Preparation for Recitals
by Evelyn Billberg
Technique Level 4A in the Piano Marvel Technique Trophy Case
Developing a Piece
Early in student development I have the student go to Technique 4A, the first six units, in the Piano Marvel Technique Trophy Case. When the student is at Method 3C I have them go to Technique 4B, the first six units. When the student is at Method 3D I have them go to Technique 4C, the first six units.
Now they are studying their pieces with the skill of Half Combo under their belt. They have worked in the keys of C, G, and F. I want the student to be playing their pieces with an understanding of the harmonic structure they are working in when playing their piece. When the student has been studying for a couple of years I have them using Technique 6A and 6B, the full combo. When they start a new piece, I want them to be able to play the scale, chords, and arpeggios of the key signature of their piece.
What does this have to do with recital preparation? It helps students focus on developing their music from the beginning with full knowledge of the harmonic structure used to develop the piece.
Listen to a Recording
Early in the development of a piece I go to YouTube and find a recording of the piece. If there is none available on YouTube, find the piece in Piano Marvel. I put it on and together we stand and move to the music with our eyes closed. If so moved, the student can dance to the piece. This gives the student an opportunity to really connect with the music. I find it important to have the student engage in this practice with each piece, short or long.
Love Your Mistakes
We all make mistakes. Pay close attention to any artist--CDs, live performances, even the masters. We all make mistakes when playing for an audience. I have heard that with early touring in the US, Rubinstein said he put more notes on the floor than on the piano. I can’t verify it; however, he was such a fine artist. He was so in control of his delivery. If someone knew they heard a mistake, the listener still loved him and wanted to hear more.
When students are playing for you, help them be comfortable with mistakes by responding with positive support. When they make a mistake without visible reaction, compliment them for moving through the mistake without reaction. Then, we get into reviewing the area with problems and help them understand the mistakes and how to correct them.
It's very important to give positive responses to mistakes that students move through without reaction. What happens when they learn this skill? The student is not afraid of approaching that passage because they know they can move through mistakes with calm and control. I tell my students that when a mistake occurs, I don’t want to see an eyebrow twitch.
When the student is playing their piece for me, I sit with the score and a notepad. I let them play their piece without interruption. Then we focus on any passages that need work.
This is a skill. It is important to develop performance delivery with confidence. Managing mistakes is a skill to be practiced with each performance of a piece.
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