Piano Lessons- Music Theory Lessons

Welcome to LivingPianos.com, I’m Robert Estrin. The subject today is about how to achieve consistency in your piano playing. There are many aspects to this, such as, revisiting the score, which I’ve talked about in other videos, committing the piece to memory, practicing performing, and many other elements. All of these techniques give you solidity in your playing. But what I’m going to talk about today is something that transcends all of that!

Growing up, I played both piano and French horn.

I spent equal amounts of time practicing both instruments. I had the good fortune of connecting with a phenomenal French horn teacher by the name of Hugh Cowden. He specialized in low horn. He was a fourth horn player. Horn sections are like no other sections of the orchestra because there are four independent parts unlike string sections which typically all play the same parts in each section. The first and second horns form a duet, with the first horn playing the high part and the second horn playing the low part, generally. The third horn is another high horn part, and the fourth horn is another low horn part. When the section is playing together, the fourth horn anchors the whole section. It’s a glorious sound! Hugh Cowden played in the Boston Symphony, the Chicago Symphony, and the New York Philharmonic. It was such a joy working with him! He would come to my home and we would spend whole afternoons together. It was unbelievable!

The French horn is different from piano in almost every respect.

There’s much more physiology involved in tone production on the horn. On the piano, the tone is produced by hammers hitting strings which transfers the sound to the soundboard through bridges. On the French horn, the tone is produced by your breath passing through your lips. And these muscles tire out after a while. Our lessons would consist of going from one piece of music to the next, concertos, sonatas, etudes, and a bunch of orchestral excerpts. Sometimes in the course of a lesson, there would be some things that were giving me problems. So he would keep coming back to those things, trying to get me to overcome them in the course of the lesson. Then we would play duets together, or we would go into my father’s studio and play records of great horn players and comment on them. It was an amazing experience working with him!

I would get to a certain point in the lesson where my chops were shot.

I would get to the point where I couldn’t play anymore. This happens on French horn when you get to a certain point and your lips just can’t do it anymore. All you can do is let them recover and pick up the horn the next day. But Hugh Cowden wouldn’t let me do that. He would have me work physically harder by supporting the air even more than I thought was possible. At first, the sound seemed fuzzy, but I would just use so much energy and make the attacks really strong, using the air and the breath and everything I knew about French horn playing multiplied by 10! And at the end of one of those four-hour marathon lessons, when I thought I was done long ago, I could play on a high level again. How is this possible?

This is the secret to consistency!

When you feel down and out and your mind isn’t doing what it needs to do, you must rely upon what you know to be the truths of your instrument and double down on everything! Use that concentration. Make sure you’re sitting properly. Think about the music and the phrasing and get into the flow of playing. Make yourself do the things you know work. Even when your mind is tired and you think you can’t do it, you can! You can overcome your natural limitations by just working harder, not just physically, but mentally reinforcing what works when you absolutely need it most. You will be shocked that such a thing is possible. And if it’s possible with the French horn, when the blood no longer wants to return to the lips, and the muscles are so fatigued that they won’t vibrate when you play the way you normally play, then it’s absolutely possible on the piano. Because when you’re fatigued on the piano, your fingers tend to regenerate rather quickly. It’s not like you play to a certain point and you just can’t play anymore. At least I have never suffered from that situation on the piano. Usually if I’m tired, I’ll wait a few minutes, and physically, things come back again.

On the piano it’s really more of a mental challenge than a physical challenge for most people.

I want you to try this technique the next time you think you’ve reached the end of what you can do. Of course, revisit the score and practice slowly going through the score carefully. But in a performance situation, you can muster up the energy if you rely upon doubling down upon the things you know work. Go for it in an extreme way! Reaffirm your concentration and see what’s possible for you when you think you’ve lost all consistency in your playing. Let me know how this works for you! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Welcome to LivingPianos.com, I’m Robert Estrin. Today’s subject is about why you must revisit the score of your music periodically. It’s so important! For example, religious scholars go back to the Gospel again and again because they’re living a certain type of life. They want to reinforce the Scripture. Well, as a musician, you must do the same thing with your music. It’s vital for keeping things fresh and learning your music on a deeper level.

Don’t play telephone with your music.

Think about the game telephone. You have a message you whisper into the ear of the person next to you. They whisper it into the ear of the person next to them, and so on. At the end of the line, you have a whole different message! If you play your piece again and again, eventually you could end up with a whole different piece if you never go back to the original. Little things will change. Not only that, but if you’re playing a sophisticated piece of music, there are so many nuances of phrasing and expression, where a slur ends, where a crescendo starts, etc. It’s really tough just to learn the notes, the rhythm, and the fingering. It’s far more difficult to understand every aspect of phrasing and expression. Even if you’ve really studied a piece, you can always learn more.

Over time your memory degrades.

Here’s another example. This may be tough for young people to relate to because we now have perfect digital reproductions of everything. But not that long ago we used tape for recording. I grew up with tape. I owned recording studios that were tape-based. If you had a cassette tape or a reel-to-reel tape and you made a copy, the copy was always just not quite as good as the original. It wasn’t replicating it, the way digital technology does. It was actually just rerecording it. And if you recorded a tape of a tape of a tape, it was noisy. It was distorted. You could hear fluctuations of pitch, referred to as wow and flutter. You would end up with all sorts of artifacts that you didn’t notice in the original recording. The only way to get a really first-class recording was to go back to the original master tapes. That’s why you’ll see remastered versions of CDs and other digital recordings. What does that mean?

The way tapes and records were made, is from a master multitrack tape. That master tape would be mixed down to stereo tape. Then a copy of that stereo tape would be sent to the record company. So it’s already third generation by the time the record company has it. When they remaster an album, they can go back to the original multitrack tape and mix it down to 2-track digital. This gets the quality of sitting in the studio and listening to the original multitrack master tape, which is so much cleaner than what you ended up with on records and tapes years ago.

Refer Back To The Source!

The score is your musical gospel! It’s the original message. It’s the master tape. By revisiting the score again and again, no matter how many times you studied a piece, you will always learn more. That’s the message for today. I hope this is helpful for you! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Contact me if you are interested in private lessons. I have many resources for you! Robert@LivingPianos.com

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Welcome to LivingPianos.com, I’m Robert Estrin. Today the subject is about talent versus musical intelligence. As a teacher, I get to see the vast range of both capabilities and weaknesses in students. Piano playing in particular encompasses so many different aspects of physiology and mental acuity. Because of that, you see drastically different levels of abilities in the various aspects of playing music. There’s rhythm, pitch, hand coordination, how well somebody can translate what they’re seeing on the page to the keyboard, long-term memory, short-term memory, etc. There are so many things involved. Now, some of them I would say represent sheer talent for the instrument. But a lot of it comes down to musical intelligence.

What is musical talent?

When I think of talent, I think of somebody who has a natural ability to evoke emotions in their music to create a unique musical statement on the highest level. That’s what talent is. There are so many gifted performers! So why should you listen to performer X when there are performers A through Z? What separates one accomplished performer from another one? To me, it comes down to talent. Somebody who really has a gift for expressing something unique and has something to say with their music that you haven’t heard before. But somebody might have that gift and not have a whole lot of musical intelligence. How does that manifest itself? I’ve seen pianists who are really gifted. They have fire in their playing, but they get lost in the performance. They can’t hold it together mentally. It’s very sad because while they have the raw talent for music, they might not have the intelligence to be able to really pull it off in performance consistently.

Now on the flip side, sometimes there are people who are unbelievably intelligent with music. They can learn music and play on a high level, but It’s really bland and ordinary. They play like everyone else. Interestingly, those people can be spoon fed interpretive ideas. You can actually work with a person who has musical intelligence. By working with them, you can impart the nuances of phrasing and structure. It’s unbelievable! These people can perform on such a high level that it’s hard to even make the distinction. Are they talented or not? You can’t tell. There are contest-winning performers who are nurtured with absolutely world-class pianists. They can reach a level of musicality and originality in their playing that maybe they don’t possess naturally.

There’s a certain amount that can be developed, but there’s a certain amount that’s just inborn.

You can always improve and raise the level of inventiveness and originality by working with students to get them to experiment and find their own true voice. But somebody who has that natural ability can reach heights that other people will never reach no matter how much training and practice they have. Now this isn’t necessarily a bad thing. In fact, there are people who enjoy listening to performances that are very straightforward and faithful to the score. Sometimes I hear a performance that’s so refined I could take a dictation and end up with the exact score that the composer wrote! There’s nothing wrong with that. There are all types of performances that are valid, from the super talented original thinkers who emote so much in their playing, to the ones who are articulate and accurate to a great extent. There’s room for all of this! We all have elements of both in our playing. There’s no absolutes in this world. So feel good about what you bring to the table with your capabilities, talent as well as musical intelligence.

Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Welcome to LivingPianos.com, I’m Robert Estrin. Today I have an interesting question for you. Which are better, wood pianos or black ebony pianos? When you go to the symphony, onstage you see that classic black piano. You generally think of a piano as being black. But sometimes you see exotic woods, like rosewood. You see carved pianos, and they cost substantially more sometimes. But is there a benefit to wood pianos versus black pianos? That’s an interesting question with many ramifications.

Structurally and sonically, there is absolutely no difference between wood and ebony pianos.

There are many elements of the woods used in pianos that do make a tremendous difference in the sound quality. But pianos have had veneers on them for well over 100 years. So whatever the veneer is on top, whether it has a natural wood finish or a sprayed lacquer, whether it’s high gloss or satin, makes no difference in the sound of the piano. However, the wood underneath that finish, even on the rim of the piano can make a big difference in the tone of the piano. Many Asian production pianos utilize soft luan mahogany which is indigenous to the region. Luan rims are easier to bend than the hardwoods used in American and German pianos. So why do they do it? Since the soundboard is embedded into the rim, having a hardwood in the rim actually becomes part of the resonating chamber. So indeed the wood that a piano is made from does make a difference in the sound, but the finish does not. However, when piano companies are dealing with exotic woods, and intricate carved cases, they may naturally spend more time refining the instrument to the highest level since it provides a showcase for their work.

The wood of the soundboard has much more significance.

Almost all pianos today have spruce soundboards, but there are many different quality levels of spruce. Some soundboards are laminated woods with a cross grain. This kind of defeats the purpose of the fine spruce because generally the cement between those layers is going to inhibit the sound. But a laminated soundboard is far stronger, will last longer and is impervious to cracks, just like plywood is stronger than regular hardwood. So there are many things to consider about the different woods of a piano. For example, if you had the opportunity to have a wood piano or a black piano, and you really didn’t care one way or the other, black pianos tend to be more popular. So if you ever were to sell that piano, you might have an easier time selling a black piano than a wood piano.

There are people who love wood pianos and are willing to pay a premium.

With new pianos, wood finishes tend to cost a little more because they have to have matching veneers instead of essentially just spraying over with black paint. However, if you have a really beautiful wood piano, even though it might be harder to connect with someone who’s looking for that particular shade of wood, that person may be willing to pay a premium to get it. So there’s a lot to weigh here in choosing the finish of a piano. Ultimately you should get what you like because chances are, you’re not buying a piano to sell it. You’re buying a piano to enjoy it!

Choose the finish that you like best!

Get what you like! If you ever need to sell your piano, you want to have a long enough timeline so that you’re not under the gun. Because it’s not always easy to connect with someone looking for the piano you happen to have. Anything that’s relatively expensive, you want to have time to list it and get it into shape. But in terms of the sound and the playing, there is absolutely no difference in the finish of your piano!

Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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I’m Robert Estrin, and this is LivingPianos.com. The subject today is about how to utilize terraced dynamics. What are terraced dynamics, and why do they even exist? Well, this is a great question. I’m going to show you a couple of examples of how you can use terraced dynamics to great effect in your music!

Terraced dynamics are usually associated with Baroque music.

The piano has infinite expression from soft to loud. The keyboard instruments that were most popular during the Baroque era, Bach, Handel, Telemann, Scarlatti, et cetera, were the harpsichord, the clavichord, the virginal, and the pipe organ. These instruments, unlike the piano, did not respond to the speed at which the keys were depressed or the force of pressing the keys. But many of these instruments had stops, particularly organs and some harpsichords, where you could engage different series of pipes or, with the harpsichord, different sets of strings. The only way to achieve a crescendo, getting louder gradually, was by opening up more pipes or allowing more strings to get plucked on a harpsichord. Because a crescendo was impossible on those instruments. For example, listen to Bach’s Two part Invention in C Major. You have a statement of the initial subject that repeats again and again. You’ll notice how it gets louder each time it is played. This is an example of terraced dynamics. You get the sense of a crescendo even though it’s stepped, like a terrace, with different levels of dynamics. It’s so effective in music of the Baroque era, because the music was conceived that way. Bach couldn’t have thought of an actual crescendo in this music because the instruments he was playing didn’t have that capability.

Are terraced dynamics ever effective in other styles of music?

The answer is yes! For example, the Kuhlau Sonatina Opus 55, Number 1. This is a delightful little piece, incidentally. There is a section where the initial subject returns in D minor. Then you have a sequence that I love to play with terraced dynamics. It is very effective! So terraced dynamics are not just for Baroque music. Anytime you have a repeated pattern, it’s usually going somewhere musically, either up or down. You can give it direction and vitality with terraced dynamics. It articulates the actual architecture of the music because it’s written sequentially. To play it sequentially with terraced dynamics, rather than just a crescendo or decrescendo, is much more appropriate. This is true not just with Baroque music where it’s obvious because of the nature of the instruments that the music was written for, but even in later styles of music. It’s a great thing to try out! Any place in your score where you have repeated patterns, experiment with terraced dynamics and see what it does for your music! Let me know how it works for you!

Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Contact me if you are interested in private lessons. I have many resources for you! Robert@LivingPianos.com

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Welcome to LivingPianos.com, I’m Robert Estrin. The subject today is about making your practice hard so your performing will be easy. I have a strong recommendation for those of you who want to maximize the effectiveness of your practice. Now this isn’t for everyone. There are many reasons why people study the piano. There are some people who just want to enjoy playing the piano and not work too hard. For those of you who feel that way, this message is irrelevant. But for the rest of you who really want to get as much done for the time you spend working at the piano, this will be very helpful for you!

When I practice, I want to get as much done as I can in my limited time.

There’s almost no one who has the freedom to practice as much as they want. It’s very rare to have that opportunity. Even conservatory piano majors have to do their coursework. And some people have to work side jobs and learn accompaniments as well. So you want to maximize the effectiveness of the time you have to spend at the piano. What does that mean? It means you’re going to work really hard! But does it mean hours and hours of scales, arpeggios, exercises, Czerny? No, quite the contrary. Exercises are what you do when your brain is tired. You can just work your fingers and do your scales, thirds, octaves, and anything else that you want to do work on. Go for it! But that’s not the hardest thing. The hardest thing is learning music.

Learning music is the most important thing that we do as pianists.

Learning music is important in all styles of music. Of course, other styles have other disciplines. But certainly with solo music and accompaniments, you’re learning scores. And if you try to make that an easier process, you will be less equipped to handle performing. For example, I know people who spend hours and hours a day reading through music. Now that’s good for developing your reading. You will become a better reader if you do that. Although I know people who spend a great deal of time, but they never quite get their playing to a high level. They spend hours and hours practicing. But it’s not really practicing, because practicing is a thought process.

If you’re just mindlessly reading notes and letting your fingers follow the score, even if you’re working for hours and hours a day, you might not accomplish very much. But when you memorize music, methodically working through small chunks and assimilating them, getting them on a high level, that takes tremendous mental effort! Almost as tough is refining the music you’ve already learned. You must go through slowly and carefully, making sure every nuance of every phrase is just as the composer wrote, studying the score and then taking small enough sections that you can assimilate and incorporate all those tiny refinements of the score into your playing. That is really hard work! When you’ve done even an hour of that kind of practice, you will know you’ve done some work. And you’ll have something accomplished for it!

This kind of practice is very hard, but extremely rewarding!

When you’re performing a piece that you have on a high level, it is such a joy. To have that kind of command over the music is a great experience. It’s worth the sweat and effort you put into your practice! So remember to make your practicing hard, so you’re performing is easy. It’s worth it! And for those of you who don’t feel that way, you’re going to enjoy what you’re doing. But understand that you’re not going to get that pristine high level in your playing by just having casual practice. If that’s what you’re after, that’s fine. But if you want to play on a high level, you must go through the steps. Make your practicing worth it! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Welcome to LivingPianos.com, I’m Robert Estrin. Today’s subject is about how to play for your piano teacher. I’ve been doing a lot of teaching lately, and I’m enjoying it. I’ve been so busy for the past few years I didn’t have time for much teaching. Now I’ve made the time, and through the wonder of video chat, I have students from all over the world! They are amazing, talented, and dedicated students. It’s a real joy! But I’ve noticed something with my students. If you are a piano student you’ve probably had this experience. You work all week long, then you go to play for your teacher and everything messes up! It’s so frustrating! You want to show your teacher what you’ve done, but you can’t play! Everything’s coming out wrong! Things that you never messed up are going wrong and you feel like an idiot! What can you do about that?

You don’t have to try to impress your teacher.

I want to reflect upon this whole notion of performing for your teacher. You have to understand that your teacher is a confidant. Your teacher is someone who really understands you, if you have the right teacher. You don’t have to try to impress them. They are there to nurture you and to help you get the most out of your practice. It’s not the most important thing for you to play your absolute best when you’re first playing for your teacher. Of course, it’s a great frustration if you don’t play your best when playing for your teacher. But how well you perform a piece for your teacher at the beginning of a lesson is really not the most important thing. A teacher can look beyond those things. The things that they’re going to go over with you have very little to do with the quality of that particular performance. Having said that, I know you want to play better for your teacher so I am going to address that.

You want to show that you can play the music. How can you prepare for such a thing?

It’s amazing how you can play something by yourself at home a bunch of times, and it sounds great! But as soon as you play for someone else, you make mistakes. With in-person lessons the classic statement was, “It went better at home.” Now there’s no excuses. You are at home! So what can you do to prepare so that you can play your best? You must prepare by performing. This is critical. A couple of days before your lesson when you feel really confident, set up the same device that you’re going to have your lesson on and record yourself as if it’s a performance for your teacher. If you go to lessons in person, imagine being in the room you’re going to be in with your teacher. Then make yourself play through your music and see what happens. Psych yourself into the reality that this is the moment you are playing for your teacher. You can actually create that same sense. You’ll always learn something from this. You could even record it. Then if it comes out great, you can send it to your teacher to prove to them that you can play that thing that you never seem to be able to play for them at lessons!

Playing for your teacher can be more relaxed than a performance.

Let’s say you’re working on a new piece. Maybe you don’t have the whole piece learned, so you have to take the end pretty slow. Should you take the whole piece dramatically slower to accommodate the end? Well, not necessarily. In a performance situation, whatever speed you can play the whole piece is the tempo you must play from the beginning. But you might have worked extensively on the exposition of a sonata, yet the development you really haven’t gotten into that much. So you want to play the first part up to tempo to work with your teacher to get it on an even higher level. Then at a certain point you can say, “Okay, this part, I don’t know as well, I’m going to play slower now.”

Changing tempo throughout a piece that you’re learning is not in anybody’s best interest. But playing the first section at a tempo that you’re comfortable with, and then slowing down when you need to, can be appropriate at your lesson. If you have only part of a piece memorized, you can reference the score. You wouldn’t do these things during a performance, but these are all valid ways of playing for your teacher!

Remember, your teacher is there for you!

It’s not about impressing your teacher. It’s about being able to show some kind of representation in the course of the lesson so your teacher can help guide your practice techniques for the following week. So it’s not necessarily about impressing them. However, if you take my advice and practice performing, and record your performance as if it’s your teacher listening to you, you may be able to have more satisfaction in that initial performance at your lesson and subsequent playing during the course of your lesson. Then you won’t feel frustrated that you’re not showing a true representation of your abilities.

I want everyone to know I am not judging you! For my students, I am only here to help you. I hope this helps all you piano students out there feel more confident when playing for your teachers! And teachers, remember to be sensitive to your students so they can feel good about coming into lessons and playing their best, which is what it’s all about. We’re all on the same side here! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Welcome to LivingPianos.com, I’m Robert Estrin. Today’s subject is about how to learn and memorize fugues. Fugues are some of the most complex examples of counterpoint. Most music has melody and harmony. Typically on the piano, you have the melody in the right hand and accompaniment in the left-hand. But with a fugue, you have several intertwining melodies. To demonstrate this, I’ve chosen the C Minor Fugue from The Well-Tempered Clavier book one. I’m choosing this one because it’s a relatively simple fugue. I want you to understand the methodology, because it’s going to apply to all counterpoint and all fugues.

A fugue has a subject and a countersubject.

The entire fugue is built upon the subject and countersubject. The subject is stated and then the subject repeats starting in a different key, typically, the dominant (5 notes above the starting note). So with the C Minor Fugue from The Well-Tempered Clavier, the subject repeats starting on G. While that’s happening, the counter subject is introduced. Amazingly, the entire fugue is crafted from those two elements! The subject is of particular importance. So you want to bring out the subject wherever it occurs. Of course it will start with just the subject, but then when the subject returns in the dominant, you want to bring that out more than the countersubject. Throughout the entire fugue you want to bring out the subject whenever it occurs.

Sometimes the subject is divided between the hands.

Any of you who follow my YouTube channel knows that I learn music and teach music by absorbing digestible chunks of music at a time. Dividing the hands and learning hands separately is a great way of doing that. Once you can play each hand fluently from memory, you have a good chance of being able to play the hands together and getting that memorized. But with a fugue, sometimes it’s not so neat and tidy! This is true of any music that has substantial counterpoint. When you have a place in the music where the fugue subject is divided between your two hands, you still want to bring out the subject. So anytime the fugue subject is divided between the hands, you want to play it so you hear it when you play hands together. That way, you can bring out the fugue subject, even when it’s divided between the hands.

So aside from learning hands separately, you also want to have the integrity of all the lines so you can hear them. You must not only learn the hands separately, but make sure that you follow each voice through, particularly in instances where a voice is divided between the hands. You need to hear each voice. Play voices by themselves so you can hear them. Then when you play the hands together, even if you do learn hands separately, you can follow through and hear the voices. You don’t want to hear just your separate hands, because they really are not complete by themselves when a subject (or countersubject) is divided between the hands.

That’s the method for learning fugues!

Learning a fugue uses the same methodology as learning any music, but with the extra element of following the counterpoint of all the lines. Now this is a very simple example. Sometimes you have things that get really complicated. You’ll see fugues where notes are constantly dividing between the hands. So you really have to study the score to hear what’s going on and not just abstractly learn each hand separately when voices are divided between the hands since that doesn’t always make sense. I hope this is helpful for you! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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Welcome to LivingPianos.com, I’m Robert Estrin. The subject today is about why learning music one line at a time makes no sense. I’m going to demonstrate this for you in two ways. First, I’m going to play the beginning of Bach’s famous Minuet in G. I’m just going to play the first line. Then I’m going to do something different to show you why it makes absolutely no sense to learn a line of music at a time. It’s not just that it might not be the appropriate length of material to learn at a time. It’s something else that you’re going to understand once I give you this parallel. Let’s take the first line of Bach’s Minuet in G. Bach composed so many of these lovely pieces that are little gems that are accessible even to people in relatively early years of study. I love these pieces! They are a treasure for piano students. And they’re great pieces as well.

If you approach this piece and learn just the first line to start, why wouldn’t that make sense?

For an example, I’m going to read you a little bit of Eugene O’Neill’s Long Day’s Journey Into Night. I’m just going to read the first line of this play. “The fog was where I wanted to be, halfway down the path you can’t see this…” That first line doesn’t really make sense. But if I were to read the entire line, it says, “The fog was where I wanted to be. Halfway down the path you can’t see this house.” Alright, now that has meaning. So how does that relate to music? Well, if you listen to the rest of the musical phrase of the Bach Minuet, not just the line, you get the full musical idea. Just as the text of the play makes more sense by finishing the sentence, the music makes more sense by finishing the phrase, which doesn’t always line up with the lines of music.

Instead of learning music line by line, learn one phrase at a time.

The phrase is a complete thought, whereas the line is arbitrary. It makes much more sense to learn the phrase. Now if that’s too much material to learn, you could break it in half and learn half phrases at a time. That would still make sense. Knowing how much music to learn at a time is important. If I go further with this Eugene O’Neill play, the next sentence, “You’d never know it was here or any of the other places down the…” Obviously, that doesn’t work at all. Of course, it’s supposed to go on. “You’d never know it was here or any of the other places down the avenue.” Much like on the Bach Minuet, if I take the next phrase and just go to the end of the line, you end up with an incomplete thought. It makes about as much sense as learning half a sentence in a play, doesn’t it? Because you need to finish the phrase.

The music is written out on the page in a certain way, but that has no bearing on how much to learn at a time.

It’s critical to learn sections that make sense musically. Also, to take the amount that you can digest in a relatively reasonable amount of time. Because if you take too large of a chunk, just like if you are memorizing lines of a play and you try to memorize a whole paragraph, you might read it until your eyes are crossed and you still might not get it! But if you take just a sentence at a time and string the sentences together it is much more digestible. It’s exactly the same with your music! Take an amount you can digest, learning hands separately, taking five minutes with each hand, another five minutes to put them together, and then you can go on phrase by phrase connecting material as you go. It’s just like memorizing a play!

I hope this is helpful for you! I hope it’s opened your eyes to the significance of the musical phrase. Sometimes phrases are delineated with slur markings over them. Sometimes you just have to get a sense of the music in order to know how much to take at a time, because it varies tremendously. Some pieces have very long phrases, other pieces have shorter phrases. So it isn’t one-size-fits-all. You have to use your musical sense by reading through the piece first to understand the structure and the sizes of the phrases. Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

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