Tag: master teacher
Can You Bring Two Things Out at Once? Guiding the Listener
An advanced student with superior musicianship said at their lesson “I want to hear this passage in a certain way and part of this way is to have certain things stand out in particular. However I can’t succeed bringing them out; or at least not just the things I want to bring out.”
Number one: you haven’t leveled the playing field so that the notes that you don’t want to bring out are uniformly softer than the notes you do want to bring out. The reason they are not so, is that often you have specific but varying desires as to how loud each of these ‘background’ notes should be. You are musical, so you have specific intentions regarding each stratum of what you are playing simultaneously.
Now, in piano playing it is generally very difficult to “bring out” two different things at once, because what you do to direct attention to one is occluded in the listener’s ear by what you are doing to pay attention to the other. “Too many cooks spoil …” It is not impossible to succeed in having the listener be more aware of two things at once, when there are more than two things to choose from – it’s just very difficult. If the ‘things’ we are talking about are individual voices amid tonal polyphony, then succeeding relies less on different (or similar) degrees of loudness assigned to each of two voices. Then, it is a matter of lending an individual character to each of the two voices.
The safer course is to prioritize only one among the things you want to bring out and always direct the listener’s ear in that direction. The listener needs a clear road map as to what to listen to. The most reliable course is keeping all but the desired voice in the shade.
P.S. Once, at a masterclass, someone was playing the development section of the first movement of the Brahms second piano sonata (Op. 2). Her listeners were confused as to what was going on to the music. I asked her to explain in words ‘what was going on in the piece at that point’. She gave a brilliant verbal analysis. I then asked her whether she thought her listeners were hearing (or “getting”) all the things she just described. She assumed the answer was that they did. The listeners objected that they did not, and had no idea that the things she had mentioned were actually happening. “But they are so obvious,” she said.
Then I proposed a new tactic. Pretend the listeners are in a state of perfect nescience, or ideal ignorance. Unless you go out of your way to point something out to them, to exaggerate it, they will not recognize that that thing is happening (they will not recognize for instance that there is a series of sevenths each resolving to a sixth according to a standard species of counterpoint). So she went into the modality of lecturing about the music by playing it. Now her listeners all said, “We hear it now; we get what is going on in this development section.”
The conclusion is that sometimes, no matter the quality of the audience, sometimes you have to play things as if you are saying: “What don’t you get! Don’t you hear these things that are happening in the music?! Can I make it any more obvious? I’m already exaggerating it as it is.”