Instances of the Number Five

“Practise a tricky section five times. If you make a mistake, go back and start again. Play it perfectly five times, and you can consider it “done” and then move onto the next thing….”

This is a mantra oft-repeated to my students, most of whom greet such useful, teacherly advice with much shrugging of shoulders and rolling of eyes. One or two remember it, and so when I ask them how they intend to practise a problem area, they will repeat my mantra back to me. I assure them that I also use the same dictum when I am practising, but they don’t always look convinced!

In reality, I probably practise a tricky section many more than five times at one sitting, but the “five times rule” is helpful in keeping me focussed when a problematic passage is beginning to frustrate. “One more go and you can move on…” I mutter to myself as I repeat that same passage for the nth time and wonder if I will ever permit myself to move on to another section. Sometimes, when I’ve been practising the nasty bits of the Chopin Op 10 no 3 Etude over and over again for nearly an hour, I treat myself – and my neighbours who are probably forced to listen to the tedious repetitions – to a complete play-through of the piece. This is not just self-indulgent wish-fulfilment, where I hope that everything will fall into the right place at the right time; it also serves a practical purpose – to check that what I have been practising really has been taken in by head and hands.

Repetitive practise breeds familiarity, not just with the music open on the rack in front of you, annotated with all sorts of very personal markings, fingerings, reminders and hints which become crucial signposts on the map (pink dots to highlight to remind me to pedal carefully, the words “WATCH IT!!” in bold, gestural strokes, exhorting me to keep focussed in a passage where my attention is liable to wander to check what my hands are doing, causing me to lose my place in the score), but also with the landscape of the keyboard and the physical sensation of the notes under the fingers. Repetition informs muscular memory, enabling the fingers to fall in the right place more often than not, and, eventually, one hopes, every time. Learning the patterns, the feel of a particular passage as well as the sound, all contribute to the overall process. In time, all these ‘learning components” come together, and one can enjoy that special moment when everything seems to slot into place and you play as if standing back from the music momentarily, playing at arm’s length, as it were. I love this sense of disengagement, of watching myself play. I feel it sometimes when I’m swimming, or running – a rare, special synergy. Yet, as my teacher pointed out when we were discussing it once, it is at this point that the mind and body are fully engaged, concentrating fiercely.

Even though I tend to employ the same strategies for learning new work, it never fails to amaze me how an hour of going over the same passage again and again can result in noticeable progress along the sometimes steep learning curve. There are times too, though, when a passage repeated again and again just fails to “go in”. I remember feeling this with a short piece by Delius I tried to learn last winter. It was a gorgeous piece, but full of bear traps to trip up the unwary, and it always felt awkward under my hands. However hard I tried with it, it never felt comfortable, and in the end, I reluctantly had to admit defeat and set it aside. It is rare, these days, for me to give up on a piece of music, but sometimes even the “five times rule” fails to achieve the desired outcome.