Monday, June 13, 2016

6. Turkish March

Fun song. Not taxing in the way of runs, except for the task of getting the pattern into my fingers' memory. But there are some fast appoggiaturas (in demisemis) that I need to execute with 123 in the right hand. Those took some practice. Coming up, too, are some broken octaves that I know will be hard, and I really should begin practising them sooner rather than later. So far I have learned first of the middle runs and the opening. I think I'll practise those broken octaves next.

This pic just looks like the notes are frolicking... doing a skateboard jump or something.





Sunday, April 24, 2016

5. On Wings of Song

Sightreading. Lots of arpeggios and octaves--even in octaves. See first pic. I usually sightread without pedal.



Saturday, April 16, 2016

4. Papillon (Butterfly)

This song was haaarrrd! In fact, is hard would be more accurate because I'm still working on it. Playing Edvard Grieg's Papillon, my fingers have to perform these weird contortions and the speed coupled with the long stretches (especially in the left hand) gives my joints a real workout. J. T. recommends some rubato, and whenever I listen to a recording of the piece, it's in the chromatic passages (as in photo above) that I always hear the rubato happening: it speeds up! So those parts become challenging on the fingers, too. (Actually, this recording is pretty amazing, because it's of Grieg himself playing Papillon in 1906!) Like Sonata in F Minor, though, once you get through the first section, the figures repeat either exactly or via transposition, so the text becomes easier to grasp. 

Here's a picture of the second section that forces the left hand to stretch (swing) to an eleventh! To be fair, the middle (or index) finger gets to act like an anchor/fulcrum to facilitate the stretch, but it's still an awfully long one. I recall Grieg's Waltz in the 4th grade book that required a similar long stretch--probably to a tenth, but still far for me because my fingers can only comfortably handle a ninth. 

This very difficult passage requires strange couplings of the fingers while executing fast, syncopated runs. Luckily the thumb is a strong finger and can easily whack out those accented notes, but the sensation of playing the accent on that beat (and so many in succession) is strange at first. I practised for a long time without the pedal because I wanted to get the passages as smooth as I could using pure technique. Adding the pedal really does improve the effect though, and I understand why it's part of the text. 

Below the right-hand syncopation happens again, this time a few notes higher up the keyboard (begins on C, where before it began on the G below.) It does something different just after where the picture cuts off. I'm still trying to figure it out.  


These runs are arpeggios in the left hand and chromatic-like scales in the right. They are beautiful. The second time around (below), they modulate back down to the original key and the bend in the melody just tugs at something inside me. It is pathos, and I love it! I think it might not be quite accurate to say the key changes at all throughout, though, as there's so much dissonance going on that it's hard to make a distinction between that and actual modulation. Either way, it's all nuanced and brill.
Then the text returns to its beginning, but with an octave in the left hand. It was once I got here that I realised I'd been playing F instead of F# the whole time. (Yike!) Luckily adjusting wasn't difficult because the shape of the hand was familiar from the first variation on that figure, which began in measure 4 on C#. (Whew!)

Here, a higher version of the initial phrase. Way up there at F#. But not as high as the final note of the song is low! Check out that finale. It happens on the lowest note of the keyboard. Bam!





My friend Jessica made a surreptitious recording of me practising. The phrase "fits and starts" accurately describes it, but here it is... for posterity.





3. Orientale

I used this as a sight-reading exercise. I guess I did that for the three songs that J. T. uses to ease us into the book. I was (and am!) still working on Sonata in F from the 4th grade book, so these that weren't so taxing to technique, I used to improve my still-weak sight-reading skills. I found that I was able to progress steadily through the text. Though I went slowly, I wasn't frustrated, and I consider that tremendous progress, as I usually face sight reading with trepidation and immense discomfort. The B major key signature wasn't too much of a hurdle.

Friday, February 26, 2016

2. Scherzo in B Flat

I used this piece (the Allegretto and Trio portions of which seem like two pieces) as sight reading exercises. I think these pieces, which sound jovial and robust, are much simpler than the book level. They were perhaps chosen to ease the student into the Fifth Grade Book without trepidation or intimidation. But when I started playing, it was clear that the technique wasn't really pushing my capabilities but lay well within them. So I sight-read a few times. 

These are great melodies though. I rather like Schubert. From Serenade through Valse Sentimentale up to now (and looking forward to his Impromptus), he has never failed to please. Too bad he died so young... ah Schubert and Keats, parallel tragic romantics.

1. Prelude in C Major

Yep, Fifth Grade book has begun (!), but I'm pretty much still straddling both this and the fourth grade, because February 28 has come and I'm still working on Beethoven's Sonata in F Minor!! This Bach piece is, I think, a bit easier than even John Thompson's version of Grade 5--but he always begins each book with an easier piece, I guess to ease the student into the grade. So I'm using this as a sight-reading exercise. Basically this pattern just repeats over and over. This is a song I've always wanted to learn, though. Perhaps I will memorize it one day. 

Wednesday, January 27, 2016

34. Theme from 6th Symphony (Pathetique)

This is a sight-reading exercise. The technical difficulty level is not that high, but it requires some sophistication regarding timing, since it is 5/4. I teach my students iambic pentameter, and I swear this time signature always makes me think of that. That's kind of what it is. I could set a Browning poem or Shakespeare sonnet to it, probably.