Category: Phrasing

Deciding What is Controllable. Also: Transforming the Polyphony of a Gugue

Well Tempered Klavier, Book I, C Major, Prelude

#1

After finishing the piece I simply asked A.B. what he liked and disliked about his rendition.  He mentioned several negative things and then struck on the one thing that I had primarily noticed: that he stopped the harmonic flow of the piece every time he went from the end of one measure to the beginning of the next.   I missed sensing that inexorable connection that energetically pushed me from the chord in one measure to the chord in the next measure.

He said that he had previously tried condensing the piece into a chorale of whole-note chords (each chord took the place of one measure).  However, he had trouble because he couldn’t do it with any speed.   I said that the speed was of the essence of the procedure.  Ideally, each eighth note’s worth of the piece, in terms of its duration, became the duration of one of the chords of the chorale.

Since it was difficult to shift chords that quickly, I recommended to him that he play just the chord a single measure followed by the chord of the next measure, and then stop.   I asked him to play the first chord as if it were a grace note going to the second chord – the latter being held longer.

This he could do.  We repeated the process for each measure going into its next measure.

Now that we had merged two amino acids into a somewhat longer chain of molecules, I asked him to play as written, while I, in the higher treble, waited until he was near the end , but not at the very end, of one measure only then played the chord of that measure as a grace note followed the next measure’s chord.  Only I would get to the second chord before he finished playing the current measure.  That anticipation of my chord connection gave him the necessary push and energy to keep the piece’s harmonic flow going across the bar line.  Then I would remain silent at the second piano until he reached nearly to the end of the new measure at which point I would break in with the chord of the new ‘current’ measure played as a grace note to the chord that governed the measure that was about to start.  And so on.

#2

A.B. remained worried in particular that the pinkie sixteenth note in the right hand at the end of each measure does not connect smoothly to the next sixteenth note in the left hand at the beginning of the next measure.

His default solution was to figure out  exactly how he wants his pinkie to play that note.  I solved his issue by stepping entirely around his approach.  As he played the piece I sang “la la la…”, but starting with 6th 7th and 8th sixteenth notes of one measure and ended with the fifth sixteenth note of the next measure. on notes to the first note.  I then waited too the 6th note of the new measure and began the process of again singing along for 3 + 5 or 8 notes.

In the form I was singing it, with the way I was grouping the notes that I sung versus those I did not sing, I purposely glossing over the connection between the two notes on either side of the bar lines..  It happens automatically.  By spreading a solder, or flux over the end of one measure and the beginning of the next, I effectively made less important the connection of the bar line.

I noticed in my singing that I helped things along by making misplaced crescendo starting on my first note and ending towards the eighth note.  This helped smooth over A.B.’s faulty connection over the bar line.

At this point we moved on to the fugue: transforming the polyphony of a

fugue in C Major, Book One, Well Tempered:

A.B.: why do I find it so difficult to not hold a voice note longer than it is supposed to last, when the note is already meant to continue sounding through a certain number of the next notes in some of the other voices.  For example if the target voice is a quarter note, or longer, and the other voices are enunciating sixteenth notes.

I gave a brief answer: remembering when to lift a sustained note in one voice is the requires the opposite of everything you do right when knowing when to start a note.  It’s the “dark side” of piano technique: it requires doing everything the wrong way; or is it now the right way?

A.B.: why did you do that?  Why was it working?

Joe: I think it is important to have a distinct pre-vision, pre-conception, of what the beginning of the next measure is going to sound like before you get to it.  It is a strange balance of knowing what’s coming and still being surprised by it.

#2

Can we transform the sound the sound of the fugue in the student’s ear?

We experimented using two pianos with re-registering one of the voice of the fugue.  He would choose one voice to play, and transpose either an octave higher or lower than  it was written, while I played the remaining three voices (without the fourth) at the other piano.

Results:  A.B. said:

My voice sounded different than before.  I head it saying and meaning other other things than I had before, but then realizing that it was the same voice with the same names to its notes, just transposed, and that there was at the same time an abiding identity between both versions of the voice, an identity which was preserved, was eternal and fixed  and was impervious to change of octave.   The new stuff that suddenly I heard, in how that voice combined with the other voices, must have been there latent to the note’s names themselves alone, or to say it in another way were just as present as aesthetic and sonic effects when I played that voice in its original octave.

In the future we will have A.B. play just one voice, but in the octave higher than written and the octave lower than written without playing it in the octave is written.  Later again we can transpose one voice by more than one octave.  If it is the soprano voice we can have it sound in the tenor voice’s range or even below the bass voice.  In the case of the bass voice, we can have it sound in the alto voice’s range or so that it is the highest sounding of all the voices.  At any time I can choose to play all four voices and not just three, leaving one voice to him.  Or, he can choose at random to play just the voices, while I play the other two.  Or, three voices.

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Creating Harmonic Clarity

Bach:  C Major Prelude, Book I, Well Tempered Klavier

Part of A.B.’s quest is to play the notes of this prelude “evenly”.  Achieving this has to do with the chord outlined by the notes of each measure, and the balance of the notes in the chords in creating a clear impression of that chord as a whole.   To make this chord more obvious to the ear, the player, when practicing, can “densify” each chord:  if there are openings between adjacent written notes in the chord to squeeze in additional notes from the same chord, add those notes in.   For instance in measure 2, there is room for an f4 between the d4 and a4.  If we add in that f4, we create the denser five-note chord: c4 d4 f4 a4 d5.  We can take that chord a step forward and add a c5 between the a4 and the d4, forming a six-note chord.  The chord has been a D Minor-7 chord the entire time, but the additional chord tones just make it stand out more clearly to the ear what chord it is.  Do this for every chord in the Prelude when Bach’s written notes allow for such additions.

An equally valid technique to add density to the character of a chord is add in chord tones in lower and/or higher octaves not used in the printed chord.  In this form a chord could contain 8 – 10 notes, or by adding the pedal, larger numbers of notes, spanning the low bass to high treble.  In this form, the “quality” of the chord reveals itself at its most obvious.  This technique, helps “set” the sonority of the written chord inside a larger entity to which it in turns belongs.

Whatever are the sound characteristics and the mood characteristics of the individual chord, they become in this manner magnified to the ear.  From this form of the chord we can then re-compress the chord (through the aesthetic equivalent of a ‘trash compactor’) without losing any of the sound ‘material’ present in the larger version of the chord: the larger instance of the chord being condensed into a smaller chord without losing any of the fullness or meaning of the uncompressed version of the chord.

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What to “bring out” in a Complex Passage

Debussy: First Arabesque: the conclusion to the first of the three main parts.

What is the main melody that one should bring out during the passage that concludes the first part and leads to the middle part of the piece.  A.J. said that when I played it I was doing something that that made it work sound-wise but he couldn’t figure out what i was doing. He assumed that I was emphasizing one of the three layers of melodic motion embedded in the passage. I said, it is more complex than that.  There are three different things going on, but no one of which, by itself, is a significant melody.  it is only in the complex ways the three interact that causes the positive quality that I think you noticed.  The rising quarters in the rh form a melody of no great significance.  The cello=like melody in the left hand does have a singing melody, but by itself it doesn’t seem accomplish that much, as well. Then there are triplets.  Are they important or not? The real question is how to bring them together in a complex fusion that makes the passage glow and excite.

To relate the quarter note melody in the right hand with the triplets in the right hand,  I played gs4-b4, then held the two notes as i added in ds4, which I also held, and lastly added fs4.  If at this point I continue holding those four notes and not go on in the measure,  I realize, after maybe about a second, that those notes add up to a four-note chord with a specific flavor that independently of the single notes of which it is comprised, has its own specific flavor and character.  I might have missed hearing this had i not stopped to listen to the chord after it was finally formed.  The realization of the chord does not come instantaneously to the ear.  We have to patient, and wait for the four notes to all be there (five if you add the bass line).

It is a delayed satisfaction, one that is very desirable, but one that cannot be rushed.  Thus the triplets get their meaning in the  sound mixture by our waiting to hear the result of total participation.  Eventually, when we play the passage, he don’t have to pause on the clock to  wait for the four notes to congeal, we only have to subjectively, in the imagination, make the pause, to bring the four notes to life as members of a single chord, so that, at    the end time-wise, it is not any of the four notes that are significant on their own, but how they loose their identify in the sound color of the chord where they vibrate together – as equals – but to a common good.

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When it’s difficult to get from one chord to another

Sorry to have been out of touch for the past two weeks.    I had cataract surgery and was waiting for my eyes to be able to read the computer screen again.  Anyway, I’m fine now, and the hiatus is over.  But please excuse typos and misspellings.

Consider the situation when we try to connect one chord to another chord, but the second chord is a difficult to get to from the first chord, we can do the following.  The solution ultimately lies in not going from one chord to to a second.  We have to break down this apparent cause and effect within time.  Order in time need not dictate to our imagination order in which our body does things.

We let the hand get used to the second chord before playing the first chord.  We play the second a series of times.  After the first time we move the hand just a little bit away from the keyboard and then find the chord again.  Then we can move the hand right (and then left) along the keyboard, horizontally away from the chord, in gradually increasing distances, and each time find your way spontaneously, without thought, without set-up, to the second chord as if you were already on it.  Eventually your hand ‘remembers’ what that chord feels like, and can return to it from any place at all on or off the keyboard; from any position in all three dimensions that the hand can first be removed to, including for instance from your lap.  Of all these infinite places and positions from which the hand might come to return to that chord, just one such possibility is that the hand is first on the chord that is written first.

Memory is like a glue that adheres to a chord like a familiar friend. Benefiting from this fact, we just have to add in a trick with time.  Instead of the ‘first’ chord being followed by the ‘second’ chord, the second chord is there before the first chord.  we must feel that he have already been there, that the glue of the memory causes our hand to automatically be on the notes of the second chord.  I don’t so much mean that because we have practiced the passage, we get ‘used to’ where the second chord lies.  No, this is different.  This is truly being convinced that you are about to do two totally new things, for the very first time, and yet in spite of that, you act like you already know have been where the second is on the keyboard, tactilely, coverage-wise and finger-wise.

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The Balance Between Hands

B.A.’s Lesson on 3/21/19

His piece: Mozart: Adagio In B Minor:

Sound and time:

Though you are playing the piece, there is no physical intent on the body’s part at any time.  The piece just flows through time as if carried along by the inner pressure and necessity of time itself.  No note that sound wants to ever stop sounding!*  This is true of short and very short notes as well as long notes.  Every note wants its day basking in the sunshine of listener awareness.

Balance of sound between the hands:

A.B. is concerned that his left hand isn’t dexterous (sic) enough to balance with what the right hand is doing.  The only solution that he could think of was that he should practice the left hand alone until it is the way he wants it to be.  But I felt that there is no way of knowing what the left hand should sound like until it is heard together with the right hand.  The sounds of one hand color the contemporary sounds in the other hand.  There is no way of observing how the left hand will sound in ensemble with the other hand, when it sounds alone.

The balance of sounds between the hands has its mechanical side.  Imagine a point in space midway between the hands and on the  keyboard.  For the hands to sound balanced, everything having to do with one side of the body needs to be balanced with everything having to do with the other side of the body.  The imaginary point midway is the balance point to regulate the two sides.  Or you can think of it as the imaginary center of gravity of the two hands.  Sometimes it helps to imagine that it is the point at the center of gravity, and not the separate actions of the hands, that is going up and down to produce the sounds, and when you do this the sounds will occur absolutely simultaneously and in balance.   All this hands, without, or because of avoiding trying to do anything special to regulate one hand or the other.

Balance of sound within a single hand:

A.B. had to play an Alberti-like bass where the following notes are repeated in the left hand |: d3-fs3 a3 :|.  I said you will never know how to balance the a3 with the other two notes until you have already heard the a3 sounding with the other two notes – before you first play the a3.  This is “gestalt-ing” the chord (in this case d3-fs3-a3 or even a grander D major chord spread over many octaves).  Though time fragments it, the whole is nonetheless always there; both in your hand and in your ear.

Control of the fingers comes from further up the arm (who controls whom):

There was one place where B.A, said, no matter how he tried, he couldn’t balance a certain two notes.  They were a third apart, and were played together in the left hand.  My solution was eclipse what the individual fingers were trying by putting the hand into a loose ball or fist.   With the fingers thus neutralized in the presence of the entire hand, flex and un-flex the fingers, all ten at once.  Now, at this point, without any other  preparation or intent, play the third that is troubling you.

If the piano mechanism has a center in the torso and then has interconnected parts leading away from that center to a periphery at the fingertips, then the controller of each segment of that mechanism is the next segment closer to the center and further from the fingers.  When things are not coming out how you want, seek further up the arm (forearm, then elbow, then upper arm, then shoulder…).

Fusing the arms together – putting them into another plane of action:

To demonstrate to him that control of one part of the mechanism often lies in another location, and in particular how this principle applied to the behavior and activity of the hands and fingers, I had him fold his arms in front of his chest (right hand to the left and left hand to the right).  With the arms thus fused, and lying along a horizontal plane, take particular notice of the two elbows.  Gently and weightlessly transport the elbows to the keyboard, with the help of the leaning over the piano.  Now start moving the fused mass of the arms in a way that causes the elbows to push down random clusters if sounds on the piano.  Then, without further thought, without planning anything that your fingers are going to do, play the current passage in the piece.  The difference was striking.  The piece moved in a stately and even flow, which manifested the very flow of time itself.  Every note was subsumed in this inexorably moving flow that brought along with it every note – every note in its right place.

Fusing the arms together – so the hands act as one:

Another means to the same end, that of making the sounds cohere within the flow of time, is to have two hands move absolutely together as if fused, even if there is a separation in space between them.  Have them play random notes that imitate the feel of the rhythmic  coordination of the passage.  “But what about rests in one hand”, he asked.  There is no reason to stop the motion of the hands, though at one moment or another, one hand, though moving, does not produce a sound.

Where did your pinkie go?:

Sometimes your right pinkie, gets detached (figuratively speaking) from the rest of the hand and this causes it to play a note without good control over how it sounds.  Try placing your pinkie silently on the note it is to play.  Now see if, by using mostly the muscles in the pinkie, you can get your entire hand, and even your entire arm, to move around in space.  This will help reestablish an equilibrium between the pinkie and the rest of the hand.  And the entire hand will control how the pinkie makes it sounds.

The persistence of a chord:

Sometimes a chord (or even just a single note of a chord), that sounds at the beginning of a measure, wants to persist through the entire measure as if that measure was nothing more than a comment upon the existence and persistence of that chord.

* Unamuno, the Spanish writer and philosopher, in his book “The Tragic Sense of Life” refers to a passage in Spinoza in which the latter says something to this effect: every being, in that it is a being, strives to persist in its own being.  And that this is the essence of that being (to persist as such through time).

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