Legato at the Piano: Is There an Illusionist in the House?

      

    A pianist writes asking for clarification regarding my views on producing legato at the piano. I have in the past startled the unwary by stating that legato on the piano is in fact an illusion. The piano is a percussion instrument. Sorry. That's a fact. It's about physics. (I shall now take cover under my very sturdy Mason and Hamlin BB, built in 1926 and weighing more than 1000 pounds.)
          We can create whatever imagery we like in order to help with our illusions—imagination is good—but the fact remains, a hammer hits a wire. That's percussive—not quite on the order of a snare drum, but, well you get the picture. The wire vibrates, which in turn causes the air around it to vibrate sympathetically. This vibrating air is what tickles our ears.

    A young pianist in a forum once pounced on me for stating that the piano was a percussion instrument. She remarked that I could, if I wanted, have a cadre of carpenters with hammers banging away inside my piano, but she had instead the Mormon Tabernacle choir and the strings of the Philadelphia Orchestra in hers. I thought this was quite funny and a very good description of how imagery can help us shape the quality of the sound we want to hear. Physics be damned.
     Some pianists, even distinguished ones—I'm thinking now of Alfred Brendel—feel that by wiggling the finger on the key surface after striking it, a sort of pitched vibrato occurs, a violin-like effect. The hope is, as I understand it, that the sound will have more warmth and perhaps seem more connected to the next pitch. I'm sorry to have to report that only the key wiggles in its bed; the hammer has done its job and moved away. Once the  hammer has struck the string, only God can change it, that is, until we release it. Some may argue that it's the intention of the attack that counts. If the key is depressed with the intention of vibrating afterwards, the sound may be affected. This argument seems weak to me.
     Side note: Years ago (meaning half a century), I had the opportunity to hear my piano teacher, Muriel Kerr, play the Brahms 

Jascha Heifetz, violin

C Minor Piano Quartet with Heifetz, Primrose and Piatigorsky. For my younger readers, they were the superstar string players of the 20th century. It was my first time hearing the work, and I was, of course, stunned by its drama and lyricism. Not long after that, I found myself engaged for a 

William Primrose, viola

performance of the same piece and, looking at the score for the first time, I noticed that the piano starts with a forte octave tied over two bars with a diminuendo to piano for the entrance of the strings.  This diminuendo must take place in tempo, an Allegro non troppo. So I puzzled over how to make a quicker diminuendo. You've probably already guessed the answer. 

Gregor Piatigorsky, cello

Inexperienced as I was, though, I had to ask Miss Kerr. She was glad to oblige, and with a giggle, struck the octaves and allowed them to ring for most of the first measure, then  released the keys part way and fluttered the pedal for the 

Muriel Kerr, piano

remaining three beats, releasing the keys even more. It was a perfect diminuendo from forte to piano in exactly the right amount of time, controlled by the pianist. No need to bother God about it.
      Now back to our regularly scheduled topic.
      I have written about producing the illusion of legato on the piano by, for example, playing into the decay of each successive note. This is perhaps the closest we can come to the sort of legato a string player can manage, or a singer. Of course, though, this approach produces a pronounced diminuendo, which is not always the desired effect. 
     My correspondent quotes Samuil Feinberg's book, which  "argues that the acoustical illusion of legato has actually more to do with joining together the initial sounds (the immediate sound of the attack), rather than their decay, because if not, he argues, all legato would be diminuendo. And so then, how do you create illusion of legato in a crescendo cantabile line." This is the question we deal with on a daily basis. Feinberg solves this dilemma by "joining the beginnings of each sound, or at least the memory of it."
     Exactly right. Music is not a democracy. Every note does not get an equal vote. Feinberg is right. I call this the hierarchy of notes. We must have the musical idea of the line in mind as we play the first note. What are the dynamic relationships?  In a lyrical crescendo, each attack of each successive note must be louder in relation to the initial attack of the previous note. 
      I think the manner of attack is the most important issue in a moving legato line, that is, play from the key, minimizing downward speed of the key. This removes much of the "attack," but we can still control the dynamic with weight. When Feinberg states that legato is the result of "joining initial sounds," I think he is referring to hierarchy, or put another way, the audible shape of a line. If we take care to control each dynamic ascent in the right relationship to the initial attack of the previous one, controlling the speed of descent into the keybed, a convincing facsimile of legato occurs. Imagine a string of beads in which each bead is graduated from smaller to larger in carefully managed increments.

Sight-Reading at the Piano: An Acquired Skill

     

     My student wants to play chamber music, but doesn't trust his sight-reading skills. They are in fact, he says, non-existent. He is not a born sight reader, but his ear is good. I've found over the years that most pianists are proficient in one, but not both of these skills. Of course, there are a few who have both skills. We are allowed to dislike these people very much.
      When someone is a good sight-reader, it means they are able to bring the score to life at first look, 

making it sound like the piece. Some pianists, I've noticed, think that sight-reading means being able to read music. If one can read music, of course, one is using the eyes to do so. But poking out notes a few at a time is not what I call sight reading. A good sight reader learns to automatically associate the passage on the page with its location on the keyboard without passing through the intellect. This is the crux of sight reading.
     Now for an about face. There is really no such thing as sight reading, that is if one has at least some experience with notation. By that I mean the

process of reading music fluently can be reduced to simply recognizing a finite (probably?) number of patterns, repeated over and over again in various permutations. I know, this is not really very helpful. There are, however, exercise volumes addressing this very concept, deadly dull, mind-numbing whole pages of patterns to play repeatedly. Never mind. You don't need them.
     But do learn to recognize patterns. Our common practice music is made up largely of 

scales and arpeggios. Look for these. Our music is also largely made up of tertian harmony, so learn to feel shapes of chords and their inversions. This will help with Alberti figures, too. 
     If you want to systematically work to improve your sight-reading skill, here is a plan:

     1. Do it. Every day. Set aside ten minutes of practice time. Really. Every day. I know it is not satisfying to have to do something that seems 

incomplete. Keep scores handy that are much easier than you are capable of actually playing. A hymnal is a good place to start, as hymns are mostly homophonic. Or Anna Magdalena Song Book. Or easier sonatinas or other Classical-era teaching pieces.
     2. Scan. Before beginning, look through the piece. Look for any surprises, i.e., change of key or meter, technical challenges. I do this myself  when someone hands me something I don't know.
     3. Tempo. Decide on a tempo that 

accommodates the quickest note values.
     4. Continue. Begin to play keeping track of the pulses and don't vary. If something goes wrong, don't stop. Go on to the next beat or the next measure. If this happens often, the tempo may be too fast.
     5. Focus. Keep eyes on the page and don't look down. There are many great blind pianists, so we know it is not necessary to look at our hands. Did I say keep eyes on the page? This is important.
     6. Anticipate. As you are already keeping eyes on the page anyway, you might as well look ahead. It doesn't help to continue to stare at what you've just played. This is particularly wise at ends of lines.
     7. Find a partner to read with. This is a good 

way to force yourself to continue. A partner who reads well and is willing to play simpler music with you is ideal. There are also collections of teacher/student four-hand pieces. (I've published some of these myself for just this purpose. Look for them in the column at the right.)
     For this study, it is okay to "sight read" the selection two or three times. And as always, try to see everything—dynamics, articulation—and enjoy the music.
      

Chopin Nocturne in C-Sharp Minor: Leaps of Faith

 

Frederick Chopin

     A student brought in this soulful nocturne, Op. 27, No. 1, the companion to the famous D-flat, No. 2 of the same opus. He observed that it's not as simple as it at first appears. Naturally, I took up my post as devil's advocate and asked what if we knew at a glance what the piece required technically, would it appear simple? This is another way of saying nothing is difficult if you know how, and learning how is, fortunately, the purpose of this blog.

     My student pointed to the leaping left hand in the  three-four section marked appassionato: 

Chopin Nocturne, Op. 27, No. 1
(Click on example to enlarge.)

When leaping, always be sure to notice
 if there's water in the pool. That is, practice the landing.

The first issue to consider is how to group the left-hand triplets. Instead of thinking 10ths, start each group with the thumb and continue thinking octaves. Always when leaping back and forth take care to group notes in such a way as to avoid feeling as if the arm is going in two directions. In speed this can cause a jamming of the forearm, a condition I call lockjaw of the arm (lockarm?) In this case we start with the thumb to 5 and allow the hand to fall back from 5, passively, to the new thumb. In measure 5 of the example, it's possible to take that last left-hand E-flat in the right hand, although not really necessary. Remember, there is a continual broadening (sostenuto). On the downbeat of measure 6, I take the left-hand A-flat with the right hand.

     But wait! There's more! My student had another question. What about the forte section before that? Where the stretto begins? This is another left-hand leaping issue:

Chopin Nocturne Op. 27, No. 1
(Click on example to enlarge.)

Leaping is easy when you have a running
 start,  when you consider how to do it.

This one is a little harder to describe in words without demonstrating, but I'll try. Notice that most of each measure lies more or less under the hand, if we also shape to the wider intervals as they occur. These notes may be considered a group. The octave represents a separate voice and lies outside of the group of triplets. The technique is a combination of a leap from the octave by means of a pluck, or springing action, and a slight rotation toward the thumb. That is, the 5th finger is like a hinge from which the 3rd finger rotates toward its landing place on the F-double sharp. The feeling is of 5 moving to 3. Once the hand is balanced with 3 on its note, it plays the neighboring notes in succession before opening to accommodate the ever widening intervals played by the thumb. Take care that the hand doesn't remain in an open position.

     The last left-hand note in measure one sends the hand to the following octave by means of a pluck and a rotation. This time 3 is the hinge, which allows the hand to open to the left and land on the octave. The feeling is 3 moving to thumb. Give the octave a little time. By that I mean go to it as if you plan to stay on it, which of course you won't. 

Bumpy Scales on the Piano

     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 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."

     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 in 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. 

     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

Alerting All Piano Teachers: Playing the Piano is Easy and Doesn't Hurt

  

  Years ago when I first began my university career, I accidentally made waves in the local piano teachers community. One afternoon after a concert, a group of local teachers surrounded me, yes surrounded me, accusing me of not "believing in" scales. Yes, the attack smacked of religious fervor. Somehow the discussion with my students of the use and

importance of scales in the development of pianistic facility had morphed into a sacrilege. Practicing scales routinely for the development of technique is a waste of time, I preached. It's true, like it or not. 

    However, it is essential that pianists know all of the major and melodic minor scales and can play them in a well-coordinated manner for four octaves at a moderately quick tempo. This is a study of keyboard harmony, learning the topography of the keyboard and coordinating thumb-crossings. Once learned and well worked-in, technical studies—even scales—should be extracted from the music itself. Scales that occur in repertoire rarely present in the same way we practice them routinely. No amount of scale practice will prepare a student for a Mozart sonata or a Chopin étude.

 

    I think this dogma about scales comes from the notion that pianists have to suffer the painful indignity of mind-numbing boredom, you know, of the sort that comes from mindless rote (the names Czerny and Hanon come to mind). But I also think that too often we have in the back of our minds "no pain, no gain." This is a reference to physical pain. I remember thinking that if my hands weren't tired after practice, I hadn't practiced enough. (But I was just an undergraduate and didn't yet know any better.) I once knew a very distinguished pianist on the faculty of a major university who declared that she practiced until all of the wrong muscles were tired so that the correct ones could take over. Well, I didn't believe her. But she figured out something because she could play all of the Op. 10 Études of Chopin in concert.

 

  I once remarked to a cellist friend that I thought that if an instrument is really mastered technically, it should feel easy. She was having none of it. "If it were easy, anyone could do it." (What's wrong with that?) Well, I thought, when we observe an accomplished artist perform, do we come away thinking, wow, he looked like he was working hard and having a difficult time?

    My violinist friend studied with the great Nathan Milstein. She is herself a remarkably accomplished performer. Yet, in a lesson with the master she fluffed a cadenza passage. The maestro demonstrated, after which he stated, "It's easy when you know how." Truer words were never spoken and you, gentle reader, will be glad to know that I've finally arrived at my point.

    Forget about scales (once learned). Toss out exercises (Czerny, et. al.). Practice scales and technique in the pieces you want to play. And here's what I mean by practice: First, locate the difficulty; second, solve the technical issue not by repeating it by rote, but rather by analyzing what physical movements (and fingering) are required; third, only then begin working-in the solution. Reject mindless rote. If a passage doesn't feel easy, it hasn't been solved. If the hand feels stretched, find another solution (redivide between the hands?). If there is pain, stop what you're doing and rethink the passage. Don't try to play through pain or fatigue. If you observe these suggestions, you will know how and it will be easy.

            The Pianist's guide to Practical Technique

           The Pianist's Guide to Practical Scales and Arpeggios

                         Piano Technique Demystified

    

Piano Fingering for Efficiency: The Long and Short of It

                                                                                                                                                                      

My student complained of difficulty with a left-hand leap. There was indeed a leap from an octave to a first-inversion triad. On examination, though, we discovered that the difficulty was not so much the leap, but rather the choice of fingering.

    Because of his smallish hand, my student opted to place the fifth finger of his left hand on F-sharp and his third finger on A, making the chord feel smaller. This in and of itself is not necessarily inefficient, though it does feel a bit cramped. In the context of a leap, though, trying to land with the longer finger (3) in between those two black

mountains can be problematic. In addition, the shorter finger (5) when played on a short key (black), pulls the hand in toward the fallboard, an extra movement. I suggested playing the chord with 4-2 instead of 5-3. This puts two longer fingers of similar lengths on one black key and one white key, a more comfortable position. The second finger on a white key will be slightly curved in order to avoid going in among the black keys.  Using 3-2-1 on the chord can feel even better in a larger hand.  These fingerings also avoid the movement in the direction of "in." (BTW This is not too large a span for his hand.)

    With this adjustment of the fingering, the leap becomes a lateral movement and not a diagonal. I feel the fifth-finger D propel me to the chord rotationally. (See discussions of rotation apropos of leaps elsewhere in these pages.)