A guest post by Charles Morgan Lines

“There are two components to conducting, expressiveness and exactness. These two components are in dialectical opposition to each other; in fact, they cancel each other out. A conductor must find the way to bring the two together.”

Ilya Aleksandrovich Musin, Conductor Maker

Ilya Musin (1906 to 1999) was a Russian conductor and renowned teacher of conductors. His identification of the paradox that lies at the heart of the art of conducting, the need to be both expressive and exact in one’s communication with the orchestra, is of immense significance, for not only conductors but also others who want to develop and utilise their skills to an exceptional level.

Exceptional performance within any sphere requires the ability to be both exact and expressive in our actions, to be technically reliable, accurate and consistent, and uniquely expressive, imaginative and creative. The best soccer players, golfers and tennis players can not only execute their skills perfectly time after time, but also combine and use them in new and unexpected ways that enhance their performance and surprise and delight their audiences. Think of Messi and his visionary passing, Ballesteros and his gift of recovery around the greens, Federer and his ability to wrong foot his opponents with unexpected shots and angles; they can not only execute their skills accurately and consistently but also find ways to express their personal style and uniqueness through their sport.

Many highly successful scientists are not only technically rigorous but also uniquely creative, imaginative and even playful in their approaches, again able to express their personal style and uniqueness through their vocation (Galileo and his imaginative and playful experiments, Einstein and his memorable and engaging thought experiments, and Richard Feynman and his creative and practical lectures).

So, how can we all work towards achieving and combining the exactness and expressiveness that leads to exceptional performance? The first thing to make clear is that it takes time and disciplined effort. For most of us it takes about ten years to achieve the fluency of thought and action that is an essential requirement for top level performance. Having said this, appreciating how the two dimensions of expressiveness and exactness interact with each other can act as a helpful springboard, providing the impetus for our initial and on-going efforts.
Exactness relates to our ability to execute our skills, apply our knowledge and use our experience. If we are low in exactness we will find it difficult to execute our skills, apply our knowledge and use our experience consistently, efficiently and effectively. If we are high in exactness we will more easily be able to execute our skills, apply our knowledge and use our experience consistently, efficiently and effectively.

Expressiveness relates to our ability to express our unique perceptions and preferences and demonstrate the blend of skills and attitudes that constitute our personal style. If we are low in expressiveness we will find it difficult to express our unique perceptions and preferences and demonstrate the blend of skills and attitudes that constitute our personal style. If we are high in expressiveness we will more easily be able to express our unique perceptions and preferences and demonstrate the blend of skills and attitudes that constitute our personal style.

These two dimensions of exactness and expressiveness can be combined to create the above matrix, which can be used to inform and support the development of our skills and the personal style we use to deliver them.

The matrix consists of four quadrants:

The beginner quadrant is where we are at the beginning of our journey towards mastery of our skills and acquisition of our personal style. We are low in exactness and expressiveness. We do not have the skills, knowledge and experience we need and therefore lack the confidence to express ourselves and develop our personal style. Key to moving out of this quadrant is successfully identifying and taking those first few crucial steps that will help us begin to develop the skills and gain the knowledge, experience and confidence we need.

The loose cannon quadrant is where we are if expressing ourselves within our chosen field comes easily but reliable and consistent execution of its technicalities does not. We are high in expressiveness and low in exactness. We possess a personal style that needs to be polished; others commonly perceive us as possessing a ‘natural but raw talent’. We are capable of flashes of insight and brilliance but they are unpredictable and unreliable. We do not know how we succeed at things and so we find it hard to replicate those successes as and when needed. Key to moving out of this quadrant is to identify and focus on our key strengths and attributes, find out precisely why and how they work and then practise these aspects until we can call upon them at will, so ensuring consistent and effective execution. We also need to try out these aspects and approaches in different contexts to identify when they are most and least appropriate and/or effective.

The technician quadrant is where we are if we can execute our skills and apply our knowledge within our chosen field accurately, consistently and effectively, but whilst doing so we find it difficult to express ourselves individually, imaginatively and creatively. We are high in exactness and low in expressiveness. We need to identify and develop a personal style. We may be perceived as reliable and a ‘safe pair of hands’ but not a ‘star performer’ capable of delivering brilliant and unique ideas and performance. Key to moving out of this quadrant is moving away from our comfort zones and the usual or generally accepted ways of doing things. We need to explore differing approaches and ways of doing things and identify those that intrigue us, appeal to us and perhaps even positively challenge us the most. We then, through experiment and practice, need to fine tune and blend them to create our unique style, our unique way of going about our chosen work.

The maestro quadrant is where we are if we can execute our skills and apply our knowledge consistently and effectively and in doing so express ourselves individually, imaginatively and creatively. We are high in exactness and high in expressiveness. We possess a mature and evolving personal style. We are likely to be perceived as someone who can suggest different and insightful ways of looking at things and effectively implement innovative ways of doing things. We are the people organisations and businesses rely on to create their competitive edge and help them become acknowledged leaders in their fields. Key to staying in this quadrant is battling complacency. We need to continue growing and developing our skills, knowledge and experience. We need to seek out new and exciting challenges. We need to make a habit of seeking and acting upon feedback. Lastly, and arguably most importantly, we need to reinforce our own skills through helping to develop those of others.

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Charles M Lines trained as a musician and studied composition at the Colchester School of Music during the early 1980s. He joined the UK Civil Service in 1984 where he worked for various government departments, eventually specialising in management consultancy, training and development. In 1996 he became a Senior Lecturer at the UK Civil Service College.

At the age of 41 he left the Civil Service to work as an independent management consultant and trainer. He has since been in demand both at home and abroad, providing management consultancy and training events to a very wide range of clients.

He speaks and writes regularly about creative problem solving and how music’s creative principles and practices can help us all be more creative in our approach to life and work. Charles is the author of ‘Creativity in the Air: Fifty Ways Music Can Make You More Creative’ and also writes the Creativity in the Air blog

Journey

Learning any new piece of music is a journey. When you embark upon this journey there is a starting point and a destination, if not in plain sight, certainly in the mind’s eye (or ear!). Let’s imagine this destination is at the top of a challenging climb. Whether it’s Ben Nevis or Mount Everest depends on the length of your legs – or your fingers!

Once we have chosen the destination, the first step is ‘making a start’. It features tentative baby steps, a little sight reading as you weave a path through the challenges ahead, working out notes, phrases, rhythms and fingerings slowly, hands separately and in small sections.

Younger pianists find this phase frustrating. Playing hands separately is boring and looking at key signatures, time signatures and counting is what beginners do! They need to stop to rest often despite the slow pace. Experienced pianists know it is imperative this stage is not rushed as bad habits are hard to break. They pace themselves, find footholds and secure ropes. It’s an exciting time, a voyage of discovery and identifying the challenges to come.

Step two is about ‘making progress’. Gradually the piece starts to take shape, phrases make more sense and the pianist develops a greater awareness of how the music fits together as a whole.

Younger pianists are excited now because they are allowed to play hands together and feel they are playing real music. Notes are mostly secure (no need to keep checking the key signature) and rhythms are ingrained (rightly or wrongly). The view is good from here, and given the choice they might not climb further, but they will probably run in circles as fast as they can!

For experienced players this is a time of uncertainty; the end goal is glittering somewhere on the distant horizon but there’s still a long way to go. And yet, they have come too far to turn back! The twists and turns of the path ahead are clearer. The trouble spots have been identified and need more work but the easier passages are falling into place. A few ambitious sprints are quickly abandoned for a more measured pace.

The last stage is ‘crafting the music’. You are taking the final steps towards your destination.

Young pianists think they’ve made it, but the teacher is still nagging about dynamics, pedalling and giving the last note its full value! They don’t care about the destination anymore; they are ready to start a new journey (having already forgotten how frustrated they were at the outset!). For experienced pianists, it’s a steep climb at the end; the most technically challenging parts remain elusive on occasion (and despite the best of intentions, some bad habits were formed along the way).

Finally, you are there; it’s performance day – an exam, a concert or something more informal. Now you’ve reached those heady heights, all you can do is hold on tight, enjoy the view and hope you don’t fall off!

My friend and piano teaching colleague Rob Foster notes that for some pieces you will make the journey many times in your life and, like a favourite city, experience them differently every time you return to them.

Why not take a moment to reflect on the music you are playing now: where are you on the journey?

Liz Giannopoulos, Music Tutor and Mentor
www.encore-music.org.uk

scriabin_ragtime_300x300The curious, often sensual and hypnotic soundworld of Alexander Scriabin is viewed through the lens of a three-piece jazz ensemble in the David Gordon Trio’s new album Alexander Scriabin’s Ragtime Band. Released at the close of the year marking the centenary of Russian composer Alexander Scriabin’s death, the album is a witty and imaginative take on Scriabin’s music, part reinterpretation, part hommage to the many elements and influences which make up this composer’s unusual oeuvre.

In an earlier article for this site, written on the anniversary of Scriabin’s death, David Gordon describes the many motifs and idioms from jazz which are also present in Scriabin’s music. He also highlights the other music which was being created over in America and Western Europe at the same time, from Irving Berlin to Claude Debussy. Thus the album contains tracks which reference these composers too, from the entertaining ‘Alexander Scriabin’s Ragtime Band’ (track 2) which directly references Berlin’s ‘Alexander’s Ragtime Band’. In ‘Cakewalk’ there is a groovy hint of Debussy’s ‘Golliwog’s Cakewalk’ from Children’s Corner, a reminder that Debussy fell under the spell of a new kind of music emerging from America. ‘Famous Etude’ turns Scriabin’s Op 8, No. 12 into a sensual tango which segues into a samba, David Gordon weaving a hypnotic piano improvisation over silky cymbal and drums.

In an way, the opening track is the most interesting. Scriabin’s original Prelude op. 74 no. 2  becomes Praeludium Mysterium, a trippy number with spooky, Schoenberg-like dissonance which tells us as much about the strange soundworld and musical personality of Alexander Scriabin as it does about the David Gordon Trio’s ability to create something striking and new out of what is normally defined as “classical” music. The result is a wonderfully weird fusion. The ensuing tracks are arrangements, mostly by the Trio’s pianist, David Gordon, and like the opening track, they are not just “jazzed up” classics. The music exploits Scriabin’s penchant for dissonance and innovation and hints at what Scriabin might have composed had he lived longer.

Throughout, David Gordon’s piano sound is bright, yet warm, with sparing, sensitive rubato, a clear sense of phrasing and rhythmic vitality in the upbeat numbers. He is complemented by bass player Jonty Fisher and drummer Paul Cavaciuti. The Trio are adept at switching seamlessly between styles, and the whole album works as one might experience a set or two in a jazz club, or enjoy individual tracks as the mood takes you.

Mister Sam Records SAMCD004

P1010088
(picture from Hand Knitted Things)

Cold weather can play havoc with the pianist’s body – and instrument. Hands suffer in the cold, becoming sore and chapped, and limbs take longer to warm up. Always take time to warm up properly before you play. All of my students coming for lessons over the recent spell of freezing weather in the UK have arrived without gloves and consequently their hands are cold and uncomfortable, absolutely not ideal for playing the piano! I have handcream by the piano and I always wear gloves if I am out when it is cold.

Pianos suffer too. If the central heating is on more frequently than usual, pianos will slip out of tune and some notes may develop an unpleasantly shrill “ring” when struck. Always try to site the piano away from a radiator or heat source, but if this is not possible consider using a protective guard. If you have underfloor heating, the piano should be placed on a heat-reflective mat.

The temperature and relative humidity of the room in which your piano lives is most important to the care and well-being of your instrument. Pianos are made from wood and metal, both materials which expand and contract in relation to moisture and heat/cold. It is worth purchasing a digital hygrometer which will calculate the relative humidity in your home or piano studio. Ideally, it should be no lower than 50% and no higher than 75%. If central heating causes the humidity to drop, you can make a basic humidifier by placing a sponge in a tray of water and inserting this in the case of a grand piano, or in the lower portion of an upright. Or buy an automatic humidifier which sends a light mist into the air and helps regulate the humidity. Keeping houseplants in the same room as the piano can help too. There are also more sophisticated and expensive ways of humidifying your piano, such as the Piano Life Saver.

Look after yourself and your piano and you will both perform better, all year round.

Piano Gloves

DontCrampYourStyle – warm up exercises factsheet from the British Association for Performing Arts Medicine (PDF file)