Dotting The dot in Baroque music lengthens the durations of the note after it is placed by a variable amount. The variable duration of the dot depends on the rhythmic freedom practiced by the baroque composer at all time and places. Sometimes dots are placed after the notes which augments the note value, but in... Continue Reading →
Precision Matters
For more complex music repertoires, students are often puzzled with the complexity of accuracy. No matter how many technical drills and how much repetition a student practices the student still has trouble in achieving the desired precision. Here are some thoughts to ponder upon that a student may contemplate: 1. Mental Responsiveness and ability to... Continue Reading →
Notation and Intepretation in the Baroque Era – Part 1
Notation and Interpretation in the Baroque Era – Part 1 Most of the problems related to the performance practice stems from how the music was notated leading to the misunderstanding of the notation. In the Middle Ages, only notes and rhythms were expected to be specified. By the 16th Century, composers had written the text... Continue Reading →
Dances of the Suite for the Baroque Era
Dances of the Suite for the Baroque Era Choosing and playing the appropriate tempos for the Dances of the Suite in the Baroque Era is crucially important; however, performers need to be aware of the differences between French and Italian Baroque music. French music was much more conservative than Italian music, having preserved Renaissance musical... Continue Reading →
I Can’t Gain Speed
This frustration is all too familiar to many pianists, beginners and experienced alike. Perhaps Many believe that, as long as they persist with repetitions, the ability to play faster will eventually develop. Others become disheartened and consider giving up their lessons, convinced that they will never sufficiently improve! Those who persevere begin to understand that... Continue Reading →
Preparation for Artistic Interpretation
In my previous blog, I explained the approaches to preparing new repertoires, before tackling the very first bar. Conventionally, most students are taught to play hands separately first and, when all notations are learned, then to play hands together. This presents a challenge because often our muscles, motions and mental memory may not be sufficiently... Continue Reading →
A Paradigm Shift for the Music Exam Culture
I have encountered some interesting experiences when asked to prepare students for examinations. A classic example is the case of a student, a 10-year old girl who has been learning the piano since kindergarten, whose parents had wanted her to take the Level 1 Royal Conservatory of Music (RCM) exam but that her previous two... Continue Reading →
The Learning Process
In most cases, very little is ever explained to students regarding the learning process of a music repertoire. Successful learning is not about how much time we spend but rather about the quality of the time invested. There is no shortcut to this process, but if a student applies him or herself intelligently much time... Continue Reading →
Practice Management
Following on my recent blog on Student Motivation, one of the key elements of good instuction is the need for students to be taught how to practice effectively and efficiently. Younger students may lack the necessary attention spans or motivations while older students may get frustrated as they struggle with challenging technical requirements. These issues... Continue Reading →
