Category: Uncategorized

Exchanging Bachs

I’m tired of Bach’s two part invention in E major. It’s not coming right for me; it’s lagging far beyond the other three pieces that I am doing for the Grade 6 ABRSM and the more I work on it, the more dispirited I feel.

The other pieces were relatively quick to learn under finger so I wondered if I might do better with a different piece. I didn’t remember wanting to do much of List A for the Grade 6 when I looked so I wasn’t totally enthusiastic. But that was almost one year ago and I’ve happened across more music in the meantime. So at some point since then, I had bought CPE Bach’s Solfeggio and added it to the to be learned list.

Is it a good idea to skip on the two part invention? Do I really want to admit to a piece of music besting me? It’s Bach – it’s supposed to be a challenge.

But there’s the question of keeping focused on the objective and the objective was not actually Bach; that was just a contribution. Something else could contribute – it wasn’t the only piece on the syllabus.

So I went and looked to see what else was on the syllabus and I idly considered some Schubert before I noticed the CPE Bach and thought, wait, don’t have I have that piece now in the the sheet music collection? I’m sure I bought it in Trier….

The effort on the JS Bach is almost certainly not wasted. It feeds through into improvements in other piano skills. The read through of the CPE Bach was joyfully straightforward. My sight reading. It’s not necessarily a difficult piece to read although it’s a bit finicky to play with the hand switching, and also, the fact that it is played at Prestissimo. But it feeds into the Rameau that I want to do next year so there is that.

This decision will probably cost me a month (not superb but still) but I’m also a lot happier to move away from a piece that was making me unhappy. And this variety of syllabus was why I chose the ABRSM rather than the RIAM when I picked back up the piano exams.

Christmas piano bar and projects

A couple of social media things over Christmas to note: Sebastian Dupuis is working his way through Liszt solo piano albums on YouTube, it’s very enjoyable and watching him play is always a pleasure.

Gavan Reilly, one of the leading political journalists in Ireland, took an hour out of his family Christmas to sit and play internet piano bar from requests sent in via Instagram while he was streaming. It’s an interesting idea. It demonstrated the extent to which I don’t know pop culture (I know very few tv themes, for example). But he put out a fair few tunes and raised over 3000 euro for charity. He did it by ear as well, so fair play to Gav for that.

I will add links for both later.

Piano Magazines

I’m kind of fascinated by piano magazines. I regularly pick up Pianist if I can, and here in Belgium, Pianiste (in French) turns up every once in a while. I’m keeping an eye out for something in Dutch. However, a couple of weeks ago I picked up two German magazines and they differed from the French and English publications in one very critical way and that was the lack of sheet music. Neither German magazine provided scores.

In itself, this is not such a bad thing (although there tends to be a really nice choice of music and guidance for same in the French and English magazines) but it was unusual. On the other hand, Germany seems to have a lot of sheet music shops and there is always IMSLP.

One of the articles which caught my eye in one of them was an article on the place of the piano in the life and writing of Jane Austen. For me that was interesting: it mentioned that [like me] she played a lot of Scottish and Irish dance melodies, gave an overview of where the piano cropped up in the novels. Of course, having more or less learned Pride & Prejudice by heart, you cannot fail to see the place of the piano in the society of that book, on several levels, Lizzie Bennett’s tendency not to practice, her sister Mary’s desperation to practice and show off, and of course, the piano bought by Mr Darcy for his sister. But equally, in the Emma, there is the question of the piano delivered to Jane Fairfax. Writing of that nature is not something I happen across very often. Very much more tends to be on current pianists and repertoire, so some essays on the place of piano in society is really interesting.

The other highlight was the vast number of release reviews which, where possible, includes the model of the chosen piano. I’ll do a piece of data analysis on that later.

I’m interested in any more piano magazines in EN, FR, DE, NL or ES, all of which I have a fighting chance of reading.

100daysofPractice

One of my main concerns about coming back to the world of exams is practice. I don’t do enough.
I am not sure what enough is, but I have a full time job and family commitments. For a long while, the piano was below getting anything like mindless rest.
What I am finding now, is that I can get occasional 20 minute sets in and occasional hours. I am struggling to do it consistently and as I am definitely working on 4 pieces and occasionally sniffing at a few others, this isn’t going to get me very far.
Enter 100 Days of Practice for which I have set up an Instagram. What I have learned from that exercise is that kind of accountability is a hassle. But fine. It’s done. I have Andante tracking time, and I signed up for Tonic as well. Objective there is not to get too hung up on other people listening to me.
Today, I crossed a major frontier with Indigo Moon, one of the Grade 6 pieces. I can play it, however badly, all the way through. We are now no longer chipping away at bits of it but we have the rough sandpaper out. Not ready for final polishing, a lot closer there than it was yesterday.
This is basically following two big practice sessions, of about 45 minutes each. It basically confirms my view that 20 minutes practice a day isn’t close to being enough.
So, accountability is the name of my game. You will find my practice account at @wnbplayspiano.

Current projects

I decided a couple of months ago that I had not really achieved anything very much for me personally; don’t get me wrong, I did some amazing stuff professionally, but personally, I was not feeling super great about myself. So, I started looking at things I had wanted to achieve when I was about 12 years old (a long time ago now) and whether they were truly gone, or whether there was still a chance. The figure skating gold medal is a non runner.

The children’s book, could yet happen.

And then there were the piano exams.

I stopped at Grade 5 at a time when Grade 8 was the ultimate pinnacle of piano playing. I’d done the exams with the Royal Irish Academy of Music local centre set up and it’s fair to say, I didn’t totally enjoy the experience. I still have some of the repertoire books at home, possibly grades 3, 4 and 5. Fur Elise turned up for one of them which was a relief, and Sonata in C major, K545 Mozart. But I was traumatised by pieces by Bartok and Kabelevsky at times. The Kabelevsky, I have totally blocked out of my mind and I found the Bartok on YouTube once. To be frank, I didn’t find the repertoire engaged me very much although my mother liked a little Sonatina in G written by someone whose name I can’t remember. The point is, the repertoire offered to children needs to keep them engaged with the repertoire. On this, the RIAM’s exam options in the 1980s failed with me. This is a pity.

But now I’m fifty and I want to see if things have changed. Also, I am on r/piano on Reddit and they don’t talk about RIAM much, and anyway googling it failed to give me access to the current grade repertoires. I got to five so I would have been interested in 6. I found something called the RCM which had huge lists as options for each grade, and I got very excited until I realised they are based in Canada. So I looked for the UK based academies and landed on ABRSM, the Associated Boards of the Royal Schools of Music. Interestingly, they had more or less just introduced performance diplomas which you record and upload to their exam site, and they had interesting repertoire. You did three pieces from assigned repertoire and chose a fourth yourself. In this way you could avoid the less attractive sight reading and aural tests. So I got planning.

If I wanted to do the diplomas, I had to pass Grade 8, and if I wanted to do Grade 8, I needed to pass Grade 5 Of Some Description. It’s possible that the Grade 5 I passed about 35 years ago with RIAM might be adequate but that involved some soul searching and archive searching on my part. I decided that it probably wouldn’t be a bad idea to do the Grade 5 theory and went about checking how far behind that I was. Around a grade, it turned out. And then I found music on the Grade 6 list that I either had lined up to learn anyway, I figured I was a bit shy of Grade 8 for a while anyway so it would be no bad thing to do Grade 6 and then review whether to go straight to Grade 8 or give Grade 7 a shot. Or, even, abandon the whole shooting gallery. So I’ve been studying Grade 5 theory; I’m confident of passing it now but naturally, my ambitions have increased and now I want an distinction. I also know what my two main weaknesses are. So I’ll write a piece on preparing that separately.

For Grade 6, I’ve chosen the following pieces:

  • Invention no 6 by Bach
  • Venetian Gondola Song no 6 19b by Mendelssohn
  • Indigo Moon by Elissa Milne
  • Feuilles d’automne, no 3 by Vladimir Rebikov.

The first three come from the syllabus lists for Grade 6 which you will find here, and the Rebikov is the self chosen piece because I realised that Reverie by Debussy was probably more suitable for the Grade 8 exam. One of the objectives here is to span a reasonable amount of time in musical history and I think I achieved that.

So at the moment, I’m focusing on the Grade 5 theory for most of my effort with almost daily practice littered across the four performance pieces. The Mendelssohn has cropped in a monthly playing challenge so I will probably prioritise that for the month of June and see if I can finish that at least. I like it a lot, and then I’ve made a lot of progress on the Milne. Less happy, but also, less time devoted to it are the Bach and Rebikov. I hope to record the exam session for that in February 2024. After that, the current plan, pending time and organisation, are

  • Grade 8 (partially planned)
  • ARSM (partially planned)
  • LRSM (repertoire planned)
  • FRSM (repertoire planned)

We will see how it goes, I guess.

Dreams and a new year

Some time before Christmas, this cropped up on my youtube recommendations.

We don’t get Pianist Magazine here and being somewhat concerned about moving, I tend not to go for postal subscriptions. But I figured I had a couple of trips to Ireland so if I got lucky, I’d pick up that magazine and if not, I’d do a one off online order for it. I liked that piece a lot. It seems I like certain waltzes as my queue of music to learn includes a Sib waltz and there is the ongoing behemoth Valse Fantaisie and I’ve got a transcription of the Masquerade Waltze by Khachaturian as well.

But I have no hope of actually learning any of these things without a bit more work.

2018 had some high points. I performed in public again for the first time in a few years; I played a few beautiful pianos, some more than once. I fell in love with a Steinway; I won’t ever be able to afford it. And I built this site with a view to working harder. Some of the work happened but not regularly, so objectives and goals were either not met, or were interrupted.

So for 2019, the overall objective is to get more work done, more technical improvements, and a couple of pieces finished or pushed forward. There are two big pieces I want to learn which are challenging and long term projects.

Hard pieces

  • Ballade No 1 in G Minor – Chopin
  • Valse Fantasie – Glinka/Gryaznov

Less hard pieces

  • Valse Triste, Sibelius
  • Sur Le Fil – Tiersen
  • Valse d’Amelie – Tiersen
  • Nocture in C#m – Chopin
  • Christmas Tree – Ribokov

From a technique point of view, I have some Hanon and Czerny to work on. After that, no skillset issues – keep practising sight reading and relative pitch exercises and continue auxiliary reading.