Did I play it right?

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

It’s shocking, really, this thought that the way we play a piece of music can be regarded as either ‘right’ or ‘wrong’. And I’m talking about attitude of course, not outcome, because basic accuracy, precision and technical control have always mattered, and always will. But they are far from the whole story. And nor is there only one ‘correct’, valid interpretation of a piece.

We all want to play the best we can, and help students hone their ability and understanding. But where did we get the idea that talking about piano playing in such a binary way, ‘right’ and ‘wrong’, is appropriate? Certainly, the overstated opinions of teachers have played their part; the more esteemed the expert, the more authoritatively correct their views are supposed to be.

Exams, competitions, and ‘masterclasses’ further instil a sense that music has to be played in a certain way, points and prizes typically awarded according to how successfully a performance meets a set of prescribed criteria, how well it conforms to received wisdom, or how closely it resembles the judge’s or examiner’s own interpretation.

Curiosity, the playful spark of original thinking and creative exploration, is easy enough for anyone to appreciate and enjoy, but perhaps harder to codify and quantify in an agreed mark scheme.

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Creativity is a Dialogue

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

Developing creativity is one of the high goals of learning an instrument. And yet over the decades I’ve taught, those advancing a more creative approach have been variously seen as either maverick outliers or magical superstars, but rarely as the piano teacher norm.

I have also met some who emit an impression that improvising pianists are somehow superior to those who “merely” regurgitate the music of others. Some even cast the concert pianist who can rattle off Rachmaninoff as a rather pitiable savant, akin to an imagined orator who can deliver a Shakespeare soliloquy, but who can’t hold a real conversation.

I think they are quite profoundly wrong. Having frequently improvised in front of an audience, I feel considerably less comfortable rising to the challenge of performing Chopin to the classical cognoscenti. I suspect many would. We all have different strengths, and need not compete.

And I would say that the creative arts of interpretation and improvisation are equal in value, complimentary in nature, and both have an important role to play in piano education.

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The Schumann Effect

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

In his Advice to Young Musicians, the composer Robert Schumann wrote,

At face value, these are pretty strong words, implying we cultivate a reverence for music notation and rigidity in performance. In his exposition of Schumann’s thoughts, however, the cellist Steven Isserlis wisely suggests,

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Your unique voice

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

When considering the great pianists who inspire me the most, I often wonder what qualities make their playing stand out as a unique and important legacy, and usually answers come quickly: the emotional depth and meaningful insight in their interpretation elevates their performances above the ordinary.

How can we develop our own individual, personal voice at the piano, speaking on behalf of composers, but with our own unique dialect?

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A Path that is Yours Alone

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

Stephen Nachmanovitch’s inspiring book Free Play (1990) offers an uplifting paean to creativity, improvisation, playful curiosity, and personal artistry. Though endorsed by the likes of Yehudi Menuhin and Keith Jarrett, it seems many have yet to discover the book and embrace its ethos; do look it up!

Early in the book, Nachmanovitch paints an evocative scene:

As we enter the holiday season, with many of us looking forward to travels at home and abroad, why not try out Nachmanovitch’s recommendation? Just remember to take a map, a bottle of water and provisions.

At the piano, too, how about we embrace a little more spontaneity?

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An Empty Vessel

Fermata • The Pianodao Blog
Short Reflections by Andrew Eales

The image of an empty vessel is a common one found in many cultural and spiritual traditions. It is a concept which is marvellously introduced in these words from the Tao Te Ching, written by the Daoist sage Lao Tzu:

Lao Tzu: Tao Te Ching (chapter 11, excerpt)
translation, Edward Brennan and Tao Huang

Here’s a wonderfully pithy rendition of the first part, this time as translated by that great author Ursula K. Le Guin:

Lao Tzu: Tao Te Ching (chapter 11, excerpt)
translation: Ursula K. Le Guin

In her ever-thoughtful commentary, she notes,

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Putting the PLAY back into Playing the Piano

Supporting Piano Education
Article written by Andrew Eales

A Radical Manifesto for Piano Education

According to Plato, “life must be lived as play”.
How might this attitude to life benefit piano education?
We teach others to play the piano, but what do we really mean by play?

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A Common Approach 2022

Supporting Piano Education
Article written by Andrew Eales

Originally published in 2002, A Common Approach is perhaps the ultimate instrumental music teaching manual. It offers a complete curriculum, accompanied by extensive lesson activities for most instruments, with specific schemes of work for piano and electronic keyboard.

Now it has just been fully revamped and made available as an updated, free online resource to support instrumental teachers everywhere. Whether working privately or in a school, all piano and keyboard teachers would do well to have a look at this extensive and superb material.

According to its publishers Music Mark,

“A Common Approach is an online resource to support music educators in their teaching practice and help develop a holistic approach to music education. Relevant to all vocal and instrumental teaching, including individual, small-group, large-group and whole-class lessons, music educators at all stages of their career can use the support and shared learning found in A Common Approach.”

Music Mark Chief Executive Bridget Whyte tells us,

“Twenty years after the original version of A Common Approach was published, Music Mark has worked with a skilled team of music tutors from across the UK to update and enhance this valuable teaching tool. Containing both universal guidance and instrument-specific content, this online resource not only provides a great starting point for trainee and early-career tutors, but also gives those who are more experienced the opportunity to reflect on their practice.”

This has particular interest to me because back in 2002, I was a member of the national steering group who put together the original version of A Common Approach which provides the ongoing foundation of this update.

It’s therefore time both to take a short stroll down memory lane, and to consider how the updated version of this milestone resource can help piano teachers today…

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