Piano and Music Videos

Musical expression is the personal take a musician has on the music they perform. It’s a uniquely individual experience. What do I mean by the term, “infinite expression” and how can you apply this to your music? Let’s start by explaining the two concepts of infinity and how they can relate to music.

The first concept of infinity is the idea of moving endlessly in any direction.

For example, if you go out into space and just keep going in any direction, you could theoretically go on forever. So, when it comes to music, what if you were to allow the music to flow in any direction with no limits? In the video included with this article, I demonstrate this concept with Chopin’s A flat Ballade No.3, Op.47.

If you listen to the piece in the video you might have an interesting response. Those who are intimately familiar with the piece would probably not be pleased with the performance. However, those of you who are new to the piece might have a more positive response. How can this be? In the context of the whole piece, adding so many liberties with timing, expression and voicing with infinite expression causes the music to go in so many different directions that it would be unsustainable. The whole piece wouldn’t hold together. It’s impossible to maintain the music cohesiveness for the duration of the piece playing in this manner. Infinite expression in this sense simply doesn’t work for classical performance.

The second concept of infinity is the idea of going halfway to a destination again and again repeatedly.

This presents another concept of infinity. Your musical framework allows for minute levels of expression and detail which is truly limitless. The nuance of each note, the levels and the balance of each chord, there are an infinite number of possibilities to add more character and expression to your performance. This concept of infinity can be applied to musical expression. This might sound like a complex concept, and it is, but I have provided an example of this type of performance in the video included in this article as well.

If you listen to the second performance in the video, you will notice how it contrasts with the first performance. While there are an infinite number of gradations of tone, balance and expression, there is a continuity that holds the music together.

I could play that section over again and again and never play it the same way twice!

Adding subtle details to different elements allows you to create character and expression while potentially never repeating yourself – a truly infinite form of expression.

Adding subtle details to your music within a framework allows for infinite possibilities in your music while still maintaining the intentions of the composer and the structure of the music. Yet with this concept, you can still add your own unique voice and expression to everything you perform. When you look at your performances in this way, it’s incredibly exciting – you can truly play a piece thousands of times and always add something fresh and creative.

When I first thought of this question, I was interested in what information was available from Google and on Youtube. I was surprised to find that there isn’t much information available on this subject! This is a really important subject for anyone who has studied Chopin Waltzes or Mazurkas. Chopin wrote a thick book of Mazurkas as well as a big book of Waltzes. These staples of the piano repertoire are stupendous pieces of music!

The Differences and Similarities of Waltzes and Mazurkas

First, there’s a great deal that Waltzes and Mazurkas have in common. Waltzes and Mazurkas were both dance forms of the 19th century. They are also both in ¾ time. So, what makes them different? In this video, I’m going to demonstrate the B-minor Waltz and the B-flat major Mazurka so you can hear them for yourself to see if you can figure out what’s different about them. Since they are both based upon dance forms in 3/4 time, you might wonder what sets them apart.

In a nutshell, the difference between Waltzes and Mazurkas is which beats are accented!

Let’s start with a Waltz. They typically have a strong first beat. The third beat is also somewhat strong, but the first beat is the strongest beat. In a Mazurka, the emphasis is on the second beat. On the accompanying video you will hear complete performances of the B-minor Waltz and the B-flat major Mazurka with all of the changes of sections. You can listen for the accented first beat in the waltz as well as the somewhat prominent third beat.

When listening to the Mazurka, notice the strong second beat. I chose these particular selections for you because they have similar tempos and are both energetic pieces. Some Waltzes have a solemn mood with slower tempos while there are Mazurkas which are highly introspective. They can be quite deep pieces of music. They’re well worth listening to and I may present these in future videos. I hope you get a sense of the fundamental differences between Waltzes and Mazurkas. This is Robert Estrin at LivingPianos.com Your Online Piano Store 949-244-3729 info@LivingPianos.com

Welcome to LivingPianos.com. This is Robert Estrin. Today the subject is, how to approach a new piece of music on the piano. I randomly opened this big fat book of Chopin Mazurkas to the Mazurka in A-flat Opus 24 No. 3. I do not know this piece. I literally flipped through the book, and we’re going to see what happens.

The first thing you want to do when you’re approaching a new piece of music is to sight read it through to get acquainted with it. There’s a fundamental difference in the way you’d sight read a piece when you’re playing it for someone, or certainly when you’re accompanying someone where you have to keep everything moving. If you’re playing with someone else, you must stay together. When sight reading a piece for someone, you do the best you can even though you may have to flesh some of it out leaving out some inner notes. You must surmise what it should sound like and do the best you can. But in this case, when you’re reading to get acquainted (not playing for or with someone), you want to make sure you’re playing everything accurately, even if you have to play slower.

So, I want to start off and sight read this piece. I’m going to do it the way I would if I was playing it for someone and when it starts, maybe I’ll know if I’ve heard this Mazurka before! You can listen on the accompanying video.

That went pretty well. But at this point you will notice, it wasn’t entirely accurate. I was sort of getting the chord changes. Since there is a repeated section, I’m going to stop. If I was playing it for somebody, I’d make my way through it, perhaps not using the best fingering and not quite getting all the notes. However, if I was reading this to get acquainted with it, I wouldn’t do that. Instead, I would take it slowly figuring out the exact notes. I would figure out how to negotiate the music properly. I wouldn’t get too hung up because I wouldn’t want to start practicing yet. I just want to get acquainted. So, you have to draw the line of how far to go with your reading in order to get a sense of the music, yet not start pounding out wrong notes and cementing mistakes. So let’s see how to approach learning a new piece.

I am going to use no pedal so I can hear everything clearly. This will give a sense of the harmony. I had it mostly right! I did spot a double flat that I had missed.

The first time I went through it, it wasn’t perfect, but it was like a performance at least. So if somebody wanted to hear the piece, it could be satisfying for them because I wasn’t stopping and starting all the time. However, when you’re approaching a new piece of music, you want to take a moment to make sure you’re playing the correct notes, the correct harmonies. Double check your accidentals and things of that nature.

Now, the next step, after you’ve read through the whole piece in the matter I’ve described, you really don’t want to read the piece ever again, if you want to read pieces, pick another Marzuka or another piece of music entirely. Why is this? If you continue to sight read the piece, unless you played it perfectly, the first time through, you’re going to continue to miss things. And even though I played fairly accurately most of the piece the first time, there are all kinds of details on the score that are essential for the piece that are important such as, the exact place where slurs end, where dynamic start and end, and other fine details. Composers aren’t haphazard with these details. These are intrinsic to the composition and must be learned meticulously.

The very next thing to do after the precursory reading, is to go to the very beginning and break it down to the smallest possible elements checking everything. I could probably start from the beginning and read it through five or six times and sort of know it and then I could go back and keep reconstructing the score trying to fill in the details I didn’t quite get. But that’s not very effective practice.

If you’ve taken piano lessons and listened to your teacher, they undoubtedly told you to play with rounded fingers – having your hand shaped like you’re holding a ball. If this is true, then why did one of the greatest pianists of all time play with flat fingers? Did Vladimir Horowitz play with flat fingers? The answer is yes; there is some truth to this!

Difference Between Round Fingers and Flat Fingers

You may wonder why you’re supposed to play the piano with rounded fingers? It’s very simple: if you play with your fingers outstretched you don’t get the benefit of using all of your finger joints. First of all, some fingers are longer than others. So thumbs and pinkies don’t reach all the keys! When rounding the fingers, they all form a straight line so your fingers are all over keys. Also, when playing fast passage work, it is necessary to play with curved fingers in order to play with speed. However, in slow passages, you’ll see Horowitz and other pianists such as Glenn Gould sometimes playing with flat fingers. This technique can allow for different tonal gradations which are difficult to achieve with rounded fingers. On the accompanying video, you will hear two versions of the beginning of Chopin’s Prelude in E minor, one with rounded fingers and the other playing with outstretched fingers.

Can You Hear the Difference?

A lot of people wonder if you can begin studying the piano as an adult. I often hear from people who have just retired and finally have the time, if they can begin studying the piano at their age. There are also people who never practiced when they were younger and wonder if it’s too late to take up the piano again. The simple answer is:

It’s never too late to begin learning the piano!

It’s important to have your expectations in alignment with reality. There are certain things you must be aware of. I’ve seen an incredibly wide range of results in piano progress among various people. Some have made remarkable progress at the piano in a short amount of time as adult beginners. How can this be? Your exposure to music in general is going to have a great deal to do with your success at the piano.

For example, if you’ve played an instrument like the clarinet, you are used to reading at least one staff of music as well as playing music. You’ve also developed finger dexterity. A transition to piano is going to be a lot more seamless than for someone who has never even listened to music let alone played a musical instrument. That person is going to have a harder time assimilating musical language.

A lot of affinity for music develops just from listening to it. So even if you’ve never played anything, but you’ve been an avid listener of music; you’re going to progress faster than someone who has avoided music their whole lives.

There is a parallel to how exposure to a foreign language can make it much easier to learn a second language.

There are a lot of things that enter into your success with studying the piano at any age. For example, there are different programs like Scott Houston’s Piano in a Flash. He was recently on our show and demonstrated how he helps people to enjoy the piano with his innovative chord system. His program isn’t designed to be able to play classical compositions of Beethoven or Mozart, but it offers fun for people wanting to play popular songs they are familiar with. His method of playing chords with the left hand and the melody line in the right-hand makes delving into the piano an enjoyable, casual endeavor. His program also offers ear training and guides you with improvisational skills. This is a way that a lot of people can get enjoyment out of the piano without striving to be a concert level player. For those of you wanting to play classical compositions, I suggest getting a teacher and studying the piano more formally because it’s more difficult to learn classical music on your own. Having a good teacher can help to guide your practice.

So, anyone can learn to play the piano at any age!

There are so many things involved in studying the piano. There is everything from note reading, figuring out rhythms, considering hand position, following fingering, negotiating phrasing, expression and more. There are also skills which must be mastered such as memorization, sight-reading and improvisation. You must also have a keen understanding of the underlying music theory. But there is one intrinsic thing that is a macro to learning to play the piano which transcends everything:

How to Practice

There are so few teachers in this world who teach how to practice; not just in piano but all subjects. I remember when I was in 11th grade, for the first time Mr. Gray showed us how to to compose an English composition. Before that, any time a paper was assigned, I would break into a cold sweat having no idea how to approach such a thing! But Mr. Gray broke it down to an organized method of how to write a clear, compelling composition. I’m so grateful to him to this day. His methods have stayed with me. It’s how I do all my writing, and I write a lot of articles!

Having Productive Lessons:

I was fortunate to study with my father, Morton Estrin. From the very first lesson, he showed me how to practice as he did with all his students. Many of his students went on to teach his methods including my sister and myself. Our teaching is based upon showing students what to do the other six days of the week when they’re not at the lesson. This is the key for effective training which makes the lessons exponentially more productive. It’s not just correcting wrong notes and assigning new material. There are a myriad of things you can do in a lessons from working on scales and arpeggios, to delving into music theory.

Providing a Step by Step Approach

You must show students what to do on a daily basis. They should have a clear idea how to approach each skill set whether it is memorization, sight-reading or something else. The students must be provided with the methods for approaching each skill. The most valuable thing a teacher can do at lessons is to practice with the students. You may work with them for months or even years getting them to the point where they can work effectively independently. Once students reach that level, their progress at home will soar. Your role shifts more to a coach than a teacher being able to work on refining their playing to a high level. So, be sure your teacher (whatever the subject) provides clear, step by step instructions of how to work out assignments at home for fruitful study.