Who or what inspired you to take up the piano, and pursue a career in music?

I come from a musical home, both of my parents are piano teachers. Music was everywhere around me when I was growing up.

You are also a composer and a visual artist. Can you explain the connection between your music and visual art?  

I’m a pianist who composes and paints. There are many parallels between visual art and music – tonalities, colours, textures, form/structure, proportions. One art form feeds the other. I’ve been drawing since I can remember myself. In recent years I’ve been creating a lot of digital art on my iPad. I also use the iPad to read music.

Who or what have been the most important influences on your musical life and career?

I was fortunate to have wonderful teachers. First, when I moved to Israel I studied with Arie Vardi; then with Seymour Lipkin and Claude Frank at the Curtis Institute of Music. They formed my musical understanding. Later on, András Schiff was very instrumental to my development. But perhaps the biggest influences are the personalities of the composers whose music I’m playing at the moment.

What have been the greatest challenges of your career so far?

Finding mental space in the midst of traveling and playing a lot of different repertoire at the same time.

Which performance/recordings are you most proud of?

I don’t think too much about past performances.

Which particular works do you think you play best?

It’s difficult to be objective about what I play best. I love many things and I have a big and eclectic repertoire, ranging from Couperin to pieces that I commission. I would say that right now I feel very connected to the music of Haydn and Schumann.

How do you make your repertoire choices from season to season?

The process of putting together a recital programme is fascinating and at the same time can be quite daunting. The possibilities are huge. Firstly, I play music that I love and feel connected to. For example, at the moment I’m quite obsessed with Haydn. I’m working on 24 Haydn sonatas for the Lammermuir Festival in September. It is an enormous amount of work. This informed the last season, in which I programmed a different Haydn sonata in each of my recitals. I try to have a thread in my programs. It can be a thematic thread or motivic one.

Do you have a favourite concert venue to perform in and why?

I’ve played in many beautiful halls in Europe and in the USA. It is hard to choose one, but if I had to it would probably be Wigmore Hall. It is just such a gorgeous and intimate place to make music.

Favourite pieces to perform? Listen to?

To perform: anything by Haydn, Beethoven Opus 101, Stravinsky’s Petrushka, Rachmaninov and Prokofiev concertos.

To listen to: Sibelius symphonies, Mozart operas, Bach cantatas.

Who are your favourite musicians?

Bartok, Rachmaninov, Edwin Fischer, Schnabel, Szigeti, Furtwangler, Harnoncourt, Carlos Kleiber, Radu Lupu, Murray Perahia.

What is your most memorable concert experience?

András Schiff playing Goldberg and Diabelli Variations, and Opus 111 for an encore.

What do you consider to be the most important ideas and concepts to impart to aspiring musicians?

Be patient and know your priorities in whatever you do.

Where would you like to be in 10 yearstime?

Wherever life takes me.

What is your idea of perfect happiness?

Being outside, either in the woods or the mountains.

What is your most treasured possession?

The present moment.

What do you enjoy doing most?

Making music.

What is your present state of mind?

Curious.


Roman Rabinovich - Papa HaydnFor further information about Roman, his art and performances please visit his website: http://www.romanrabinovich.net

 

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Style

 Getting all the notes of a piece under our fingers is only the first step on the way to performing. It’s what happens after this that engages the listener and makes the performance memorable. Of course, we naturally want to be different and make our playing stand out from the crowd, but it’s no good if we go a little overboard and play in the wrong style. Style is very important, and can be quite subjective. It’s something that we can always look into at a greater depth, and just one reason why musicians are always students.

Style is often dictated by the period in which the music was written. You wouldn’t expect a character in ‘Downton Abbey’ to come into a scene wearing a pair of skinny jeans, would you? Similarly, you wouldn’t want to play a piece in such a way that the listener is no longer able to understand how it could have been written in a certain period. The tone we use has a huge bearing on style. Recently, I played the beginning of the Prelude from Bach’s Partita in B flat major (BWV 825) to one of my teachers, and his first comment was that I needed to alter my tone. The sound I was producing would have been far more suited to the work of a romantic composer such as Brahms, so I needed to lighten my touch in order to make my style more appropriate for the work. The same principle can be applied to flexibility; a performer may choose to pull the tempo around in a Chopin Nocturne to a degree that would be out of character in one of Domenico Scarlatti’s sonatas.

A good way to implement style is to think about the instrument for which the music was written. Yes, you’re probably going to be thinking “erm… piano”, but remember that our instrument has come a very long way from the first pianos of Cristofori in the 1700s. Of course, the music of Bach and Scarlatti would have been written for harpsichord, an entirely different instrument indeed! This does sometimes throw up disagreements over certain aspects of playing, such as the use of sustain pedal, but as long as you think generally about the instrument, then you will be far better off than if you’d disregarded the matter!

However, to play a piece stylistically doesn’t mean that you are to play in a certain way when it comes to interpretation. This is what brings originality to your playing, and makes the music as current now as it was when it was written. To demonstrate my point, below are two famous recordings of Bach’s Goldberg Variations (BMV 998), both recorded by Glenn Gould. The first was recorded in 1955, the second in 1981: both are examples of style fitting to Bach’s writing, but both recordings differ dramatically when it comes to Gould’s interpretation. You only need to listen to the opening few bars of the Aria to see my point:

Lewis Kesterton is a pianist currently studying at Birmingham Conservatoire. Read his blog here

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Schubert’s glasses

Schubert. This entry on the letter S would not be complete, for me at least, without a mention of Franz Peter Schubert, a composer whose music I have loved and lived with all my life: as a young child hearing my father play Der Hirt Auf Dem Felsem (‘The Shepherd on the Rock’) on the clarinet, my own LP of the ‘Unfinished’ Symphony, my first encounters with the Impromptus and Moments Musicaux for piano in my mid-teens, as a precocious student who could play the notes, but who understood little of where this music came from or its emotional depth. Returning to the piano in my late 30s after an absence of some 20 years, it was Schubert’s music to which I turned first, revisiting the Impromptus initially, and then the late piano sonatas, with the benefit of musical maturity (the result of a lifetime of listening and concert-going rather than playing at that time) and life experience. As an argumentative teenager, often to be seen at weekends on CND marches, the old radical Beethoven had been my hero, a composer who wore his heart on his sleeve and whose life-affirming music declaims his existence, at once full-bodied and triumphal, but also other-worldly and philosophical especially in his late works. Schubert speaks more quietly: his soundworld is introspective, and intimate. He takes us into his confidence, and he is often at his most tragic when writing in the major key. His music packs a vast emotional punch – the range of emotions expressed within a piano miniature, such as the Impromptu in f minor D935/1, are startling, their unexpectedness underlined by his daring use of harmony and his expansiveness (which Schumann described as his “heavenly length”), underpinned by an innate sense of musical geometry and architecture. As a consequence, there are many interpretative possibilities in his music.

If Beethoven is notable for his musical structures and energy, Schubert is the spinner of beautiful melodies, music which speaks of his life in Vienna, of socialising and music making with friends, country rambles and joie de vivre (think of the joyful holiday moods of the  ‘Trout’ Quintet), but always shot through with darkness and heartbreak. He had plenty of intuitions of mortality during his brief life: he contracted syphilis in 1822/23, at that time an incurable and shameful disease, and lived in a city on a continent wracked by revolution and war. These were turbulent times, both personally and politically, and his music reflects this in its emotional voltes faces – all those layers of feeling and chains of emotions – perhaps most strikingly expressed in the slow movement of the Sonata in A, D959 or in the Fantasy in F minor, D940.

Frances Wilson pianist, writer, teacher and author of The Cross-Eyed Pianist blog.

The Associated Board of the Royal Schools of Music (ABRSM) has launched a new performance diploma, the ARSM, designed as “a bridge between Grade 8 and the DipABRSM”. The new Diploma, ARSM (Associate of the Royal Schools of Music), is different to both Grade 8 and the DipABRSM in that it includes no supporting tests (technical work, sight-reading/quick study, viva (for DipABRSM) or programme notes). The repertoire list is taken from the DipABRSM syllabus, though much reduced, and candidates may include 10 minutes of own-choice repertoire of Grade 8 or above standard to create a recital programme lasting 30 minute in total. To all intents and purposes this “diploma” looks very much like a reinvented version of the Advanced Certificate or Trinity’s Advanced Performance Certificate.

Concerns about the new ARSM have been expressed by piano teachers via Piano Network UK, a large and very active Facebook group comprising piano teachers, pianists (professional and amateur) and piano lovers, of which I am co-administrator. I would like to share some of these views here. My colleague and friend Andrew Eales, who writes the excellent Piano Dao blog, will be publishing a more considered response to the ARSM, together with an interview with Penny Millsom of the ABRSM in which he hopes to clarify some of the issues raised below. 

Please note that any views expressed here are independent and my publishing them does not necessarily mean Andrew and I support or endorse them. They are drawn from a diverse range of British piano teachers of differing ages and experience. My own comments and views about the ARSM diploma are in italics.

Level of attainment, marking and assessment criteria

  • I find the fact that Distinction is set at 45/50 interesting (in comparison to 70/100 for the dip/Licentiate levels) – though I have yet to decide what this actually means, if anything, about the marking, relative standards required, contributions of the viva and quick study…
  • In my view, it is simply Grade 9. Something on easy terms just to get letters after people’s names. 
  • Any old examiner, presumably no requirement for them to be a specialist in your instrument. So the exercise itself is kind of worthless, and the marking will be pretty irrelevant. But here, have a qualification…

Is it really a “Diploma”?

  • It’s essentially a composite of other products/services that ABRSM already offer – an examiner who is already there to examine Grade 1 players, a repertoire list that already exists… from a business point of view it seems like a great idea because ABRSM don’t seem to have needed to do much at all to add this to their overall offer, but the market could be quite large.
  • I don’t understand why it is marketed at associate level
  • Doesn’t this just devalue the DipABRSM in performance? By all means have the equivalent of the Trinity Advanced Certificate but don’t call it a diploma when it so clearly isn’t!
  • Same repertoire as the DipABRSM. So like a diploma, minus the bits people complain about. So, not particularly educational. 
  • I just don’t think it is sufficiently rigorous to be called a Diploma
  • It claims “associate” status, but simply isn’t on that level. So it devalues genuine associate diplomas as a whole, and is misleading to potential students/parents.
  • By calling it a “diploma” ABRSM have blurred the boundaries between the graded amateur exams and the higher professional diplomas. And very few people, if any, outside the profession (parents of students for example) will appreciate the difference. My concern is that it may devalue the higher diplomas and lead to further dumbing down across all exams. I’m afraid I feel it is primarily driven by commercial interests on the part of ABRSM. 
  • One of the main purposes of a professional qualification – and especially having letters after one’s name – is so that prospective clients are reassured that we are properly qualified. 
  • Hard to believe that this will confer diploma status, and entitle the holders to put letters after their name. To the general public, there will be little difference between an ARSM and a FRSM, or anything in between
  • This is really just a money-spinner. I cannot understand the logic in it being marked out of 50, or am I missing something?! It doesn’t appear to be accredited at a particular level, and I agree with others that it shouldn’t really confer diploma status. 

Who it is for?

I can see this new Diploma suiting some of my more talented teenage students who would like to improve their performing skills and/or want a different challenge post-Grade 8. A number of adult amateur pianists whom I know have also commented that they would like to take this diploma because the format encourages one to “enjoy playing”. 

A couple of teachers who are keen to improve their performance skills have expressed an interest in taking the ARSM as a form of continuing professional development:

  • …to me it is simply about skill refreshing. I do appreciate others’ concerns but perhaps for piano teachers who haven’t done any serious practice in a while it could be a good thing?

If you have views on the new ARSM diploma please feel free to leave comments below or use the contact page to get in touch.

Source: ABRSM Media release – 4 August 2016

ABRSM is strengthening its current diploma offering with the addition of a new performance qualification, launched today (4 August). The new assessment, the Associate of the Royal Schools of Music (ARSM), has been launched to provide learners with an opportunity to develop and demonstrate their performance skills after Grade 8.

The new diploma will be available to take in all ABRSM practical exam venues worldwide from January 2017.

What is involved?

The exam can be taken by anyone who has passed ABRSM Practical Grade 8 or a listed alternative. ARSM is available in all instruments currently examined by ABRSM, including voice.

Within the challenge of performing a 30-minute programme, candidates are assessed on their musical communication skills, interpretation and technical delivery. Candidates will have to perform:

• at least 20 minutes of music chosen from the ARSM repertoire list (this is the same list set for DipABRSM);

• up to 10 minutes of music can be own-choice repertoire (of at least Grade 8 standard).

There are no written or spoken elements, and no sight reading, aural tests or scales.

John Holmes, ABRSM Chief Examiner said 

“The diploma, which is supported by the Royal Schools of Music, is suitable for musicians who are looking for a challenge after grades and will provide a meaningful goal to work towards.

ARSM is unique in focussing solely on practical performing skills – nothing more, nothing less. It’s about the art and craft of musical communication through a half-hour programme which you choose and put together according to your own individual musical strengths and enthusiasms.

As well as focussing on the playing or singing of your chosen items of repertoire, ARSM also involves assessment of the performance of your programme as a whole, giving you valuable feedback from two complementary perspectives.”

For more information about ARSM, visit www.abrsm.org/newdiploma