Posts Tagged The Practice Project

The Practice Project – Bach, Episode 2 (technicals & improvisation)

This video is proving to be the longest video I have shot to date. It is, however, I think one of the most interesting ones I have recorded.

The first section is purely technical – me working out and finalising fingering in each hand. Because my aim here is to get the Fantasia ‘note-perfect’ so that I can work out exactly what fingering I need to navigate the music, I am pretty much correcting every single wrong note or wrong fingering.

The middle section is mostly made up of improvisatory techniques; and this an extremely important area where I really do feel that too many students are too scared to delve into. Improvising, for me, is all about discovery and experimentation, and this is where I really start to find out about the structure of the music, the harmonic sequences, the direction and shape of the music, and the sounds that lie behind and underneath the notes. Students (and parents) are often worried that this is not ‘really practising’, that it is ‘just mucking about’, or that they do not know how to do it, or that it might be ‘wrong’ (just listen to the sheer number of mistakes I make whilst I am improvising; it often takes me 4 or 5 tries to find the harmony I am looking for!) They could not be more mistaken; discovering new things about music is never a ‘waste of time’, and there is no right way to do this, the process of experimenting is far more useful than the result itself. When I go back to playing the ‘right notes’ after improvising like this for a good session, I feel like I bring a new understanding and new knowledge to the music.

Improvising is never a waste of time, it benefits the performer in ways that ‘normal’ practice can’t even get close to.

The final section is another technical one; this one shows me attempting to co-ordinate the two voices and get my hands working well together (with varying degrees of success!)

 

For more details about my teaching practice, including prices, vacancies, and information on distance theory marking, or learning piano as a beginner, intermediate, or a post-grade 8 student, please go to lynnephillipspiano.moonfuit.com

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The Practice Project – Bach, episode 1

This is the first of the video uploads of my own practice session. I am working on the Fantasia from Bach’s Partita No.3 in A minor, and videoing all my practice sessions on this piece from the beginning to its completion.
The videos are completely unedited, except to delete small insignificant sections (e.g. to answer to door, or grab a cup of tea etc.). You can see my practice methods, my mistakes, my repetitions, my improvisations, my at times desperately slow tempos.
This first episode is roughly 20 minutes long, and is very much about discovering the music for the first time… the notation, the counterpoint, the general ‘feel’ of the piece. I am not worried too much in this session about playing accurately, I am just getting an idea of what Bach has written, and where the technical ‘black-spots’ are. My fingering is pretty much guessed throughout, and there are a great many wrong notes, stumbles, hesitations, tempo changes, etc. Despite this, there are moments when I am feeling confident enough with my knowledge of the music in small areas to begin a little elementary experimentation with articulation, dynamics, shape, and general musicality.

 

For more details about my teaching practice, including prices, vacancies, and information on distance theory marking, or learning piano as a beginner, intermediate, or a post-grade 8 student, please go to lynnephillipspiano.moonfuit.com

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The Practice Pie

This is the first instalment of The Practice Project, and I’m going to kick-off with the Practice Pie.  This is designed for students who don’t practice enough, or who practice a lot of one thing but never move forward with other skills.

The Practice Pie works by taking an average half hour practise session and splitting it into its component parts; for my students this usually boils down to one or two pieces, a study or two, and some scales & arpeggios.  The Practice Pie is meant to be flexible, not just for actual content, but length of content as well (for example. a young 6 year old beginner would not be expected to practice for a full 30 minutes, and probably would not have enough repertoire to cover that 30 minutes even if they were, whereas a more advanced student would need considerable more than 30 minutes to progress).

The idea of the Pie is to make a practice session as accessible as possible by seeing it as small do-able chunks rather than one enormous inaccessible pie.  Students who balk at the idea of 30 minutes hard graft are often more amenable to the idea of working for a timed 5 or 10 minutes on something.  (I advise students to use a timer here, so they can get a real sense of achievement when that timer goes off for their 5 minutes work – but it has to be set for each chunk, not the whole session as a whole… remember the importance of accessible, achievable and do-able).

  • ‘Chunk it down’ – break the practice into accessible sections
  • Time it! – Use a timer to stay motivated, and to give regular breaks and a sense of achievement
  • Be flexible – Adjust the Pie to suit the needs of the individual student
  • Break it up – Nobody set a law that says 30 minutes practice has to all be done in one go – use the Pie to keep track of a practice that is done in different sections throughout the day

Coming Soon –  The Practice Flowchart, and the first video of my own practice sessions.

 

For more details about my teaching practice, including prices, vacancies, and information on distance theory marking, or learning piano as a beginner, intermediate, or a post-grade 8 student, please go to lynnephillipspiano.moonfuit.com

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The Practice Project

I’ve been on a bit of a mission lately, as most of my students would tell you if they had the chance, to get students not just practicing more, but practicing effectively and efficiently.  And I think the mission, so far, is a success.  Or at least, it’s a successful start to an ongoing mission.

So what does that mean? ‘Practising effectively and efficiently’?

To explain this, we have to walk a few steps back to the beginning of the story – to the lessons, and the students’ progress (or lack of).

These are the problems I am confronted with every single day of my teaching….

  • Students who don’t practice enough
  • Students who practice enough without it appearing to do any good
  • Students who progress a huge amount in lessons then seem to almost go backwards during the week
  • Students who practice enough but practice the wrong thing

But for each of these students (and there are a great many that fall into one of these categories), most of their problems stem from this….

Students don’t know how to practice

And this is because….

Students are not taught how to practice

The solution has everything to do with the last sentence; that students are not taught how to practice.  This makes the problem, and the solution, my responsibility.

Hence the mission.

So what are the reasons why students don’t practice well?  (I’m assuming here that the students genuinely want to have piano lessons, they are playing repertoire that they enjoy, they get on well with their teacher, and they are not under any type of external pressure that is playing havoc with their self-esteem or confidence.)

Apart from the obvious lack of taught practice skills…

  • They are scared of making mistakes
  • They get bored of repetition
  • They have unrealistically high expectations of themselves
  • They have unrealistically low expectations of themselves
  • They believe the myth, ‘Practice Makes Perfect’
  • They feel frustrated when they don’t get something right first time
  • They feel upset and stupid when they don’t get something right first time
  • They think I always get everything right first time
  • They have never been asked to work autonomously on anything before
  • They got away with very little practice at the beginning and have not adjusted to their more advanced repertoire.

So, onto the Practice Project; a project that will see me blogging various articles on practicing over the coming months, posting videos of my own practice sessions, and posting resources to help students get the most out of their own practice sessions.

I have multiple aims here –

  • To replace the ‘practice makes perfect’ myth with the real aim of practise; ‘practice makes permanent’.
  • To not only post my mistakes via the video footage, but to actually highlight them,  showing to students how many mistakes we professionals actually make, and how we deal with them, and most importantly, that mistakes are okay!
  • To give as many different practice strategies as possible, including improvisation, and explain their uses.
  • To encourage breaking pieces up into small workable sections – making practice more accessible and ‘do-able’.
  • To post resources to help with practice timetabling and strategies.

I hope I achieve what I set out to do – to enable students of all abilities and ages to develop autonomous, effective, and efficient practising.

 

For more details about my teaching practice, including prices, vacancies, and information on distance theory marking, or learning piano as a beginner, intermediate, or a post-grade 8 student, please go to lynnephillipspiano.moonfuit.com 

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