cases, may provide a simple solution. Dividing passages between the hands is another beneficial tactic. It may appear as though cheating, but it can be a workable option if the sound and character of a piece remains largely unaffected.

Octaves are renowned for causing smaller hands grief, but with regular flexibility exercises and a relaxed wrist and arm, most students can handle them. There is much debate over the fingering of octave passage work. Some schools of thought are insistent on using the thumb and fifth finger for all such passages, whereas, others believe the thumb combined with a fourth or fifth finger provides a better option. Certainly when playing fast chromatic passages, the fourth is a welcome addition (and if a student has a large hand, a third finger may also be used):

This passage from Study No. 49 of Czerny’s Art of Finger Dexterity Op. 740 illustrates how the fourth finger, if implemented scrupulously and only with a relaxed or loose arm and wrist, can be an excellent method of moving quickly around the keyboard.

Sliding from two black keys when playing octaves, can be a helpful way to join notes smoothly (I’ve written about ‘finger sliding’ in more detail in my previous article: Fruitful Fingering Part 1). It should also be remembered that using the thumb on black keys is now regarded as acceptable, whereas previously, this practice was sometimes considered ‘unsuitable’ fingering.

How the fingers physically play notes is another often forgotten factor when discussing fingering. I work with students until they can easily use their fingertips when playing fast figurations or scalic passage work. The tips are best incorporated via a flexible wrist and a ‘hooked’ finger position:

This fosters firmer finger and rhythmic control. However, flatter fingers can work well too, for chords, especially those on black notes, and they are generally more conducive to achieving a completely different timbre. Some impressionistic repertoire might be best played with this approach.

Two notes, one finger! An effective tactic for large chords, such as the following, which employs a spread thumb:

Chopin Prelude (Op. 28 No. 7 in A major), is easier to grasp when using the thumb over the C sharp and A sharp:

This also works for white notes:

And, for certain repertoire, playing ‘in the crack’ might be a practical alternative:

Two fingers playing the same note can have a real impact on certain passages, carrying more weight and drama, and the thumb is also able to support the other fingers creating a deep, rich sound.

The thumb might also be extended slightly when playing back notes, therefore avoiding mishaps involving slipping off or missing notes (example below, to the left):

Fingers have their own character and personality, and, again, this is a very personal element when considering how fingering might be applied to a passage. As a general rule, the thumb and possibly the third finger appear stronger than the others, perhaps due to their positioning on the hand. We aim to encourage students to ‘strengthen’ their fingers, but realistically everyone’s hand is different, and this applies to finger strength as well. I ask students to examine their fingers, observing how they work at the keyboard, deciphering which they feel is the strongest or most powerful. Once then have done this, they are in a better position to work at instigating a more secure technique; developing power in the fourth and fifth fingers especially. However, this must be done with great care, using flexibility in the wrist, arm and hand so as not to cause tension issues.

Finger pedalling is a topic which must be mentioned here. It’s not pedalling as we know it, but it does create a similar effect, as if depressing the sustaining (or right) pedal. The technique of finger pedalling is essentially the over-holding of notes i.e. holding down the keys whilst continuing to play other notes over the top (or underneath). This was a popular technique used for the harpsichord and other early keyboard instruments before the pedal was invented, and as a result it is often synonymous with Baroque music. Before the sustaining pedal (which was implemented from approximately W.A. Mozart’s time onwards), holding down the keys was the only way of sustaining the sound. The following is a well-known example:

Here, the two lower notes in J. S. Bach’s Prelude in C major (No 1 from the Forty-Eight Preludes and Fugues Book 1), are held, as the top line (played by the right hand) plays the melodic material. This example has been ‘written in’, but it’s often the case that a player must use their own artistic judgement when employing this technique.

Fingering can have quite an impact on tonal balance. A suitable fingering will enhance chordal balance, and will allow melody lines to come to the forefront of the texture. Guided practice is required when voicing any chord; whilst firm fourth and fifth fingers are generally a prerequisite for melodic playing in the right hand, much suppleness in the wrist and hand will be necessary behind this firmness, supported by the Bridge position or the knuckles. Where possible, it can be practical to introduce the thumb for melodic material, even if it involves much movement around the keyboard.

Finally, if we can guide students to think about fingering before the learning process begins, they will become aware of the fundamental impact this can have on their learning capacity.

You can read the original article, here:

Fruitful Fingering Part 2

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

 

 

 

Structured Piano Practice for Beginners: 10 Tips

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Several readers have recently written requesting a post on structured practice ideas for beginners. I scrolled through my archives and realised that I hadn’t written anything on structured practice for this vast and significant group of piano students. I’m very sorry about this, and in order to redress the balance, I hope you find the following of interest!

  1. Beginners, particularly teenagers and adults, might benefit from setting goals. Decide what you wish to achieve by next week, next month and next year. When goals are in place, you are working towards a tangible outcome. It will help focus your mind and encourage you to keep going during those less than fruitful practice sessions.
  2. Stick to that routine. Find a time of day which works for you, then you can look forward to practising at the same time everyday or whenever suits your timetable. Piano practice might not always be possible, but if you can mark it in your schedule and are keen to do it, then you’ll be sure to make it happen.
  3. Little and often can work well. A beginner really doesn’t need to practice for more than 20 – 30 minutes a day. You may find it easier to work in two sessions. Aim to practice regularly as opposed to a couple of rushed sessions before your lesson (if you have one).
  4. Studying with a teacher is much more productive than learning alone. Find a suitable teacher and a beginner’s tutor or method book which is user-friendly and well organised (your teacher will probably advise here). Use this alongside other resources; it’s best to explore a variety of material as opposed to relying on one piano method book.
  5. Try to start your daily practice with a brief memory session on note testing. Practice writing the notes on manuscript (music) paper, and follow this by naming and locating them on the keyboard. Repetition will prove key. Learning to read music is a prerequisite when studying the piano. In my piano course, Play it again: PIANO Book 1, there is a music theory section at the back of the book with note-reading and rhythmic exercises.
  6. Begin your practice with a few relaxation exercises. Relax your shoulders as much as possible, and try to ensure they don’t rise up during practice. Keep your wrists loose, and arms, light and fluid. Fingers need to be firm, but the hand, wrist and arm should ideally be loose and flexible.
  7. Rhythmic reminders are vital. Clapping or tapping on the piano lid may prove beneficial, as will counting out loud along to your playing. Always keep a steady pulse, and aim to ‘feel’ a regular beat which might be described as similar to that of a ticking clock or heartbeat. It can be helpful to clap along to either a metronome or stop watch in order to become aware of the regularity and steadiness required. Clap or tap the pulse and rhythms in your pieces before learning the notes.
  8. Find and play the notes in your piece (or pieces) without the rhythm. Learning to coordinate both hands whilst grasping note patterns can take time, so try to do this before you add the rhythm. Write your fingering into the score, and ensure you use it! Take time moving around the keyboard and aim to find the notes with your fingers before you need to play them. Name the notes as you play, and keep your wrist and hands loose and relaxed.
  9. Repetition is important when getting to grips with note patterns. When combining the notes and rhythm together you may need to work at each bar many times. Keep your fingers close to the keys, eliminating any possible errors. Set an extremely slow pulse at first. When confident, add speed and repeat the phrases using a different tonal colour (try playing softly, then much more powerfully, for example). This precludes mindless repetition, encouraging focus on dynamics, phrase shape and other important musical features.
  10. Spend a maximum of 5 to 10 minutes on each little piece (similar to those in length in a piano method or tutor book), and in that time, concentrate fully until you can play fluently. The sense of achievement will feel monumental when you can skip through your piece with no errors. Play each piece from beginning to end after your practice session. This will channel your concentration, and illustrate what needs to be done at the next session.

And finally, make a note of each practice session in a notebook. It can help to write down what was achieved and how you did it.

For more practice ideas for beginners, check out my book, So You Want To Play The Piano? published by Alfred Music.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

Selecting & Practising Piano Exam Repertoire: Trinity College London Grade 5

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Continuing with my series surveying piano exam repertoire, today’s post examines Trinity College London Grade 5. A collection of diverse and well-chosen pieces, List A comprises composers such as Richard Jones, Anton Diabelli, Moritz Vogel and Dmitri Kabalevsky!

The exercises, of which each candidate must prepare three (played alongside scales and arpeggios), can help with various technical issues within the pieces, so with this in mind, it’s prudent to select (if possible) those with similar technical and musical elements. Here’s my suggested programme, which provides a smorgasbord of mediterranean flavoured delicacies, plus five tips for those working at the pieces.

  1. Capriccio in G by Domenico Scarlatti (1685 – 1757)

A lively, exacting work which will keep pianists on their toes. In G major (it may be helpful to refresh the scale and arpeggio at this time), Italian composer Scarlatti’s huge keyboard output (over 550 sonatas) were intended to be played on the harpsichord, and therefore demanding precise articulation. This type of precision can be a useful exercise, as mastering finger control and hand position changes helps prepare for more advanced repertoire.

  1. Chords appear at various points (Bars 1 – 2, 31 – 32, & 59 – 60). They will require some extra arm weight and sound in order to project (especially at the beginning and end of the work). There’s often much homophonic (chordal) movement in Scarlatti’s keyboard music; it might be beneficial to begin by working on these chords, balancing the hand, so the notes sound altogether (despite usually being spread or arpeggiated on the harpsichord!). Chords can provide ‘anchors’ at various points, not just proffering a richer texture, but adding shape and fostering a steady pulse.
  2. Ornaments (embellishments or added notes) are prevalent throughout this work, and for many can cause grief. when working separate hands, aim to choose fingering which accommodates the ornament (if marked), but which you can play without adding it. Then work at the entire piece (practising hands separately and together) without the embellishments (this will help awareness of the musical and dynamic shape). Add them into the piece only when you can play it sufficiently well i.e. without many hesitations or inaccuracies. If added earlier, ornaments tend to destabilise the pulse, and can cause a host of rhythmical issues. Therefore, sort this out beforehand by not playing them until confident.
  3. Ornaments occur in the right hand, and are generally mordents (a particular ornament or trill) of some kind. In the example to the left; the first mordent is sometimes known as an ‘upper’ mordent and the second (with the line through it), a ‘lower’ mordent. Underneath illustrates how they might be played. In the Trinity exam book, it’s been suggested that they might be played as triplets (three semiquavers per mordent), which works well. Try to isolate each embellishment, working thoroughly with your chosen fingers, playing heavily and deeply into the key bed. Then when you lighten your touch and play faster, they should sound and feel even.
  4. Each semiquaver pattern (group of four to every crotchet) must be even rhythmically, with plenty of clear, crisp articulation. To practice, aim to play every note with a deep touch (as already suggested for the ornaments), and ensure fingers leave notes accurately (i.e. not holding on or over lapping with the next note). Equally important is to place notes exactly. Either use a metronome, set on a semiquaver beat (when practising slowly), or count every single semiquaver aloud as you play. This should help alleviate any rushing or lingering!
  5. Good coordination is vital. There’s nothing as helpful as playing a quarter of the speed, hands together, working two (or one) bars at a time. Careful work at bars 15 – 18 (and all similar), where the left hand has rapid passage work, will be necessary. Don’t ignore staccato markings and short slurs – they contribute shape and energy.


2. Dedicatoria (from Cuentos de la juventud, Op. 1) by Enrique Granados (1867 – 1916)

A tranquil, reflective work which contrasts nicely with the Scarlatti, written by Spanish composer Enrique Granados. It hails from the set entitled Stories for the Young, and the first piece of the group is Dedicatoria.  Granados’ piano music is often complex, so it’s refreshing to hear a relatively simplistic piece which still captures his distinctive style and harmonic language.

  1. A cantabile approach will work well in the right hand, where all the melodic material is placed. There are three layers of sound here; the left hand accompaniment, the right hand ‘inner’ part and the melody, which forms the top line. I would begin by playing the top line alone, taking care to use the fingering you intend to use whan combining the two right hand parts together. Focus on producing a rich, warm sound, joining as many notes together as possible in a legato fashion (and if this isn’t possible, aim to create the illusion of legato, by holding down the note until the very last moment, matching the sound of the dying note with that of the next one.
  2. The ‘inner’ part or line can also be practised alone; try to play with a full sound until notes and fingerings are secure, and then lighten your touch keeping a firm triplet beat. Counting in three equal quaver beats per crotchet throughout can help, remembering to leave a quaver rest at the beginning of the beat (for the tune). If you practice using a firm pulse to begin with, it will feel easier to relax it when eventually adding rubato.
  3. When combining the two parts (melody and ‘inner’ parts in the right hand), aim to weight the hand towards the weaker fingers (i.e. the fourth and fifth fingers). The melody will need the support from the hand, wrist and arm, because a deeper sound is required. Experiment by moving the hand and wrist fractionally, away from the body. The middle or inner parts should ideally be much lighter, as they play an accompaniment role. The larger leaps at bars 9 & 11 might need fast-slow practice (moving much quicker than needed at first, then slowing the leap down, so it feels comfortable). Place the semiquaver (bar 10 & 12, right hand), slightly after the last triplet quaver of the inner part.
  4. The left hand must be soft, light and supportive. Smooth legato will work best, and try to keep fingers depressed until the very last possible moment, particularly when playing the minims in bars 10, 11, 12 and all similar.
  5. The sustaining pedal will add an expressive warmth and resonance if used, as directed, on virtually every crotchet beat. Observe tempo changes and strive for a really soft, distant ending.


3. Spanish Dancer (from Les Miroirs de Miró) by Edwin Roxburgh (1937 – )

Continuing with the Spanish theme, this energetic work might transport the listener to Seville for an evening of Flamenco dancing, complete with guitar effects! But for me, it represents a more serious, contemplative Spanish character.  Written by British composer Edwin Roxburgh, it requires a sure sense of pulse, which calls for a solid rhythmical grip.

  1. The triplet rhythm will probably need some attention; start by clapping the rhythm, taking the issue away from the keyboard. Place the semiquaver triplets carefully, whilst counting in quavers throughout. To play the triplets (which are in the right hand at the opening), practice the figuration (an E & B played together followed by an F) as a chord first of all, then loosen the wrist  and move (the hand and wrist) quickly from right to left (and back again), supporting the fifth finger on the E (and second finger, which will probably be used to play the B in the opening bars). Place more emphasis on the E & B and play the thumb, slightly lighter.
  2. The triplet figuration moves into the left hand from bar 3, as part of the accompaniment; in order to fully sound all three notes, without missing any out or producing a ‘jerky’ unrhythmical accompaniment, as always, play the whole accompaniment powerfully, into the key bed, then when the patterns are lightened, the triplets will hopefully sound even. Aim to play them softer than the melody.
  3. The simple but vibrant tune consists of short phrases (which are interrupted at various points with the introductory two bars, or a variation on them). Generally, the phrase develops as it progresses, making a fuller sound necessary towards the end. For example, at bar 10 – 13, which become increasingly dramatic, climaxing at the quasi cadenza (which is ad. lib, or played with a certain amount of freedom). This also happens at bars 19 – 23, perhaps reminiscent of a Spanish guitarist.
  4. In keeping with the Spanish feel, accents, pauses, staccato & tenuto markings abound and their inclusion in any performance will determine its success. With this in mind, it might be prudent to add such details in towards the beginning of the learning process, so they become a natural part of the piece, as opposed to an afterthought.
  5. The sustaining pedal should ideally be out in force here, and is a much-needed addition, amplifying the sound. But caution is required! Too much of a good thing will obscure finger work and more importantly, harmonies, and this is particularly true of the third beat of the bar (at bars 1 – 2 and the like), where the pedalling has been carefully omitted.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

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Selecting & Practising Piano Exam Repertoire: ABRSM Grade 5

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Continuing with my series examining effective exam programming combined with five tips for the suggested listed pieces,  ABRSM Grade 5 is the focus today. Some of my tips could be applied to similar repertoire, so if you’ve already settled on your programme, you might be able to use some of the ideas mentioned here. These pieces come from the Piano Exam Pieces volume published by the ABRSM (as shown to the left).

List A: A 3, Waltz in A J. 146, (No. 4 from Sechs Favoritwaltzer) by Carl Maria von Weber (1786 – 1826)

German composer Weber, who studied with Haydn, was a fine pianist, although he was primarily known as an opera composer. ‘Six favourite waltzes of the Queen of France, Marie Louise’ were written in 1812; this piece exemplifies perfectly Weber’s ebullient style, demanding utmost precision, virtuosity and delicacy from the performer. Why not start by learning and practising the scale and arpeggio of A major (key of the piece)?

  1. The Trio (or middle section) has a distinctly different character from the outer sections; the opening is full of elegance and grace, whereas the middle section is rather dramatic, dark and almost sinister with its rhythmic insistence and minor key (A minor; again, perhaps explore this key too by working at the scale and arpeggio).
  2. The opening consists of an elegant theme and accompaniment. Aim to block out (play all at once) the left hand quaver patterned Alberti Bass (broken chord or arpeggiated accompaniment); playing one chord per bar, where possible), noting fingerings and position changes (this could also be done from bars 17 – 24 too). Then, taking a very slow practice speed, using a deep touch, ensure each quaver is played heavily, allowing a flexible wrist and lateral wrist movement between each note at the start, to quell any potential tension. When speed is added, lighten the touch; it may be necessary to break any wrist tension either at the end of every bar (to start with) or after each group of four bars. This can be done be releasing the hand and wrist’s ‘grip’, creating a very slight break or hiatus (only for a split second), allowing relaxation. If this proves tricky, practice by resting the arm down by the side of the body during each four bar mini-break (which you will have created if practising using this method).
  3. The melody (right hand) requires a very smooth legato, observing the four bar phrase structure with care. Accents (in bars 2 & 4) help shape the tune, and the acciaccaturas can bounce swiftly onto the main crotchet beat, adding a playful touch. It may be prudent to practice the quaver runs heavily securing all fingering, but when played up to speed, these rapid figurations must be light, delicate and graceful. Resist any temptation to accent the second and third beats of the bar, and turn the thumb under the hand flexibly, so as to avoid lumpy, jerky hand turns.
  4. Balance between the hands might take some work; a cantabile (singing) right hand will really enhance any performance, whilst the left hand can be light and soft. I find it helpful to reverse touches in this instance (left hand, cantabile, with the right hand playing softly, then adding non-legato coupled with legato into the mix).
  5. The left hand arpeggiated chords in the Trio need some kick and swagger; aim for a quick lateral movement (from left to right) in the forearm and wrist. Fingers need to be really active though, so that all notes of the chord sound. Keep the left hand thumbs (on the As) powerful but short and detached, throughout. The right hand needs firm touch; place each beat precisely, colouring the melody, with the arpeggiated chords merely adding to the texture.


List B: B 1, Sostenuto in E flat (KK IVb No. 10) by Frederyk Chopin (1810 – 1849)

A short, slip of a piece by the great Polish Romantic composer, but in just one page, many hallmarks of Chopin’s style are clearly displayed. This charming work was written in Paris for a friend and pupil, Emile Gaillard in 1840. In the style of a Waltz, it contains characteristics synonymous with the 19 Waltzes written throughout Chopin’s career. First of all, focus on the E flat major scale and arpeggio. And then the chord of the home key (tonic or chord I), consisting of E flat, G & B flat, followed by the dominant or chord V; B flat, D & F; these appear several times in the first half of the piece (left hand). The work is in binary form (or two sections).

  1. Secure the left hand first; try to learn the fingerings, notes and hand position changes without keeping time or adhering to a pulse. To gauge the leaps and jumps (which waltzes and similar dances often contain), always use larger jumps than necessary (experiment by moving an octave more than written), and once you’ve played the interval, practice it in reverse (i.e. backwards; you could even play the bar backwards, or beat three first). Each bar will need slow work, and after practising a lone bar, try to end on the first beat of the next, to ensure continuity. Always aim to land on each chord in good time. When played up to speed, give the first beat of the bar more promienence, keeping the second and third, lighter.
  2. In the first section (bars 1 – 16), the right hand melody must be cantabile (in a singing style), as often in Chopin’s music. For this, use a very relaxed wrist with the weight of your arm behind each note, playing into each key deeply, as opposed to sliding or skimming over the top. The depth of key, coupled with weight of the arm, will determine the quality of sound, therefore flexible posture, strong fingers, and a keen ear will be important here. Think of the Acciaccaturas as part of the melody line; slightly relaxed rhythmically, as opposed to the more precise ornamentation often found in Baroque music.
  3. Bars 14 & 15 contain a double note passage in the right hand; separate each pair of notes, (from bar 14 last quaver beat), and work at the lower note first, then the upper (alone but with correct fingering). When playing together, play with various touches (staccato, non-legato, etc.) in order that the notes sound at the same time, before focusing on the top line. Try to support the fourth and fifth finger, with the hand and arm, to produce a legato melody.
  4. The left hand melody from bar 16 (upbeat)  might need plentiful separate work; the acciaccaturas tend to dominate; practice without the ornaments to establish shape and fingering, then play them as regular quavers until they have been incorporated successfully. When confident, add speed to each acciaccatura and play ‘lightly’ and swiftly as a scant upbeat to the main quaver pattern. The right hand’s accompaniment requires soft colours and rhythmical placing.
  5. The sustaining pedal is part of the fabric of this piece; listening is the best method! Pedalling on the first beat of each bar might be a good start, then let your ear be your guide. Rubato is a useful addition to the end of phrases (such as bars 15 – 16), but try not to use it constantly, as, even in this genre, too much renders a performance unrhythmical.


List C: C 1, Staccato Beans (No. 2 from Eight Memories in Watercolor) by Tan Dun (1957)

Staccato Beans contains an exuberant vivacity with a Chinese inspired folk melody. Premiered by Chinese pianist Lang Lang in 2003, it has already proved a favourite on this syllabus. Written by Chinese composer Tan Dun, and set in D minor, dynamic contrasts and melodic inflections abound, providing an excellent exam programme line-up with the Weber and Chopin.

  1. Coordination is paramount, and due to the many different articulation marks, separate hand practice should suffice until fully assimilated. Jumps between sections around the keyboard must also be taken into account, before playing hands together.
  2. The left hand opening quaver pattern has been carefully marked and must be even rhythmically; two slurred quavers followed by two staccato. Once the overall chordal patterns have been learned (particularly at bars 1 – 8 and 24 – 34),  play legato at first, then work at the articulation, allowing a free wrist (as often mentioned here!); avoid locking-up whilst playing repetitive patterns of any kind; find places in the music to break any tension and release the wrist.
  3. The right hand melody is heavily articulated, a bold touch with added shape and definition courtesy of the accent markings is ideal. When playing staccato, try not to rush from one note to the next. This can happen when playing in a detached manner, as the shortening of a note can allow the next to be sounded too quickly. Avoid this by counting meticulously, ‘feeling’ the pulse.
  4. The left hand minims at bars 13 – 18 must be held for the entire bar, as they provide the bottom of the harmony. Coordination may need attention, so the middle Cs above, are well placed rhythmically with the correct articulation.
  5. Sforzandos are the key to a successful interpretation; accents in the right hand, at bars 26 – 43 particularly, need highlighting with a brusque, sharp timbre, bringing the Chinese characterisation to the fore. This is especially true of the passagework in the high register of the instrument (at bars 40 – 43, for example). When the melody repeats (bars 44 – 61), softer colours can be employed. Keep the sustaining pedal to a minimum; a dry, austere sound mimics the folk-song semblance nicely.

For more practice information relating to other piano exams and exam boards, please visit my archives, here.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

5 Tips for Practising without the Piano

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I regularly contribute to Pianist magazine’s newsletter, which wings its way into our inbox every other month. My article always takes the form of ‘5 tips’ and last month’s were designed for those who fancy taking their practice away from the instrument. I hope they are of interest.

Practising away from the instrument can be a beneficial practice technique. Taking the music off the page is a most valuable facet for any pianist. If you’re able to hear it, imagine playing it, and visualise or recall any passage, you are more likely to be at ‘one’ with the music, thereby producing a performance of integrity and musical depth.

1 Instigate a happy positive mind-set before practice begins; it’s amazing the effect this can have on learning capacity. Before practice commences, aim to sit at the instrument with a relaxed posture; shoulders down, hands hanging freely by your side, breathing slowly, and thinking positively.

2 Consider the piece you are about to practice; how does it make you feel? Feelings take on a new meaning when practising away from the keyboard, and this may be what produces deeper expressivity. As you observe the score, note what happens in each hand; the movements, fingerings and gestures required to play the patterns. It can be particularly helpful to pay special attention to the left hand here too. Aim to do this without the piano.

3 Some find it helpful to write the piece out on manuscript paper (recalling it from memory). As you work at the piano, begin to test your memory during practice sessions; by repeatedly returning to the same phrases and passages over a period of time, the thought responses become stronger and clearer. Now do this away from the instrument, hearing each passage in isolation.

4 Play the piece through in your mind. The effort and assimilation required can come as quite a shock, but once accustomed to the relevant mind-set needed, a calmness and stillness is acquired, and it becomes possible to ‘think’ through the music increasingly accurately. And you can do this anywhere at any time!

5 Visualise watching yourself play your piece at the keyboard, as an image in your mind. It can be a good idea to envisage every detail; fingerings, movements, and everything necessary to play the piece from beginning to end successfully.

If you can work at some of these suggestions frequently, memory and visualisation skills associated with practising away from the keyboard will gradually develop, and this method could eventually become a worthwhile part of a practice session.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

Selecting & Practising Piano Exam Repertoire: ABRSM Grade 4

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Today I am continuing my series on selected exam repertoire. I’ve chosen three complimentary pieces from the ABRSM Grade 4 list (taken from the main syllabus (shown to the left), as opposed to the alternative syllabus) and have offered five practice tips for each one, as well as a recording (taken from the many on YouTube).

A list: A 1, Minuet and Trio (Second movement from Sonata in A flat, Hob XVI: 43) by Franz Joseph Haydn (1732 – 1809)

Austrian composer Haydn wrote over 60 piano sonatas, and this work is thought to date from 1771 – 1773. The Minuet and Trio forms the second movement of this Classical sonata, and the genre was originally intended as dance music.

  1. Why not begin practice with the scale and arpeggio of A flat major (key of both the Minuet and Trio)?; observe the fingering carefully (which is rather different to that of the standard pattern) particularly noting the position of the fourth finger, sinking into the keys as you circumnavigate four flats.
  2. This elegant piece requires a fairly strict pulse, with a bouncy, precise dotted quaver/semiquaver upbeat. For ease and accuracy, it’s a good plan to count in semiquavers throughout the Minuet, ensuring the fourth semiquaver (of the dotted quaver/semiquaver pattern) is placed exactly on the fourth beat within each crotchet.
  3. The ‘wedge’ marks in the opening phrase signify staccato, therefore crisp enunciation throughout the first 2 bars is ideal. The first beat of the bar (in bars 1 & 2), is the most important note in the motif, so allow a deeper sound and slightly longer touch for these notes. The second and third beat (of a bar) in a minuet should be lighter than the first, proffering the three-in-a-bar dance feel; aim to lighten crotchets on these beats in every bar, for example in bar 3. However, bars 13 -15 need a stronger touch, as do the third beats from bars 18 – 20.
  4. The ‘drop-roll’ technique (where the hand and wrist sink into the first note of a pair, rolling upwards and off the second note, to make elegant pairs of slurred or joined notes) can be useful for phrased crotchets at bars 3, 10, 11, and 14 – 16, 19, 20 and 21.
  5. The Trio should be a complete contrast to the Minuet, with softer, more delicate dynamics. Keep the left hand in the background, but ensure it is even both rhythmically and tonally; practise by using a heavy touch to start with, playing deep into the key bed, securing fingerings and note patterns, then lighten for even quavers. The right hand melody needs much more colour, so balance accordingly, ‘leaning’ into the appoggiaturas (at bars 23, 29, 33, 35 and 39) for additional expressivity.


List B: B 2, The Merry Peasant (No. 10 from Album for the Young, Op. 68) by Robert Schumann (1810 – 1856)

German composer Robert Schumann wrote the Album for the Young in 1848 in less than a month, and there are 42 pieces in this beautiful collection. Set in F major, the joyous romantic nature of this work contrasts well with the controlled phrasing required in the Haydn.

  1. Why not start by working at the right hand alone; secure the fingerings and hand position changes and then play each chord (which forms the accompaniment here, as the melody is predominantly in the left hand), with a full tone, moving slowly from one to the next, taking note of the movements necessary to find the chords with ease. Chords containing black notes need a slightly different hand position i.e. moving inwards, over the keys, placing the hand so it guides the particular finger to the intended black note. Being in position to play any chord well beforehand is the surest way of attaining accuracy.
  2. As it provides the melody, the left hand will probably require much slow, solid work. Aim to find the notes without adhering to a rhythmic pulse to begin with; this allows plenty of time to locate notes and hand position changes.
  3. The left hand pattern at bar 3 might need some careful manoeuvering; practice the thumb turning under the hand carefully (bar 3, beats 1 & 2 – 3), with a completely relaxed hand (and thumb joint), so the thumb can easily turn underneath (without any strain) to reach the interval. It can help to practice a slightly larger interval at first, so the smaller one (written in the piece) feels more comfortable. Isolate this bar, working at this pattern slowly. Similarly, the triad at the beginning of bar 2  (beats 1 & 2, left hand), can be played as a chord, and then, in order to play in time and with a full tone (as this is the climax of the phrase), swivel the wrist freely (using a lateral motion) to guide fingers and the thumb to the correct position.
  4. Rests must not be ignored in this piece. Those in the right hand (in bars 1 & 2, for example), are to be ‘counted’, so as to ‘place’ each chord accurately (and lightly), giving shape to the melody line.
  5. When the melody appears in both hands together (last beat of bar 8 – 12, and last beat of 14 – 18), the right hand can assume prominence. Practice the top musical line (or texture) on its own (with the fingering to be used when playing both lines together), and then the lower part (chords). When combining, ensure the outer parts of the hand (and 4th & 5th fingers in particular), are well supported, in order to bring the tune to the fore. Very little rubato is required in this work, with the exception of a small ritenuto at the end.


List C: C 1, Uzbuna (from Na velikom brodu) by Bruno Bjelinski (1909 – 92)

Always one to choose unusual repertoire, I’m drawn to this piece, which is fun to play with interesting harmonies and rhythms. It makes for a good contrast with the Haydn and Schumann too. Bjelinski was a Croatian composer who apparently studied law and composition. This piece comes from his collection, On the Great Ship, composed in 1961.

  1. Excellent articulation will bring this work to life. The pairs of slurred notes (in the right hand)  with a staccato marking on the second quaver, can be taken out of context and practised, perhaps using the drop-roll technique. Resist the temptation to rush the second quaver, picking fingers up swiftly after all staccato quavers particularly, giving the necessary spikey quality this piece demands.
  2. The rapid semiquaver passagework in the right hand (bars 13 – 22), will benefit from heavy, slow finger work; try to rotate the wrist after each group of four semiquavers, alleviating or releasing any tension. When finger touch is lightened, crisp, even notes should prevail.
  3. The left hand tune often uses black notes (for example, at bar 12). Keep fingers close to the keys, over the notes, and experiment by using flatter fingers, which can provide plenty of grip (if played at a suitable angle), adding a different tonal colour.
  4. Bars 28 – 31 contains three parts (or musical lines); work at each one separately, especially those in the right hand (practising with the fingering to be used when both parts play together). Keep the top line (minims) as legato as possible, so the sound is almost unbroken, contrasting with the highly articulated melody line in the lower right hand part.
  5. The pulse will need some special attention; not only must there be a very incisive rhythmic beat throughout, but semiquavers should also be even and accurately placed. The accent markings can be helpful here; short, sharp accents (of which there are many in this piece), can define and add shape.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

Selecting and Practising Piano Exam Repertoire: Trinity College London Grade 2

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Today’s blog post continues my piano exam repertoire selection and tips series by exploring the Trinity College London Grade 2 exam.

There’s a wide range of choice on this syllabus with a very definite emphasis on the living composer. I have chosen three pieces which contrast in style and genre. For me, this is an important criteria; these tests provide an excellent opportunity for those wishing to become acquainted with various styles  and different historical periods. It can be a fun and worthwhile exercise to put this all into context, therefore why not take time to explore a composer’s background and output too? I’ve added a performance of each piece from the many on YouTube.

  1. Ländler by Franz Schubert (1797-1828)

A notoriously difficult composer to tackle, Austrian master Franz Schubert has written some of the most lyrical music of all time (particularly his songs (or Lieder), of which there are over 550). This little piece is typical of his style, with a flowing, simplistic melody, and dance-like bass. Set in triple time, it is the perfect example of a folk dance.

  1. It might be beneficial to begin with the scale and arpeggio of G major, due to the many arpeggio-based figurations in the right hand. These note patterns fit comfortably under the hand; each bar can be isolated and worked at separately. Use fingering which allows for the hand turns; it’s easier to play such passage work ‘in position’.
  2. When playing passagework like that of bar 1, ensure all notes are sounding equally. This will be important for both the tone and the rhythm. To play bar 1 evenly, roll the hand and wrist slightly to the right to easily accommodate and support the fourth and fifth fingers (which will play the Ds and E in bar 1, beat 1 – 2), then roll to the left when playing the Bs and G (beats 2 – 3). This is known as lateral wrist motion, which supports the fingers. Aim to apply such movements for all similar figurations.
  3. Turning the right hand will be necessary; at bar 3, the hand will turn on beat 1 (C with a 3rd finger to the D with a thumb). This may come as a surprise after the relatively easy movement required in the previous two bars; when playing slowly, exaggerate the movement when turning, using a large hand and wrist rotation. When played at tempo, the turn will use a much smaller movement, but should feel easier and smoother.
  4. Try to keep all right hand passagework legato, breaking very slightly at the end of each phrase mark. During the second and third line, pairs of slurred notes (bar 10, beat 1) might need a drop-roll lift, before short detached staccato quavers. Although short, these should ideally be kept in character with the expressive dance-like feel, therefore a softer approach to staccato will work well here.
  5. The left hand can be practised a chord per bar, to assimilate hand positions and fingerings. The bass dotted minim (bottom of the chord at bar 9) must be held throughout each bar during the last two lines. Ensure the left hand plays these notes as legato as possible, and aim to use sustaining pedal sparingly. When working hands together, practice a bar at a time, stopping over the bar line (on the first beat of the next bar) which can be helpful for continuity.


2. Willow, tit-willow (from The Mikado) by Arthur Sullivan (1842 – 1900), arranged by Janet and Alan Bullard

A delightful arrangement of an expressive song from the much-loved comic opera written by British composer Arthur Sullivan. In the opera, the song is sung by Ko Ko and is all about an unhappy bird who dives to his death into a river. This piece provides a good opportunity to explore soft colours and musical expressivity.

  1. The dotted crotchet beat (6/8) might need some work, particularly as there are a few tricky corners and many rests  requiring careful counting. Perhaps start by clapping the rhythm of each hand separately (whilst counting aloud), and then clapping both hands together; the right hand clapping the top line, and the left hand, the bottom. Particular ‘spots’ to watch out for are bars 3, 7 and 15 -18, where semiquavers and rests must be all in their rightful place.
  2. Work at the left hand first, and ensure dotted minims (in bar 1 and 5) are held whilst the notes above are legato and smooth. The same applies for all held bass notes at bars 2, 4, 6, and 8. The left hand chords should ideally punctuate and support the melody in the right hand, so aim to move from one chord to the next smoothly. Fingering and easy, flexible hand and wrist movements will be important in this regard.
  3. The melody might need some slow practice in order to grasp the turn (bar 2, beats 1 – 2), which must be smooth without any sense of jerkiness or unevenness. The A (bar 2, beat 1), needs more colour, dying away on the D (Bar 2, beat 2). Each semiquaver group (for example, bar 3 – 4), calls for a drop-roll movement; where pairs of slurred quavers require a very legato drop then lift on the second note of the pair.
  4. Where the dotted quaver-semiquaver pattern occurs in bars 9 -14, counting in semiquavers can help for precision and poise. The una corda will be effective for the last two bars (as indicated). Keep the sustaining pedal to a minimum, and observe the rest at bar 14.
  5. Tonal colour will determine a successful performance. Try tapering off the sound at the end of a phrase. It can also help to play passages at varying dynamic markings exploring what works before making a final decision. Generally, a crescendo to the middle of a phrase (with a decrescendo towards the end) will highlight the musical line effectively.

3. The Swing Detectives by Ben Crosland (1968 – )

An energetic, dramatic swing piece for all those who enjoy a romp around the keyboard. Written by British educational composer Ben Crosland, this fast-moving piece with heavy accents and insistent rhythm is a lively contrast to the Schubert and Sullivan; those who love jazzy styles will certainly appreciate its colourful harmonies.

  1. In order to understand the swing style, it might be a good plan to practice thinking and counting the triplet beat as per directed at the top of the score. The quavers – in both hands in the first bar (an F sharp and G (bar 1, beat 1)), would be played as a crotchet – quaver pattern; think about counting in three quaver beats, then give the F sharp the value of a crotchet (or two quavers), and the G, a quaver. Add the suggested marked accent onto the F sharp, and lighten the G (you can apply this technique to all quaver passages). This should provide the necessary ‘laid back’ swing feel.
  2. Coordination between the hands will be important in the first and last line particularly. When practising hands together, experiment by using different rhythms, accents, and touches, listening carefully to each note as its played. Take the notes down absolutely together, slowly at first; it can help to play the left hand with more power than the right (and vice versa!), as the left hand can sometimes feel weaker.
  3. The left hand chords from bars 5 – 7 and 9 – 11 might need some attention, as the hand moves out of position and ‘jumps’ fairly quickly. Isolate the chords, and move very swiftly, working at the leaps alone, before playing each passage; first of all, move much quicker than necessary, then work slowly, leaping further than needed i.e. an octave lower than written. When playing at the suggested tempo with the written notes, chords and fingerings should be more comfortable.
  4. Left hand chords in the second and third line are effective if played with non-legato (or slightly detached touch), and the tenuto markings at bars 8, 10 and 11 will add an emphasis needed for this style.
  5. The key to a successful rendition is an incisive, regular pulse. If you count every beat, syncopations, such as those in bar 12 and 16 will be accurate and full of energy. Ensure szforzandos such as those in bars 12 and 16 are given a real kick too!

For more information on other posts in this series, please click here.

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

Guest Post: 11 ways to kick start your practice routine

Published on by The Classical Piano and Music Education Blog2 Comments

Happy World Piano Day! Today’s guest writer is Evgenia Chudinovich (GéNIA). GéNIA (pictured below) has written for my blog before (you can read her very popular article here), and she is a highly experienced pianist, teacher, author, composer, and creator of Piano-Yoga®. Here, she offers some practice tips for those in need of some inspiration!

Have you ever had the familiar feeling that you really would like to do something but you just do not have the time for it? If only! In reality, very secretly, you know that you have the time, however you just cannot bring yourself into doing something.

I have news for you! For a start, thousands, it not millions of people, have had this feeling at least once in their life. It does not matter if it was about piano practice or learning a foreign language or simply starting a regular exercise regime. You know you want it, you even know need it, but still something is holding you back.

So what shall we do it about it? How do we start?

In this article I am going to concentrate on piano practice, however these tips can be applied to anything! Here are 11 ways to get back to your piano practice:

  1. Establish a routine. This is absolutely essential, as without a routine there will be no continuous progress. The routine can start from 10 minutes daily to an hour a day. All you need to do is to establish the constant time (or times if you have a patchy schedule) and stick to it. For example 10 minutes in the morning always at 8 am, or in the evening, or 3 days a week in the morning and 3 days a week in the evening according to your availability.
  2. Plan in advance. Try to think in weeks and months, rather than from day-to-day, unless it is absolutely impossible for you to know what your week looks like. Your body will get used to doing the same thing at the same time, and at some point, it will start ‘asking you for it’ rather than you making yourself do it.
  3. Use an alarm. This is a very simple trick but it works wonders. Put the stop time, and do not think about the time until the alarm sounds. You can start with short sessions rather than longer ones, so start with 10 – 15 minutes, and then slowly increase the time to 30 minutes or 45 if you like.
  4. Establish a specific goal. Why are you learning the piano? I understand that you want to learn to play, but you need to ask yourself why you want to learn to play: Is it because you want to impress others, or just play for yourself, or both? Then ask yourself what would symbolise the achievement of this goal? For example giving a private concert performance or sitting at the piano and playing ‘Clair de Lune” to yourself when you feel like it; it can be anything, however please be specific. Once you have a goal, it is much easier to start practicing!
  5. Start with small steps. Let’s say that you have established a goal and please be as ambitious as you like, as it is very important! However it is also important to be realistic by not putting yourself under too much pressure in attempting to achieve the goal, so you don’t feel inadequate and stressed. Therefore if your goal is too ambitious (like learning to play the original ‘Claire de Lune’ whilst you only know how to play piano with your right hand), establish gradual steps that would help you to achieve it. For example, with regard to ‘Clair de Lune’, it can be achieved by doing several graded exams before you tackle this piece, or you can choose a different way by learning how to play with the left hand first, then how to play pieces with lots of flats, proceed with learning how to play fast by concentrating on piano technique, and so on.
  6. If this is available to you, learn from a professional. In every area, whether this is music, languages, dance, or yoga, you can save yourself a lot of time, and achieve things quicker, by receiving guidance from a reputable professional. Ideally it is good to have regular contact with such a person, hence weekly lessons with the piano teacher is a norm, and most recommended. However not everyone can afford it. This is where many make a mistake, as they think there is no point in having lessons at all, if they cannot commit to weekly sessions. However, a professional can help you on many levels: from establishing your goals to highlighting your weaknesses and creating a programme that will help you to achieve your goal faster. Therefore even bi–weekly, monthly or occasional lessons will be always better that no lessons at all.  On this note I would like to caution my readers, as these days there is a lot of information available on the internet, and you need to make sure that you learn from someone who is qualified, rather than someone who speaks and looks nice, makes funny jokes and makes it look easy. Please do your research before you find the right teacher.
  7. Create ‘tests’. These are very important, as they will keep you focused. From time to time – for example every 4 weeks – create a test. It can be either doing a small recording and assessing it, or playing for a friend or even playing for a group of people or your teacher. By preparing every step you will be advancing and learning. Do not get discouraged if some ‘tests’ do not go the way you want them to, as we learn from our mistakes as much, if not more, then we learn from our achievements.
  8. Keep a diary of your practice routine. I always have a folder with notes on my piano. Write down a date, and jot down what you would like to do and achieve next in your playing, as, when you start your practice next day, it will be easier to pick up from where you left off.
  9. Be clever with the time management of your practice. Of course, if you are a beginner, and have only one piece of music to play, it is easier to concentrate during your practice. I personally encourage my students of any age and level to do piano exercises regularly. Franz Liszt spent many hours a day doing his. If it was good for Liszt then it is definitely good for everyone aspiring to play well. Therefore, make sure that you plan the time to do some scales and/or exercises, in addition to the pieces that you are working on. If you work on more than one piece and have more than 10 minutes to practice, then divide the time into sections, according to the pieces that you are playing plus exercises (if you decide to do them), and set the alarm for each section of your practice. When the alarm goes off, stop working on what you have been working on, and write down in your practice diary what is left to achieve, or what you would like to concentrate on next. Then move on to the next piece. If you prefer to concentrate on one piece per day, then make sure that you alternate the pieces together with the days.
  10. Always, always, always: try to imagine the end result of what you are trying to achieve. At the beginning of your practice, or after the exercises section, close your eyes and imagine how you would like to play a piece which you are working on. Let your senses guide you. If you want to imagine yourself playing at the Wigmore Hall or Carnegie Hall or in a really cool jazz club, or just in front of a group of friends at the dinner party, go for it! You can do it, and in reality you never know what can happen in life, so never say never. Be inspired by your own desire, as this would make your practice more genuine and sincere.
  11. Be consistent. You won’t always feel like practicing. On some you would feel like you really want to play and on others, it would be like ‘No Way’! In the latter case, gently acknowledge that today may not be the best of your days, but please do still try and play, even though you don’t feel like doing it. It will still pay off.

I hope that you enjoyed these tips! Let me know how you get on, either through my website www.piano-yoga.com or through my Facebook page https://www.facebook.com/pianoyogaeducation. And if you wonder if I ever have days when I do not feel like practice, the answer is ‘Yes, sure!’ What do I do? Go through the 11 tips listed above 🙂

GéNIA

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.

 

The Art of Polyphony: 12 Top Tips

Published on by The Classical Piano and Music Education Blog2 Comments

Today’s post features an article I wrote for Piano Professional Magazine (an EPTA or the European Piano Teachers Association publication). It was published in June this year, and focuses on a few practice suggestions for counterpoint (or polyphony). There are so many different ways to work at this demanding style, and my thoughts are based on my own approach. I’ve included a link to the original article at the end of the post, and a downloadable PDF with twelve tips for students, teachers or anyone who loves practising the piano. Hope you find it helpful.

Polyphonic writing has been a popular compositional technique in Western music for over six centuries. It’s a method of writing favoured by a vast collection of composers, irrespective of their style and genre. Responsible for producing some of the most complicated, intense and beautiful music ever known to man, it’s a form which piano students must grasp thoroughly, as otherwise progress in piano playing will be challenging; at every stage of pianistic development and at virtually every music exam, pupils are expected to perform a piece constructed in this manner.

Polyphony may also be referred to as counterpoint (or contrapuntal style), alluding to the texture, or construction of a piece. According to the Oxford Dictionary, Polyphony is:

‘The style of simultaneously combining a number of parts, each forming an individual melody and harmonizing with each other’

The art of playing many lines of music at the same time can cause a myriad of issues for students, and the study and practice of this genre requires a very different approach to that of a texture consisting of a melody and accompaniment (known as Homophonic style).

Countless composers from the whole spectrum of Western music have employed contrapuntal techniques; from Beethoven to Bartók, and Busoni to Shostakovich. However, arguably the greatest and most prolific era of this style occurred during the Baroque period (approximately 1600 – 1750). J. S. Bach (1685 – 1750) was of colossal importance in the Baroque period’s golden polyphonic era, and his music provides a fundamental element in today’s piano repertoire.

Polyphony emerges in many guises and forms; from preludes, fugues, suites, and dance movements, to appearances in concerto movements and sonatas. In the Baroque period (and earlier), these pieces would have been played on completely different instruments; the harpsichord, organ and clavichord. The clavichord was, by all accounts, J. S Bach’s favoured instrument for performing his keyboard music. The possibility to vary the sound and colour, coupled with a slightly more responsive feel, undoubtedly played a significant factor. This provides insight into the performance of Bach’s music; and whilst much of his work may be described as generally highly rhythmic with continuous repeated patterns, it requires a level of musicianship, depth and commitment rarely witnessed in other genres.

How do we help students overcome the difficulties beset in the polyphonic style? Here are a few suggestions:

Learning any polyphonic work will require a substantial amount of analysis or study especially at the start; it can be helpful to take the score away from the piano. The linear element is the main focus in contrapuntal music, therefore the following observations will be vital; the shape and construction of each melodic strand within the contrapuntal texture (especially the thematic material), the key (particularly key changes), cadential points, how the melodic material develops, changes, or migrates throughout the piece.

Counterpoint usually consists of two or more lines or strands of material, and if a work such as a fugue is to be studied, three or four lines of texture will be evident. Once the score has been ingested, it can be useful to lay each part out on a separate stave, separating the textures, allowing complete understanding of where the music is going. I find absorption of each part is quicker this way.

Here is the opening of the Fugue in E major from Book 1 of the Forty Eight Preludes and Fugues by J. S. Bach. The three parts or musical lines of this (three-part) fugue have been separated, making it clear to see each subject entry (the subject is the main theme of the work):

Polyphony 1Students might find it beneficial to write the whole fugue out in this manner. It’s important to note each entry of the subject particularly, as this guides interpretation and also dictates articulation as well. In the example above (Fugue in E major), I’ve marked the subject and it’s three entries at the beginning (A1, A2, and A3) in each part. I encourage pupils to do this throughout a work, every time each entry appears (writing a piece out in this way assists with memory and really ‘knowing’ a piece).

Once the melodic material has been marked up and each strand of music has been grasped, work through the piece deciding how the texture will be divided between the two hands; sometimes two parts can be taken with either the left hand (LH) or right hand (RH), but occasionally the most convenient interpretation will see the subject, and subsequent material (often a countersubject, or an ‘answer’ to the subject), divided between the hands.

Taking the fully digested score to the piano, now is the time to mark up the most ideal fingerings. This will take time and will involve working hands separately, carefully observing comfortable hand positions, and the necessary movement needed to play each entry with a warm sound and varied tonal colour. This may involve certain hands movements, and a ‘leaning’ on particular fingers in order to create the desired sound within each strand or line of music. Aim to write as much in the score as possible; this will serve as an important prompt until the piece is really learnt.

Returning to the three-part score (which has now been written out), ask students to play each voice (each musical line) separately (using the correct fingerings, which may feel tricky at first). This could be extended to other thematic material too, disentangling various strands of texture, providing a feel for the musical content as a whole, whilst getting to grips with the various shapes and patterns within the piece.

Rhythm plays a paramount role in any contrapuntal work. In some cases, the pulse can be relaxed a little, taking slight ritenutos into consideration (mostly in improvisational passagework or at the end of a piece), but whilst playing fugues, dance movements and the like, a very firm rhythmic inner pulse is the secret to the ideal rendition. Encourage students to sub-divide the beat and count in semiquavers (or the smallest rhythmic denomination within a piece). A metronome can help, but I find counting every note (regularly and throughout the piece), the surest way to develop a reliable inner pulse.

Each hand will require a huge amount of practice on its own. It’s generally acknowledged that separate hand practice yields the best results, however, polyphonic music commands slow, pedantic, laborious work in this way, often for a substantial period of time (especially if a student hasn’t played much of this genre previously). The key to mastering polyphonic music is extremely slow practice. The slower, the better. Each hand must know what it’s doing to the point that it can, not only play fluently (free from hesitations and with all correct rhythms), but is totally independent of the other hand, and as though the patterns and shapes could almost be played by rote, without too much thought (so as to allow focus on purely musical concerns).

In order to comprehend patterns and chord structures, it may be wise to develop a variety of methods to enable pupils to learn quickly. The following example (from the Prelude and Fugue in C minor, Book 1 of the ‘48’), the Prelude is understood swiftly by first of all ‘blocking out’ the semiquaver patterns like this, from bars 1 – 4 (it’s possible to work through a large section of the piece in this way):

PolyphonyThis can be followed by practising the necessary movements, when playing as written; ensure the wrists are free, flexible, and a lateral wrist movement is in place, with the wrists and hands moving inwards from beats 1 to 2 (bar 1), and outwards again from beats 2 to 3 (especially in the RH), in order to coax a richer, fuller sound on the outer melodic line, lightening the inner parts, as highlighted here with the use of accents (bars 1 & 2):

Polyphony 3Outer fingers (often fifths), will benefit from playing deep into the key bed, employing the fingertip, which will gradually encourage them to gain strength and produce a larger sonority.

Students sometimes find the inclusion of multiple touches helpful in a work such as the Prelude; slow non-legato, dotted rhythms and accents on different beats of the bar, especially on unexpected beats. Experiment by using accents on beats two and four; both pertaining to the crotchet beat as well as the second and fourth semiquaver, within each crotchet beat (if the speed is very slow), which can be amazingly effective, and will definitely help with any coordination issues.

When practising hands together, assume one beat at a time to begin with, placing each note carefully and with focus, being mindful of the rhythm, as well as notes and fingerings. Mastering a fugue, beat by beat can certainly pay dividends, and when learning bar by bar (after each beat has been successfully negotiated), always stop over the bar line (or over onto the next beat if practising in crotchet beats). This will help with continuity, as it’s vital to be able to ‘pick up’ from any spot within the piece.

Now that your student is playing their fugue (or any polyphonic work), slowly and accurately, try suggesting they sing one voice (or line) whilst playing other linear textures at the same time. This might sound perfunctory and out of character (for this style), but by returning to the original concept of thinking about each strand in a polyphonic work’s texture, the act of playing one part and singing another can be very useful, and will cement learning.

Memorization is not necessary for those taking higher graded exams or some diplomas, but the act of remembering and ingesting all the information in a contrapuntal piece will only aid fruitful learning. Assimilating where subject entries occur, whether by singing, playing, tapping the pulse, or becoming acclimatised to the muscular movements (or a mixture of all the above!), within a piece, will eventually result in being able to remember the score, and most pupils find this valuable, even if they don’t plan to play from memory. Focused practice of any kind for long periods of time, tends to assume this outcome.

Articulation and ornamentation in polyphonic music can be a minefield, and are often deemed personal taste. Generally, we are not privy to any Renaissance or Baroque composer’s intentions; phrase markings, any accentuations or rhythmic inflections can be difficult to gauge, particularly if (as is often the case) nothing has been written in the score.

The following favoured practices may be taken into consideration: notes with longer time values, such as minims, crotchets, quavers, are effective when played non-legato (or slightly detached), whilst semiquavers and shorter note values, are best played legato. However, there are many exceptions to these ‘rules’. In order to interpret any polyphonic material, a degree of ‘separating’ notes will be necessary, and there are many varying degrees of separation, from staccato and staccatissimo, to tenuto or portamento. Appropriate touches will depend on many components including speed, character, harmonic context, and rhythmic patterns.

Ornaments are best left out when learning a work, as they tend to disturb the pulse, and can be the cause of hesitations and uncertainties. Eventually, most pupils will feel the pulse and play seamlessly, and as this happens, embellishments can be gradually introduced. In order to produce even, rhythmic ornaments, suggest students practice the intended embellishment incredibly slowly, powerfully, with finger strength (and a free wrist and arm). Once the pattern has been studied and can be played with ease, lighten the touch to reveal even, added notes. Then insert them at the appropriate place within the piece, slowly building speed until they feel and sound comfortable and natural.

Colour and voicing will become a deciding factor in the success of a performance. This is an issue which can be resolved from the outset (as can articulation), if tonal importance and rhythmic clarity is instigated when playing each melodic strand separately at the beginning of the learning process. Ensure melodic material such as a subject (in a fugue) is always clearly enunciated on every entry, and the accompanying material is sub-ordinate. Deciphering where textures rise and fall will be a consideration too; one tip is to allow a (very) slight hiatus after a climax, so the music is given time to breathe, and doesn’t feel rushed (but don’t be tempted to use rubato!).

Resist the urge to pedal with alacrity. Frequently depressing the sustaining pedal will merely smudge and obscure the numerous lines of music, which must ring out, allowing the listener to hear the textures clearly. The sustaining pedal may be used sparingly, to highlight specific points in the score, and to provide resonance. Tonal clarity, rhythmic precision and above all, musical integrity, will ensure a beautiful performance of any polyphonic piece.

Suggested Further Reading:

Keyboard Interpretation: Howard Ferguson (OUP)

Ornamentation; a Question and Answer Manual: Valery Lloyd-Watts, Carole L Bigler, Willard A Palmer (Alfred)

Downloadable PDF: The Art of Polyphony: 12 Top Tips

The Art of Polyphony: original article as it appeared in Piano Professional Magazine

My publications:

For much more information about how to practice piano repertoire, take a look at my piano course, Play it again: PIANO (published by Schott Music). Covering a huge array of styles and genres, the course features a large collection of progressive, graded piano repertoire from approximately Grade 1 to advanced diploma level, with copious practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.

You can find out more about my other piano publications and compositions here.