As some of my friends, readers and followers know, my son is a professional chef who has been working in fine dining in London for 6 years. He’s been living with us during the UK lockdowns and in addition to enjoying his beautiful, inventive and delicious cooking, I have learnt some useful ‘kitchen tricks’ and shortcuts from him.
Homemade pasta was something that had eluded me for years. It’s not that I couldn’t make it, it’s that I could never make it ‘right’. But with my son’s guidance, I have now learnt to make my own egg pasta – and I don’t even use a machine to roll it, just a long rolling pin and a dash of elbow grease. The other day, inspired by one of the ‘skills tests’ on Masterchef The Professionals, a TV series to which we as a family are all glued at this time of the year, I made tortellini (filled pasta) using my own pasta dough. As I was cutting out the discs of dough to be filled with a mushroom stuffing, it occurred to me that if I can make pasta dough and filled pasta, I can also make Japanese gyoza, Chinese wontons and dim sum, Indian samosas, Polish pierogi, and any number of other small stuffed dumpling.
Musical skills, just like culinary skills, once learnt and practiced, can and should be applied to different situations. No learning should ever be done in a vacuum: a single piece of music is not just that one piece, it is a path to other pieces via accrued technical proficiency and artistry. Early students and less advanced pianists often see the pieces they are learning in terms of stand alone works which have no relevance to other music they are working on, or are going to learn. This is also particularly true of scales, arpeggios and other technical exercises which may be studied in isolation instead of appreciating their relevance not just in understanding keys and key relationships, but also in actual pieces of music. This was something I was not taught when having piano lessons as a child, and it’s the fault of the teacher, not the student, if the usefulness and relevance of technical work is not highlighted.
Everything is connected. Chopin knew this: it is said that he studied Bach’s WTC every day, appreciating this music’s relevance to his own musical development, his composing and his teaching. If you can successfully manage Bach’s ornamentation, for example, you should have little difficulty with Chopin’s trills and fioriture.
If we understand how to adapt specific skills, to make them relevant to the repertoire we are currently working on, we can make the learning process less arduous and more rewarding, while also continuing to build on existing skills and develop new ones.
“my jump is not high enough, my twists are not perfect, I can’t place my leg behind my ear…..Sometimes there is such an obsession with the technique that this can kill your best impulses. Remember that communicating with a form of art means being vulnerable, being imperfect. And most of the time is much more interesting. Believe me.”
Mikhail Baryshnikov – ballet dancer
Music, like ballet, is a creative, artistic activity, but that creativity must be underpinned by secure technique – a range of mechanical skills, such as how we move our limbs, manage breathing and airflow, or control our embouchure, which enable us to execute musical ideas. These skills are developed and honed over time, and a large proportion of the musician’s training and practice is devoted to fine-tuning and maintaining their technical facility.
Musicians use a variety of means to practice technique, including scales and arpeggios, exercises, etudes and excerpts from the music currently being worked on. Technical skills require consistent nurturing, which is why regular practicing is so important. Mindless note-bashing achieves little; focused, deliberate, deep practice, on the other hand, fosters technical assuredness and artistic mastery.
Through a process of constant reflection and refining during practice, physical and creative obstacles are overcome and one has in place the firm foundations and confidence from which to develop greater artistry. Assured technique also gives us the tools to explore more complex repertoire.
As the ballet dancer Mikhail Baryshnikov says in the quote at the head of this article, “an obsession with technique can kill your best impulses”. The obsessive need to find perfection in one’s technique, coupled with the anxiety of achieving perfect arpeggio runs or intonation, can deaden musical and artistic expression, leading to performances which may be note-perfect and faithful to the score, but lacking in emotional depth and communication. In addition, this quest for technical perfection may lead to over-practicing and even injury. It can also rob us of curiosity and joy in our practicing and music-making.
“The purpose of technique is to free the unconscious.” David Mamet, playwright & director
Technique must always serve the music – the two are inseparable – but if one becomes too obsessed with technique alone, one risks overlooking the expressive, communicative and emotional aspects in the music. A willingness to look beyond technique, to accept that perfection is unattainable (because we are all human), leads to greater artistry and imagination in our music-making, and allows us to play “in the moment”, creating performances which are spontaneous, exciting and memorable.
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Having set up the office to be able to work from home, and been successfully working from home for a week or so, I receive a phone call to say that I have been furloughed with immediate effect. So what should an amateur pianist do to fill all these spare hours?
The answer is a no-brainer – PRACTICE! So in line with Government restrictions, a routine soon built up: two hours in the morning followed by a walk (weather permitting) at lunchtime, another couple of hours in the afternoon, and then watch the ‘Rocky Horror Show’ from Downing Street at 5pm.
I am very lucky in as much as I have a brilliant piano teacher who foresaw exactly what was going to happen and helpfully suggested that perhaps it would be a good thing to abandon what I was currently looking at and learn a Beethoven piano sonata instead; he suggested Op 110 as it was a wonderful piece and had enough to keep me occupied and on the straight and narrow (if only he knew!) for the time being. So I immediately ordered the Urtext edition, which duly arrived on my doorstep within 48 hours – and so the fun and games began.
After the initial read-through to get the overall feel for the piece and see how it was to be tackled, it was down to the nitty-gritty. Out came the notes from the various piano courses I had attended with a view to putting all these different learning techniques in place – break it down, isolate the actual problem and get out the metronome, etc., and soon recognisable strains of Beethoven were emanating from the house.
So the ambitious plan was set – try and get through the whole sonata by the time I have my next lesson, whenever that would be. The main reason I had avoided this piece like the plague was that it had a fugue or two in the last movement; however, with enough graft it should EVENTUALLY start to take shape and I was told that I couldn’t use the excuse that my hands were on the small side – so just get on with it.
Now, having a practice regime is great but my husband and neighbours are not used to the constant aural bombardment. So far they have been very polite about it and one has even provided my husband with a man-cave to retreat to. I am sure they are all looking forward to me going back to work, whenever that might be, but in the meantime, I need to be considerate about the length of time that they have to put up with the noise and also the time of day it is inflicted on them.
As well as a superb grand piano, I am very lucky to own a Roland keyboard and this has really influenced the way in which I practice. With a set of decent headphones, the sound is great but it also has a secret weapon – an internal electronic metronome which can’t be thrown at the wall when it doesn’t keep time with your constant internal clock! So I can practice day or night without disturbing anyone (although I believe you know when I am playing as you can hear the noise of the keys being depressed over the top of the TV downstairs!)
Many hours of fun and bad language followed (particularly when tackling the fugues in the last movement) and then to prepare for a piano lesson with a difference – via Skype! So a date was set and software tested with a neighbour, and come the day we couldn’t get a connection on the laptop. But where there is a will, there’s a way. Abandon the laptop by the grand piano and use the keyboard with the mobile strapped to the top of the handle of the hoover! I was more worried about our stack of towels by the keyboard being visible than Op 110….
Several weeks on and Skype has been mastered and the laptop is now behaving – shame about the pupil. I am getting used to playing to a laptop balanced on a bar stool – shame there’s no bar! – and having my lesson at home with all the distractions that brings with it. If anyone thinks piano lessons by Skype are a doddle – think again. They work in a totally different way and are very productive, although I have yet to be convinced that pedalling is totally covered. I still wonder if there is any possibility of rigging up YouTube and using a professional recording one week instead of me….nice thought!!!!!!
In the meantime, the horrendous disease that has been incarcerating us all seems to be receding and so, if all goes to plan, I will be attending piano masterclasses in France in late August. Usually, I spend months preparing and memorising what I am going to take, but this year is different: the choice has been made for me – a certain Beethoven sonata. Can I prepare it in time? Only time will tell, but due to an enforced lockdown routine, the notes are learned and it is now being memorised (slowly!).
So what have I learned over the lockdown? On the surface the answer is very easy – Beethoven’s Op 110.
However, there is a deeper answer to that question. We have all been housebound for several months and there are people I know who have really found this period very difficult. But at a time when the arts are suffering through lost performances, music is being cut from schools and rumours that it could be cut from curricula in the short term to make up for the loss in the Three Rs, music is a subject or way of life that gives you a code for living.
Music demands dedication – you have to practice. In order to practice you need patience, thoughtfulness and tolerance. In the society in which we live, we need all of these in spades – particularly now. Surely people must realise that music teaches you about life and not just the pieces for your next exam or performance?
Lisa started learning the piano at 10 and, having decided that riding professionally was not for her (or rather her parents!), she auditioned for a place on the GR Course at the Royal Academy of Music, where she studied the piano with Peter Uppard and Margaret Macdonald. On leaving the RAM, shedid a short part-time stint at the Guildhall School of Music & Drama beforegoingto work as a Director of Music at a prep school. However,the lure of thebrightlights of the big cityand her family relocating to the UK were too much of a draw and Lisa ended up moving back to London and working in the City for many years. She marriedand moved to the South West, competed in EnduranceHorseRiding atthe highestlevel both at home and abroad, and worked for a number of blue chip companies in various roles. She hasrecentlycome back to playing the piano after a gap of 30 years.Lisa isnowmaking up for lost time and tackling all the repertoire she should have looked at years ago!
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