“Music is a moral law. It gives a soul to the universe, wings to the mind, flight to the imagination, a charm to sadness, and life to everything. It is the essence of order, and leads to all that is good, just and beautiful, of which it is the invisible, but nevertheless dazzling, passionate, and eternal form.”
Plato

Thursday, March 30, 2017

Bach's A Minor English Suite: Oh, No! Three Separate Lines

     My student brought the prelude to Bach's A
J.S. Bach
Minor English Suite, which he played quite fluently and with excellent understanding of the style. He knows not to accept "just okay" technically, because he knows complete ease is possible. So, he asked me about measure nineteen, where the bass note is held while the tenor rambles about in the same hand. Although he could play the notes so that they sounded just fine, he felt constricted. Clever lad that he is, he asked about the rotation.

Bach A Minor English Suite, M 19 Prelude, Rotation
     Remember, forearm rotation is only an underlying tool. The concept sometimes confuses and confounds the uninitiated, especially absent an in-person demonstration. In this case, feeling the difference between single and double rotation can help to unlock the hand where it feels constricted. Admittedly, this example is a somewhat small point, but working in the rotation here can have a profound result elsewhere.
     Notice the angled arrows in the example. The angle indicates the direction from which the finger strikes the key. Since the fifth finger remains in place, the rotation can't be very exaggerated. This is fine, because we always want tiny movements for speed anyway. Where there are consecutive arrows in the same direction, the movement is called a double rotation, rotating both to and from a note. When the music changes direction with each note, the movement is called single rotation. This is what most pianists think of when forearm rotation is mentioned; it is what occurs in an Alberti bass figure or a trill. (For more on forearm rotation and other issues, see Piano Technique Demystified: Insights into Problem Solving.)
     What happens here, then, in measure nineteen, is a release of tension in the left hand, slight though it may be, by allowing the rotation its freedom. The result is an avoidance of finger isolation.
There's more to it than spinning.
      It turned out, though, that there was also a coordination issue in my student's approach. We pianists learn from day one to spin a musical line beautifully to the right. This is good. But what if we have two or more lines that crave spinning beautifully to the right. What then?
     Ah. I'm glad you asked. We have to ween ourselves from the horizontal and consider the vertical. That is, what happens at points (as in counterpoints) where the voices come together. Here, if there is a coordination issue, we have to feel the combined downs, the verticalness as indicated but he doubled-headed arrows in the example.
Bach A Minor English Suite, M 19 Prelude, Verticalness

          Practice stopping on each eighth and notice which two fingers are partnered. Feel the down into the keys in each hand. My teacher used to say, 
"Dear, the piano is down. We only come up in order to go down again." Say the finger numbers numbers aloud. Notice how the pairs change. I know it seems silly, but do it. It works. (For more on coordination in contrapuntal music, see Demystifying Bach at the Piano: Problem Solving in the Inventions and Sinfonias.)

Sunday, March 26, 2017

How is Schumann's Fantasy Like Beethoven's Sonata Op. 111?

   
Robert Schumann
My very advanced student brought the first movement of Schumann's Fantasy, Op. 17. He played rather convincingly, if a bit overwrought for my taste. That is, he had in mind that this

is a 'big' piece. Well, yes, it covers a lot of emotional ground, but sometimes, as in the opening, it's only forte strings with no brass doublings.
     His question for me, though, had to do with discomfort on the second page where the second violins play trills against the first violins' descending melody notes. This became a technical challenge for him:
As Written
     I told him to reference the penultimate page of Beethoven's Sonata Op. 111, where a similar confusion of voices and trills encumber the unsuspecting pianist. The Schumann example is played:
As Played
     Once the coordination between the voices in the right hand has been solved and coordinated with the left hand, the thirty-second-note trills can relax a bit, if desired.
     I leave it to you, gentle reader, to solve Beethoven, armed now as you are with the technical tools.

Sunday, March 12, 2017

Kabalevsky's Sonatina, Op. 13, No. 1: A technical Detail

     
 
Dimitri Kavalevsky
    

     My adult student brought this familiar foray into classical style a la the 20th century. He stumbled often, but not always, at the two scale passages, G minor as shown here (Ex. 1), and the same passage on C minor a few measures later. Notice that nothing could be more innocent harmonically: a G minor scale over a first-inversion arpeggio, also G minor: 
Kabalevsky Sonatina, Op. 13, No. 1, Third Movement
Reliable fluency, however, eluded my student. So, we set out to solve this mystery.

     Two issues are in play here: the musical objective and the
technical means. I know, I know. What else is new? I point this out because my student fell victim to the musical objective as indicated in the score, trying for a whoosh without feeling the milestones along the way. 

 Step one is to notice which fingers of each hand partner and encourage them to cooperate by feeling a down together. Do this very slowly. (I've indicated these fingerings in Ex. 2.) Feel these pairs first on each eighth. Then, moving on to step two, feel the pairs on each quarter—still very slowly. Then comes the crucial third step: Notice the pair of fingers on the downbeat of measure two. Aha! This is not the beginning of the scale. Feel a secure starting place here. Gradually work up the tempo feeling, though not necessarily hearing, the pulses. Go ahead. Try it. It's fun.
     I'm happy to report that my student was able to solve the issues in the lesson. I sent him home, though, having elicited a promise that he will continue to practice along the same lines.