Tag: beginner piano

More Beautiful Sounding Octaves: for the Medium-Size Hand

When I play octaves, there is a tendency, at least in my-sized hand, to have the pinkie and the thumb move towards each other when contact the keys.  But it is worth sometimes practicing in way so that the tip of the pinkie as well as that of the thumb should move in a line along the longitude of their key.  This requires my attention, because the hand is already spread for the octave, and the first and fifth fingers moving slightly towards each other happens naturally.  Especially for the thumb it is a more natural movement.  So, just once in a while, practice octaves so that those fingers move in a plane so that they go directly and horizontally towards the body in an extension of the longitude of their keys.

The muscles needed to move the thumb and pinkie in this direction move in these constrained directions require first, in the case of the right pinkie, an extreme flexion of the third knuckle, down and aimed to the right as it moves in the direction of the body, aided also somewhat by a flexion in the right side of the wrist.  In the case of the right thumb it should practice its motion by slowly tracing  over an imaginary straight line extending beyond the lip the key aimed towards the body.  The third knuckle, where it attaches to the wrist, is prominent in keeping the thumb congruent with this line.  As the motion is made the thumb is always compensating for the desire to move outwards and away from the second finger.

 

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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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