Teaching Piano: What Should Teachers Know?

  

   

In a piano forum on teaching, the question came up as to how much pianistic skill a teacher should have. Should the teacher be able to demonstrate any piece the student brings? Alas, I jumped in feet first, which is not easy with one foot in mouth, and declared if the teacher can't demonstrate, the student should ask for his money back. In retrospect, this does seem a bit harsh. Still, I have to ask, what is the reasonable expectation of the inquiring student.

    Should the teacher be able to play at performance level all of the teaching repertoire? Especially as the repertoire becomes more and more challenging? Certainly at the elementary and intermediate levels the teacher should be able to demo the material, at least in fragments. At the advanced level, though, should the teacher present only repertoire he has himself studied, perhaps performed? Sticky question. In my experience I have noticed that it is possible to be an effective teacher at the elementary and intermediate levels without being a concert pianist. Many of my university students came to me from non-performing teachers. The operative issue at any level is whether the teacher can explain or demonstrate technical and musical issues as they arise.

    So, in order to earn the right to keep the fee, we teachers arm ourselves with information. We know how to observe a good hand position, one in which the wrist is like a bridge between the hand and forearm. We know to watch for occasions in which the student stretches to an extreme in order to oblige the printed page, when in fact that is unnecessary and potentially harmful. (The score tells us how the music sounds, not how it feels in

our hands.) We notice when the student stumbles and, instead of advising only to practice slowly or in rhythms, look underneath the hood and decide what mechanism isn't working. (Is this the best fingering? Is the arm behind each finger as it plays? Is the thumb-crossing understood? Can the notes be grouped or shaped more efficiently?)

    Demonstrations are great and can be an inspiration to the student. My undergraduate teacher, Muriel Kerr, was an outstanding artist and when she demonstrated a passage, it inspired me to head for the practice room. But she didn't have the technical information on the tip of her tongue that I sometimes craved. She had been a child prodigy and likely didn't really know how she did it. So, demonstration alone is not the answer either. If there must be a choice, I'll take information over demonstration any day. Both together, though, well in that case we deserve double the fee.

    

    

Piano Scales: Fixing the Potholes

     A student writes: "I have noticed that if (during practice) scales or runs begin to feel a bit uneven or bumpy, this can often be corrected by playing the scale or run up and down four octaves at a moderate tempo while randomly stopping momentarily just before playing a particular note (i.e. stopping short and then continuing without any preconceived pattern in mind). The “stopped” finger (the one that would play next) is held back from playing for a quarter-note rest, and then I continue on for a few more notes before stopping again with another finger, etc."
     "My best guess," he continues, "is that the sudden stopping of a finger and then releasing it has the effect of contracting and then releasing opposing muscles that I was allowing to tense up.  This random-stoppage approach seems to add something to the rag-doll relaxation-and-shake-out approach to creeping tension."

Walking from note to note.

     Without seeing what he is doing, it is difficult to diagnose the unevenness of his scales. What he describes as a remedy strikes me as arbitrary and perhaps less reasonable than examining underlying causes. 
        Usually, "bumpiness" is the result of a misunderstanding of how the thumb works while crossing. When anticipating a thumb crossing, allow the thumb to hang—yes, hang—behind the next finger. It should hang more or less behind the finger that is playing. Also, he should allow the forearm to move at an angle behind the playing finger in the direction of the music. This puts the playing apparatus in a perfect position to play the thumb rotationally. (Select the tab "Demo" above and choose "Forearm Rotation" for a demonstration.)
     But first, he should make sure that he is really completing each note of the scale before going on to the next. This is an opportunity to review basic forearm rotation. If the weight of the forearm is really transferred to each note as if walking, and if his fingers are each "at rest" at the bottom of the key, evenness should come easily. Feel the rotation a little exaggerated at first, but then in speed don't think of it at all. I know, this is what confuses a lot of people. In speed we rely more on shaping and the "memory" of the sensation of completing each note.

     There are video demos under the iDemo tab above. For more on this and other topics have a look at:

                         Piano Technique Demystified

Voicing the Melody in Beethoven's Pathetique: Playing in the Sand

   In a recent piano class, I worked with a student on a performance of Beethoven's 'Pathetique' sonata, second movement. She was capable of producing an agreeable singing sound, though her attention seemed to be focused on the obsure, particularly in the opening measures. Or perhaps her attention, that is, her ear, was not focused at all. We heard in her performance a very nice rendering of the viola part, the accompanying sixteenth-notes. Yes, really. Nothing against the viola, but I'm almost positive that Beethoven meant for the first violin to dominate.

     I decided to use the occasion to talk about voicing chords, although there is another solution that is quite workable and perhaps more practical for some pianists on some pianos.

 

   I told her to picture herself at the beach, sitting at the shore line. Now, I told her, imagine your fingers making small indentations on the wet sand, allowing the fourth finger to go a little deeper. That's the feeling. Of course, we're talking about distribution of weight and both fingers have to move down at the same time. In this case, she needs to tilt her hand to the fourth-finger side. The problem is compounded by the fact that four is already lower than two, as two is on a black key. After working through another exercise, playing the melody note (C) slightly ahead of the accompanying note (Ab) (not my favorite device, though it can help), she began to get the sensation. 

     And that's what it is, a sensation. I showed her how to apply the principle to various triads, featuring each voice. It's fun and an essential skill for all pianists.

     Alternatively, it's possible to play the viola and cello lines in the left hand for the first measure and a half. This can give the anxious player a leg up. I do think, though, it's preferable to play these opening one-and-a-half bars as printed because immediately after it becomes necessary to play the parts as printed. Still, as the melody continues, voicing in the right hand is easier because the combinations of notes place most of the top notes on black keys.