Welcome to my blog!
A reminder that these blog entries are not ‘timely.’ They do not address issues that relate to the present news of the world. They address perennial issues faced by most pianists when striving to excel in their playing. I encourage you to search through the posts to find the ones that will yield the greatest benefit to you.
You can also use this list of all blog posts in order of keyword, which you can also sort by title.
You are also welcome to contact me to suggest a topic that you would like to see appear on the site, or ask questions or comment below each entry. Enjoy!
March 24, 2019
B.A.’s Lesson on 3/21/19
His piece: Mozart: Adagio In B Minor:
March 18, 2019
Brahms: Intermezzo: Op 116 No. 4 in E Major
Often in a well constructed piece, the meaning of something lies in how it stands out in contrast, or in relief, to something else. Much of this has to do with memory, and what the listener may expect to hear at a certain time.
March 17, 2019
Diagnosing the cause of note reading difficulties in beginners.
Pointing to a measure in the music score, or even just a single note from either clef, and asking the student to draw on paper what they see on the page is often the fastest and most direct way to see how the student’s brain is perceiving what they see when looking at the music score.
March 16, 2019
Playing with Authority:
C.P told me at our last lesson: I am very soft spoken in my private life, and in my business life. I am habitually quiet, but you have given me permission to speak out more, even though it is at the piano. I can make more sound and command more attention. Maybe it’s safer to do it on the piano first, but nonetheless it an exciting change.
March 12, 2019
#1. Key Signatures
Some advanced students have trouble changing from one key signature to another, even when they are finished playing one piece and are starting to play another. The previous sharps and/or flats in the previous piece’s key signature “bleed over”, or persist into the next piece. For this type of student it is not enough to suggest that they practice scales and get to know key signatures. One has to reach back further in time to re-build conscious awareness of keys. Using just one hand, and just one finger from the hand, have the student play, very slowly, one octave’s worth of a scale. As each note is played the student should say out loud the name of the note being played. This has less to do with teaching the hand what notes are in the scale and was more about raising to a high state of conscious awareness the “name” of each note.