Tag: piano teacher

Shaping an Ostinato-like Section of Repeated Groups of Four Sixteenth Notes

S.E.’s lesson on 9/7/19: Rachmaninoff 3rd concerto. first movement: when the endless sixteenths begin after the first statement of the main theme.

There is a lot of “interlacing” of the hands. I don’t mean simultaneous interlacing, I mean within four consecutive sixteenths some may be with the left hand some may be with the right hand.

This requires laying down a foundation of groups of four clearly stated sixteenths, whose musical contour, crescendo and decrescendo, is always sculpted the same regardless of what the notes are and which hands are playing particular notes. I spoke the words “one two three four”  monotonously, over and over, as S. played through the passage.  This should be done prior to any attempt at phrasing. The one of the four should always sound like the first of a group of four. The two of the four should always sound the second of a group of four. Etc..  This establishes first an unyielding base, over which the more musical details can then flicker and modulate.

While doing this first phase it was noticeable to me exactly where his playing of a sixteenth note was not exactly together with my count.  At today’s session, this took place mostly with the placement of the two following upon the one, of the four sixteenth note groups.

As a way of ‘shading’ from the first stage (mechanically and
metronomically) to stage two, where music ideas played over that surface of rigid evenness, I started counting, not mechanically or in an uninvolved or apathetic tone of voice, as if it were my job, or duty, simply to count evenly, but with shaping, phrasing and expressivity in my voice. I made this  transition without abandoning the syllables “one”, “two”, “three”, “four”. I “rounded” each spoken four note group into a resonant, glittering shape. But rather than shape the phrase in response to inner meaning of each group of pitches, I was more at using a “one size fits all” (one shape fits all) method. My voice was full of emotional expression but it was as if each time I repeated the four syllables, it was less a repeat, but more at an attempt to perfect one, constant, musical shape.

Stage three is to let the two meanings blend, the more idealized emotional and structural content of each perfectly shaped group of four, and how each group different from the others in terms of musical meaning when one added the specific pitches Rachmaninoff chose. The most convenient analogy for what the result is, is seeing an early Italian Renaissance painting by a master, in which the body, for instance of the Virgin, is fully clothed, but the folds of the drapery of the clothes perfectly intimate the shape of the body beneath it.

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Emotional Expression; Changing from Flats to Sharps

CP’s lesson 8/29/19 “Claire de Lune”

C: Everything I do, both in general, and specifically at the piano I when practice, is rational, organized and methodological. This includes the fact that once I start something I must complete it regardless of the months it takes me.   Moreover, I’ve never noticed any emotional expression in my playing, and I feel it is a lack on my part.

J: Your contention about emotional expression is belied by the natural beauty of your sound quality, and how unerringly you hit just the right feeling-tone of the piece you are playing.

(C seemed pleased that I thought so)

J: So if you believe that the last mentioned traits exist in your playing,  where  do think they come from; how do you get them?*

C: I don’t know. Partially because I don’t know when I’m getting them.

J: Exactly! You are not supposed to know, because they do not come from a part of you that is identifiable with words.  If so, would you be OK if we use words like irrational or non-conscious, to signify why you cannot tell  precisely where they come from within yourself. A bigger question: is it OK with you to have these two contrasting natures in yourself: one organized, under your control, and available to consciousness, the other, just as potent, but uncontrollable because inaccessible to your conscious or rational mind?

(She always knew about the organized one but had been very concerned that might not have the other. She was pleased to know she did have it, as well)

J: These two do not necessarily have to contradict each other or conflict with each other. Any conflict we sense comes from the rational side of our selves, when we try to define one in the terms of the other. In truth, each can amplify and encourage the other.

(She described an analogous situation in her life)

C: In my business life I frequently have to get to understand the
inner workings and organization of a large, international company.
The task seems daunting. There are too many interconnecting parts,
each pair seeming to interrelate in its own way and according to its
own customs. However, given enough time, I find that I begin to
grasp the whole and the parts.

J: My guess is that the foundational work you did was largely rational, but the insight that eventually came about how the company, despite its many parts, worked as an organic unity, came unexpectedly and was not directly
caused by its conscious antecedents in time. Again, we do not know from where this insight comes from, but it represents a direct intuition of the companies inner, organic unity.

In Claire de Lune there is a moment when the key signature changes
abruptly from five flats to four sharps. C. says this change causes
her great difficulty.

Here began a diagnosis.

1) I picked a passage in the flats section: in your imagination, rather than thinking about the key signature, just put, in your imagination, a flat sign in front of each and every note in the score. Note that this produces a somewhat different sequence of notes than what Debussy wrote.  C had little trouble doing this.

2A) Then we picked a passage in the sharps section. Now do the same thing again, only with sharps.  Put an imaginary sharp sign in front of every note you see in the passage and don’t think any longer about key signatures.  This too, though producing a passage that sounded different than the piece she was used to, offered her no difficulty.

2B) Play the same passage again as in #2A, but this time, in your imagination, put a flat sign rather than a sharp sign in front of every note. She had little little difficulty doing this.

Just so you know, all of these three things are much harder to do than play the score as written. So you have all the mental equipment necessary to  make a successful shift from flats to sharps.  Yet it is still giving you trouble.  We must explore further.

She said: the confusion occurs at the moment it changes key. It’s barely marked in the score. I’ve gotten so used to being in the flats for the last few pages,  I need just as long a period to get used to the sharps.

I said: this is very useful.  It’s time for me to ask a stupid question.  Do you start practicing the piece starting from the change of key, or do you usually start at the beginning of the piece?

She: the latter.  Remember, once I start something I have to see it through the end.

I think you have just diagnosed your problem as well as solved having found the solution to the problem.  Simply get in the habit of sometimes starting your practicing from the beginning of the sharp section until you are used to that part as you are to the opening section.

An aside.

She asked me how I handle this sort of situation. I said: it’s probably different for a professional musician, and different from one professional to the next.  Here is a part of my process  in handling keys and changes of key  that had remained unconscious to me for many years, but which after starting teaching others, became more accessible to my consciousness.

Here is a simple example.  I encounter a piece in G Major.  One sharp.  F  sharp.  I am sight reading the piece.  I come, in the score to an “F”.  It  genuinely does not look like an F.   It looks like something else: it looks like  an F-sharp.  There is nothing in the vicinity of the note on the page to cause   it to look any different.   But nothing you can say to me, will change the  impression that it looks different than an F natural.  There is little my mind can do to make it look again like an F and not an F#.  It is as if its printed in a  different color.   It produces a different emotional state in my mind.  It is  as if the # sign was printed just left of the note.

That indicates how a strongly I am affected from the start by hearing the  piece sound in the key of G major.  It is the obvious presence to my ear that we are in a tonal world known as “G Major”, and how that affects every note  in the piece, not just F#.

* With certain students I do teach things like being musical, understanding that inner thing-in-itself of the music.  I am surprisingly successful in doing this.  But when I have a student in front of me who does these  naturally, the worst thing I can do is make them aware of it in a way that includes how I think they are achieving it.

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Flow, Versus a Sequence of Separate Notes

H.P’s lesson on 8/13/19 Menuet from Ravel: Tombeau de Couperin

Joe: “Our recent work has focused on flow versus the pointillism of
notes.  As we go on today, let’s use two very restricted definitions of
these two terms, ‘Notes’ will simply mean knowing what notes to play
at the next moment and ‘flow’ will simply mean getting to those notes
from the preceding notes without even the most minimal of hesitation.

For many pianists it is a long held view that they must master the
“notes” before attempting the musical qualities of the piece, the
latter of which includes the manner of flow of the sounds through
time.

Depending on the student I have been known to reject this premise on the ground that unless the musical qualities of a piece enter into our intuition of the piece at the beginning of the learning process, by the time the pianist masters the notes, the musical characteristics of the piece have suffered from neglect to the point that it is now hard to install or instill this musicality into the slow setting cement of the notes only.

What I am pleased to notice is how lately you have been working from “both ends at once,”  gains in note accuracy are bootstrapping gains in musical flow, while at the same time working for the flow is bootstrapping note  accuracy. You have found a way to working simultaneously for both goals, and thereby leaving the question of “which came first, the music or the notes”, into the category of similar questions like “which came first the chicken or the egg.”

About a third of the way into the lesson we focused on the middle section of the movement and in particular who to connect one chord with another  without any break in the flow of the sound.  Joe: “we must make ourselves take responsibility for never allowing any a break in the sound flow. What I  am hearing when you play this passage are periodic, brief  hesitations  before continuing on to the next chord.. You seem to exert a lot of focus and  energy on playing a group of chords with good continuity of sound, but  then  need to take a pause to recharge your batteries.  It is as if to say: “I’ve  been working very hard, physically and mentally,  through these last few  chords, I need a break.”

When we take that pause, we push the question of the flow temporarily out of our consciousness and awareness. We do not notice that we are pausing.  It exists in a momentary blind (sic) spot brought on by fatigue.  The question is whether the listener hears the pause, notices that we are   momentarily clinging to the current notes before going on to the next  notes.

The answer is that they always know though in different ways and to different conscious degrees. Some not only hear the pause but are upset at  the application of the brakes to the flow, and have a difficulty in  reestablishing their attention afterwards. For others the reaction is more  subconscious. For some reason, of which they are not aware, there is a  slackening in their attention to the music, which just happens to occur at  the same point in the score where the pianist has broken the flow.  For some  the reaction is even less actively conscious.  They will not notice the  hesitation in any way as it happens, but further on in the piece they notice that their emotional reaction to the music has taken a negative turn.  They will ascribe this to either the piece itself, or their inability to listen  sensitively to the music.

The pianist’s ears must always be on “sentry duty”, otherwise it increases the likelihood that they will not notice  deviations from the constancy of the  sound flow. When this happens the sound flow can become distorted.   knowing and being on alert is the best way to prevent something happening in the first place.

Some necessary connections will always seem un-doable to us; just beyond the realm of the possible, as will some of the chord connections in this middle section.  Without going into the specific physical procedures to make these connections easy (something which usually forms a large segment of my teaching), it may be enough simply to say to yourself “I must do this”, “there is no option but that it has to happen smoothly”. And if we leave ourselves no way out, the body discovers the solution for itself, without conscious awareness by us of the how.  Most of us when practicing a difficult group of notes will suddenly play it once the way we want it to sound.   We also have experienced that trying to repeat this success often fails.  We don’t learn the right way through repetition.  Nonetheless we should pause after the successful rendition and absorb the very important fact that we are capable of doing it.  It may be too early in the learning process to be able to reproduce it whenever we want.  The one success is enough, however, to open the path to a confident discovery of the recipe for the solution.  I can try to accelerate this progress by explaining or demonstrating to the pianist what things were happening physically when it came out correctly.   The problem with any explanation though is that regardless of the teacher, some part of the solution remains unconscious to that particular teacher, and is therefore left out of the explanation.

A timely aside:

There is a peculiar blending of time tenses that occurs when we try to maintain the flow of the sound through obstacles in its path. When we are about to play a challenging connection, we should, at the same moment, already be hearing that connection happening, and furthermore, evaluating whether it happened without any signs of interruption. Looking at this a little more closely, the present tense is transmuted, in part, to the past tense (if our imagination is already hearing it). The immediate future is prematurely transmuted into part of the present tense. And the somewhat less immediate future (as we evaluate or notice that it flowed well) is made part of a bloated present tense. Beyond this I can only say that this weird stew of time tenses it is one of the fundamental mysteries of time in the consciousness of the performing musician.

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A Cluster of Thoughts

#1

Getting lost in a large group of notes beamed together

When more than four notes are beamed together, it is difficult for
some pianists to keep their eye focused on each note of the group,
especially the notes that lie somewhere in the middle of the group.

Exercise for the eye alone:

Take any such group. Perhaps six or more notes sharing the same beam. Without playing any of the notes, see if the eye can parse through the group without loosing their place. It may be helpful to say:

“Now my eye is on the first of the six notes.”   “Now my eye is on the second of the six notes.”   The third, and so on.

If the eye gets confused it will tend to be starting around the fourth note.

It is helpful to mentally divide the group into two parts, and then gradually  change the point of division.  “Push” to left all the notes left of the the note we are currently looking at.  “Push” to the right all the notes, starting with the current note and going through the end of the group. It is like a Mel Brooks version of the exodus, in which Moses chooses a spot to part the Red Sea, then changes his mind and parts it a bit further downstream, and still not satisfied continues parting it further and further downstream.

The reason for doing this exercise with the eye only, and without
playing or sounding the notes, is because it is sometimes helpful to take apart what the eye does from what the playing mechanism does.  Otherwise there is numerous semi-conscious cross-influences between the two.   Unless the pianist is still a beginner, the physical and the visual automatically fuse together so that it is very difficult and misleading to try to determine what the playing mechanism is doing from what the eyes are doing. Or, to put it in a more East Coast way: it would be like driving through the Lincoln Tunnel from Jersey to Manhattan, and after a while, loosing a specific geographical sense of how into the tunnel we’ve already gone and much is left to go, based solely on the visual appearance of
the tunnel without switching to a reliance on our sense of how much time duration has passed since we entered the tunnel.

#2

JM’s lesson 8/2/19 on Debussy’s “Soiree en Grenade”.  It helps to know that JM has a small hand.

A sudden jump in the left hand without loosing the continuity of a
melody.

Somewhat late in the piece there is a measure where the pianist’s left hand needs to go with alacrity from the single note e1 to the octave a3-a4. How do we execute such a leap without loosing the flow of sounds.

One thing that helps in such a case is to focus on the fact that no matter where on the keyboard the E is, and where on the keyboard the A’s are, E going up a fourth to an A. It doesn’t matter how many octaves intervene or whether there are multiple E’s and A’s.

Now, play the following series of 4-note groups:

e1 a1 gs1 fs1
e1 a2 gs1 fs2
e1 a3 gs3 fs3
e1 a4 gs4 fs4

Focus on just what feels and sounds identical in all four cases. If they feel or sound different in any way, you are still conscious of certain differences and you want to make these differences become unconscious.  The objective was for J.M. is to feel that she was playing exactly the same thing all four times: focusing on only one type of difference and ignoring all others. Everything but the names of the notes E A G# F# in their most abstract form – without position in one octave or another in the keyboard, have vanished from consciousness, including  any physical sensation having to do with left- right motion on the keyboard (except a rise of five half steps).  Also ignore any sound information to the ears about change of octave range.  An E, for  instance, should sound like an E no matter where it is located on the  keyboard or what other instrument is playing it. An E is an E is an E (apologies to Gertrude Stein).  And the same for A.

The only thing  that is kept in mind physically is the fact that the E
lies on the right side of the clump of two black notes and the A lies
in the middle left of the clump of three black notes. Even when
changing octave, that should be the only thing remaining in consciousness.

The only that is kept in mind sonically, among all the other sound
data coming into the ear, is that A (anywhere on the keyboard) sounds a “perfect fourth” higher than an E, no matter how far the E is from the A on the keyboard. It should never sound like an eleventh for instance.

.

Here is another example in the same piece of a sudden jump in the left hand that cannot interrupt the fluidity of the sound motion.

It is located in the score not far from the previous example. It involves Jumping in the left hand from some low sounds to a four note B minor chord (b4-d5-fs5-b5) in the treble.

We began by focusing on just the B minor chord.

Play b4 with the left pinkie several times in a row and play the last one in the series longer than the ones leading up to it.

Now play the b4 and d5 together – several times in a row holding on to the last one longer than the preceding ones.    This last iteration helps the notes to “settle in”.  Play the two notes with the fingers that you will use when you eventually play all four notes in the chord simultaneously.

The same for b4-d5-fs5.

The same for b4-d5-fs5-b5.

Approached this way, through gradual addition, you end up with a balanced four note chord, played without a forced, overstretched or awkward hand position.

If you look closely at the hand as you play this exercise, you should notice that each time one more note is added,  the entire hand automatically assumes a different overall shape.  Part and parcel of this change in the whole hand, is that a single finger, especially one that is used used in more than one stage of the exercise, will be curved differently, angled differently, and aligns itself with its note differently.

To transfer the benefit of this exercise into the performance of the passage, imagine that the hand is going through all these four stages, one at a time, in order, in the short amount of time while the left hand is moving from the bass to the treble.  Finish the fourth (the last) stage before acting to sound the chord.

#3

Four-hands: as a way of inspiring a student

Four-hands can give a student a new motive to practice. In part it’s due to  our working together rather than alone: learning together, sight reading yogether, solving things together, trying things out together. When practicing on his own he often gets to a point with a new piece where he no longer notices a return in improvement that is proportional with the time he is investing in practicing.   And he gives up on the piece.  When we play together, no matter how many mistakes happen, he is suddenly transported  to a state that is much closer to how we wishes the piece could sound.

#4

Accompaniment and melody.

S.B. Chopin: D-flat major Nocturne

The Nocturne begins with the left hand alone.  The right hand has not yet come in with the melody.  She finds it difficult to get the first measure to sound as she would like it to sound.

All it took to bring the left hand to life without the right hand, was to copy and paste the right hand melody from measure two into measure one.  The left hand now knows instinctively what to do.   It relies of the synthesis, both physically and sound-wise, of the two hands.  What had been missing, when she originally played the left hand alone, was a clear intimation of what was going to happen next: that the left hand knew already what it would need to do to fit in exactly with the immanent melody.

#5

Richness of the sound: spongey fingers

S.B. Chopin: F# Major Nocturne

She couldn’t get the melody to sound how she wanted.

I made a radical suggestion to her: depress each as slowly as you can, so slow that, you shouldn’t be able to produce a sound when you reach the bottom of the key dip. It’s not that you should play exactly like that, it is more in the nature of a countermeasure to balance out a chronic stiffness and tension in your fingers. Imagine a continuous spectrum from the most stiff hand to the most flaccid hand.  You have been dwelling near the stiff end of that spectrum. We want to do something to offset that extreme position, using a restorative measure exerted in the opposite direction along the spectrum.  When this is combined with the propensity for stiffness you will reach a balanced point at the middle of the spectrum – not too stiff, not too flaccid.

She tried it. The results where soulful, rich, resonant sounds, and
not as she had anticipated: that there would be no sound at all. “Oh — I think this can be life-changing!”

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A Chopin Nocturne; the Boundary Between Heard and Imagined Sound

S.B.’s lesson on 7/11/19: Chopin: Nocturne in C Minor, Op. 48 / 1.

#1. Beginning

The piece begins with two solitary c-s (c2-c3). A beat later C is joined by other notes belonging to a C Minor chord. At what point do we begin to hear or sense the full C Minor chord? We may think that one beat is not a long time. That very soon after we play c2, any ambiguity as to identity of the harmony during the first half of the measure will disappear, as the hands complete the C Minor chord on the second beat. But subjectively that first beat can last a long time. Either the pianist, or the listener already quite familiar with the piece, must imagine the rest of the C Minor chord sounding (c2–g3-ef4-g4–g5) before the second beat arrives, while only the C naturals on the first beat are still in the outer ear.

The same applies for all the other half measures in the opening. The pianist should have a pre-vision (sic) – a “pre-audition” – of the full chord in their imagination, as if it is already fully sounding into their outer ear. One of the most subtle and masterly things a pianist works with when constructing with sound is the middle ground between heard and imagined sound. Memory and anticipation are always weaving together in the consciousness of duration in time. The boundary between the two should not be fixed and definite, but blurred. What the pianist imagines has a tangible effect on what the listener thinks they are hearing.

#2. Things that can spoil a legato in a long phrase.

The first phrase is four measures long. There are several places within it where it requires increased additional focus to keep the sense of legato flow alive.

A. Measure one and the first half of measure two

The presence of a rest can indicate two very different things. One
is to force a break in a melody: to consider something as being two
separate things rather than one continuous thing. The other is to
increase the sense of connection in the melody by having to overcome
an obstacle or gap that has been superimposed upon the melody. It is
like the electric charge crossing the gap in a spark plug. It is like
water building up behind a dam. A pressure, or force, builds up
behind the stoppage of the first note which makes going on to the next
note even more inevitable and accomplished with greater momentum.

B. The first two notes in measure two

The g5 comes in as a quarter note but starts on the and of one. If
you think of this quarter note as two eighth notes tied together, the
easiest place to loose the legato is as the first half of the quarter
note ties over the end of beat one into the first part of beat two.
It is in effect a tie to connect two beats. The force of the flow of
that sound has to spill over the boundary between the two beats. It
is not enough to hear one note, but as if that note began a sudden
crescendo just prior to its second half. It is the rhythm and the
meter that forces this imaginary crescendo upon the otherwise formless
sound that lasts two eighth notes.

C. The tied d5 in measure two going to the ef5.

Immediately after the imaginary crescendo during the first d5 in
measure two, we encounter another situation which can attenuate a
continuous legato. It occurs when a relatively long note is followed
by a relatively short note. In this case the first d5 of the measure
is the longer note, lasting for three sixteenths, and the following
ef5 not only is one sixteenth long, but it also comes in after a tie. A
double whammy.

We normally rely on there being enough resonance left to a note to
effect a soldering of one note in a legato to the next. Otherwise the
sudden change from the end of a longer note. which has already
decayed, to the sudden attack of the next note sounds too much like an
sudden accent and defeats the attempt at the legato. To overcome this
difficulty, the pianist’s ear must track the full duration of the
longer note, instant to instant and, in their imagination, sustain
(prop up) the loudness of the note so as to counterbalance the
decrescendo of the decay. Then they must connect this heightened form
of the end of this note not to the attack of the following note but
the level of sound the next note will have a moment after the attack.
Even when it is just a short note.

D. The repeated c5-s in measure three.

When playing the same note several times in row, do we let the legato
come solely from the pedal? Or do we use the more cumbersome but
elegant way of controlling the key dip and not resorting to the pedal.
Or perhaps some of both? This is the pianist’s decision. The purer
legato is always attained by manipulating the key in question so that
at the instant that the key is released, and a minimal fraction of
inch before it reaches the top of the key dip, the arm is already
overriding the upward motion of the key with a strong downward force
to send the key down again.

E. The g4 in measure four going to the the grace note bf4.

This falls under the heading of a relatively longer note going to a relatively shorter note (see letter ‘C’ above). Pianists will often inadvertently make the legato connection occur from between the note before the grace note to the note to which the grace then goes to. The more sublime legato connection is from the note before to the grace note itself, in spite of its very short duration.

#3. Other things contributing to maintaining constancy of flow in the piece.

A.

The way the pianist releases a chord unintentionally affect the way they
attack of the next chord. Thus, when playing the chords on the offbeats in beginning of the piece, don’t “telegraph” the release of the left hand chords into the attack that started the same chord.  Regardless of the duration the pianist wishes to hold these chords (some editions show them staccato) there should be two physically dissimilar gestures, one for the attack, one for the release, with a stasis in between them.

B.

The middle section of the Nocturne, where a series of wide chords is
arpeggiated from one hand into the other. The broken chord is
difficult, regardless of the distances between the notes and fingers,
if the chord is first rendered as a melody of single notes, starting
with the bottom note written in the left hand for that chord, and
ascending leisurely a pitch at a time until finishing the melody with
the highest note of the chord that is written in the right hand. The
pedal can be kept down. The finger that has just played one of the
notes can come off that note the moment the next finger has started
its note. This discourages over-stretching the hand when the melody
is turned back into a chord.

C. The section with double octaves.

S.B. has a small hand and was reluctant to learn the piece.

She pointed out that her fingers are hyper-flexible. Watching her
carefully as she played the octaves, I found myself wanting to say, for
the first time to a student, “You may want to not use all  that flexibility.”

I called her attention to the shape of her hand and wrist when playing
an octave, in particular along the length of the fingers and a projection of that axis through the hand and wrist. Her wrist was elevated. The third knuckles of her fingers were at a lower altitude in comparison to the wrist, but because the third knuckles hyperextended to a strong degree her second knuckles were at a much higher altitude than the third knuckles.

I suggested that this contour had innate disadvantages when seeking the greatest extension between the fingers without inducing tension. That without coercing anything, she could encourage a shape from wrist to fingers that was more in the spirit of being like, or in the direction of a
straight angle. To coax her hand into that shape, she could rest the
three middle fingers on the surfaces of random keys lying in between
the pinky note and the thumb.

This improved the sound of her octaves, as well as their quality of
resonance, evenness, and her alacrity in changing from one octave to
the next.*

* Often when I said I noticed a difference she did not. Sometimes it
wasn’t so much that she didn’t notice the improvement, but that the
improvement was short of her ultimate goal and desire. This time
however, she smiled and said, “Oh, that was much better, and much
easier too”.

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