Piano and Music Videos

Welcome to www.LivingPianos.com, I’m Robert Estrin. The subject today is about getting the maximum benefit out of your practice time. That’s the way I like to work. I get a lot of people who are really gung ho to learn the piano. They’ll say, “I’ll work hours a day on scales and exercises. I just really want to get better.” But there is a point of diminishing returns with working on technique for technique’s sake. I always believe in working on music. Learning music will help you solve more technical problems than just focusing on technique, and you’ll get more benefit.

How can you maximize the effectiveness of working on technique?

If the primary time you spend daily on the piano involves technical exercises, including fundamentals like scales, arpeggios, octaves, and things of that nature, it doesn’t leave enough time for what’s really important, which is repertoire. You will grow more from learning music than you will from simply playing exercises. Ten minutes a day of really good scale and arpeggio work is a great warmup. You’ll get the maximum benefit with a minimum amount of time.

The secret is consistency.

If you only work once a week on scales and arpeggios, you’re not going to get much benefit. But if you spend a little time each day you will see improvement. Five or ten minutes a day is all you really need most of the time. There may be times you’re having an epiphany and you feel like you’re finally playing arpeggios well. In that case stay with it or you’ll end up with a hump to cross later on anyway. It’s not an absolute science that you spend X amount of time for maximum benefit. But generally speaking, minimize pure technical work.

Use your music as technical exercises.

When you have a part in your score that you can’t play well, figure it out using various practice techniques. You can turn your music into exercises! If you’re playing a Bach prelude, for example, like the Prelude in C Minor from book one of the Well-Tempered Clavier, it lends itself to exercises. It’s most like an exercise in itself. So how could you practice that? Slow practice with a metronome is invaluable. Use raised fingers, delineating every finger that’s down and every finger that’s up. That’s a great practice technique! Another technique is to use different phrasings. For example, staccato fingers. Or you can play one hand staccato and the other hand legato. You can benefit from this because any weakness will evidence itself in your playing. Or you could just do small snippets at a time. You could also play the music with various rhythms, such as dotted rhythms or you can play the music with different accents. There are countless ways you can turn music into exercises. This way you don’t have to resort to mindless exercises that don’t have the benefit of music you can play at the end of the line.

Musical etudes are your best source.

Whether it’s Chopin and Liszt etudes or Heller or Burgmuller studies, these etudes are richly rewarding music that can solve technical problems while offering you great music that you can play and enjoy. So that’s my recommendation! Utilize minimum time and enjoy maximum benefit for pure exercises. But spend most of your time with music and turn problem areas into exercises where necessary in order to improve your technique on the piano. Let me know how this works for you! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

For premium videos and exclusive content, you can join my Living Pianos Patreon channel! www.Patreon.com/RobertEstrin

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

www.LivingPianos.com
www.Facebook.com/LivingPianos
949-244-3729

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.

For premium videos and exclusive content, you can join my Living Pianos Patreon channel! www.Patreon.com/RobertEstrin

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

www.LivingPianos.com
www.Facebook.com/LivingPianos
949-244-3729

I’m Robert Estrin, and this is LivingPianos.com. Today’s subject is about how you can improve your sight reading by looking at chunks of music. When you first start out it’s really tough just being able to identify notes on the page! Eventually you get to the point where you start to make the relationship between lines and spaces and keys on the piano. So when you see line to line, you skip the space, and when you see space to space, you skip the line, which means you skip a key when you’re going from line to line or space to space. Chords usually are all on lines or all on spaces because they’re built on the interval of a third which is every other note of a scale. Or if you’re going from line to space to line to space, they’re probably going to be consecutive notes on the keyboard. Now, of course, there are black keys. That’s a whole other issue, but this is one way that you can improve your reading, by identifying distances between notes.

When you have really high or low ledger lines, way above or below the staff, sometimes it’s hard to know what the notes are.

There are some little cheats you can use. For example, when you have really high notes, if the bottom note is on a space and the top note is on a space, that’s not an octave. Because octaves are always space to line or line to space. That’s a little tip for you. If you have never really thought about this before, you can sometimes guess the right note if it looks like around an octave. But it better be line to space or space to line, or it’s not an octave. But what I’m talking about today is something quite different.

The secret of sight reading is to look at groups of notes!

At first, when you’re reading, it’s an arduous task. It took me many years to become a good sight reader. The secret is instead of looking note to note, look at groups of notes. Depending upon the piece, sometimes you’ll look at half measures at a time, taking in the entire thing as a digestible chunk you can comprehend. For example, the famous Bach Prelude for The Well-Tempered Clavier Book One in C major is a great example of this because the whole prelude is just broken chords. So if you’re playing the beginning of this piece, there’s no need to look at every note. Once you see the first chord, you can shoot your eyes to the next measure even before you’re there, because you’re already over the chord that you’re playing. This is an ideal piece to check out this technique for yourself if you’ve never done it before, because the entire piece is broken chords. And the whole measure is the same chord repeated twice, broken. You always want to be looking at the next group of notes, getting ahead of where you are. This is an incredibly valuable technique!

You’re never going to be able to read and keep time if you’re looking at each individual note.

This is one of the most important lessons for learning how to read in a fluid manner. Sometimes you have to surmise what the harmonies are and what the composer’s intentions were. There are some scores that are just so dense with notes and articulations! If you’re sight reading, you can’t always take the time to figure out every little detail. Particularly if you are accompanying other musicians.

Nobody wants you to take the time at rehearsal much less performance!

They’d rather you just flesh it out and get a sense of the music. A lot of times, you can kind of guess what the composer intended by seeing enough of the chord structure that you can play what’s written without necessarily seeing every single note. Now, that’s not an ideal situation. But if you’re reading something for the very first time, particularly if you’re playing with other musicians, sometimes that’s necessary.

Try this in your reading!

I’m very interested in how this works for you! Take a piece like Debussy’s 1st Arabesque or Bach’s Prelude in C Major to start, but you can do this with virtually any music! Some music is going to be a lot more difficult to do this technique with. That’s why a Bach fugue is really hard to sight read, because it doesn’t break itself down this way. You have too many separate lines. So this is not 100% foolproof. But in some pieces of music, it’s a godsend! So try it out for yourself and let me know how it works for you! Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

For premium videos and exclusive content, you can join my Living Pianos Patreon channel! www.Patreon.com/RobertEstrin

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

www.LivingPianos.com
www.Facebook.com/LivingPianos
949-244-3729

Welcome to LivingPianos.com, I’m Robert Estrin. The subject today is about how to use the pedal on the piano. This is such a deep subject. I have other videos on the finer points about pedaling, how it imparts changes in tone, when to use it, when not to use it, and how to use the sustain pedal in conjunction with the soft pedal. But today I will cover the fundamentals. If you’ve ever wondered how the pedal works, you’ve come to the right place!

The interesting thing about the pedal is that it does not go down rhythmically.

If you’ve just started using the pedal the hardest thing about it is that it is not used rhythmically, because you want to tap your foot on the beat. It’s the most natural thing in the world! Yet that doesn’t work on the piano. It doesn’t work because if you push the pedal down when a note plays, you will capture the harmonies of the previous notes that were down. It’s a mess. Why is that? The fact of the matter is, when you push the pedal down, whatever notes are held down are going to continue holding down. When you play a note, you’re still holding down the previous notes to some extent, particularly if something is slurred.

How do you create a slur on the piano?

A slur is a glide between notes. A singer or a French horn player does it very naturally and the notes between the slur are all there. On the piano, you can’t do that. So you tend to overlap notes, and that’s the way you create the illusion of a slur. But what happens when you pedal on the beat is the previously played notes are going to be held. If I play middle C and then a C sharp and I pedal at the same moment as I play the C sharp, you’re going to hear the C and the C sharp together. You will hear dissonance. The pedal must go down right after notes plays.

But here’s some good news for you, the pedal comes up exactly on the beat!

The pedal goes up exactly when you play a note. But the pedal goes down right after the note, arrhythmically. It’s important that you understand that, otherwise, you’re going to hear dissonance. It’s the nature of the pedal.

There’s so much more to the pedal. As a matter of fact, I will put links in the description of some other videos I have on pedaling. Decades ago, I made 50 hour-long presentations live on the internet, for a company in Irvine. My show was called Keyboard Kaleidoscope. One episode is an hour long show on the pedal that I will share with you in the notes below, in the description, and on LivingPianos.com! I hope this is helpful for you. Thanks so much for joining me, Robert Estrin here at LivingPianos.com, Your Online Piano Resource.

For premium videos and exclusive content, you can join my Living Pianos Patreon channel! www.Patreon.com/RobertEstrin

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

HOW TO USE THE PEDAL ON THE PIANO – KEYBOARD KALEIDOSCOPE – ROBERT ESTRIN

www.LivingPianos.com
www.Facebook.com/LivingPianos
949-244-3729

Welcome to LivingPianos.com, I’m Robert Estrin. Today’s subject is about when to listen to recordings of music you are learning. I know a lot of students like to listen to a bunch of recordings of a piece to get familiar with it before they start learning it. Then as they’re learning they keep listening and listening. Maybe they find one performance they particularly like and just listen to it incessantly. Naturally, they’re going to imitate that performance. There are two reasons why I don’t recommend doing this. Listening to performances to see what music you’re interested in learning is great. Of course listening to music is enjoyable and valuable. However, when you want to learn a piece of music, you don’t want to be highly influenced by any one particular interpretation. Also, you want to challenge yourself to see if you can learn something from the written page and see what you come up with. Naturally, there are styles of music where learning by ear is the best approach when the sheet music is incidental to the original performance or recording.

When I start working on a piece, I don’t listen to any recordings at all!

I learn the whole piece until I have it on performance level. At that point I’ve carved out a concept of how to play that piece. That’s when I first listen to recordings. That way when I listen to those recordings, they don’t overly influence me. I get a different take, but I come to my own conclusions about the music, and I think you should do the same thing. This method really helps you to understand how to decipher rhythms, phrasing, expression, not to mention the notes of the music, and to come to an idea of what tempo you like.

Give yourself the opportunity to find your own way.

If after you’ve learned a piece of music you listen to half a dozen recordings and everybody plays it way faster or slower than you do, you might rethink what you’re doing. Maybe there’s some validity to the common wisdom. Maybe there isn’t though. Have you ever heard Glen Gould recordings where he plays tempos that are drastically different from other people? Sometimes that can be enlightening. So, go with your convictions! But the only way to have convictions is to not be influenced before you learn something. So. don’t depend upon recordings to help you learn pieces by ear because you’ll never be able to express your true inclinations of the music if you never give yourself an opportunity to explore them. I hope this is helpful for you!

I’m Robert Estrin here at LivingPianos.com, Your Online Piano Resource.
You can join the Living Pianos Patreon to unlock access to exclusive videos and original music! www.patreon.com/robertestrin

Robert@LivingPianos.com
949-244-3729

Welcome to LivingPianos.com, I’m Robert Estrin. Today’s subject is about how to establish a slower tempo in your piano practice and performance. This is vital in order to cement a solid performance. You might think that there is nothing to it. But I can tell you from teaching for many years that when students encounter a problem and they are instructed to play slower, most of the time they play at exactly the same tempo! So how do you actually establish a slower tempo?

Slow down your counting!

First, find what tempo you’re actually playing. Count along as you play. Once you can play at that tempo, continue counting without playing. Then you can go slower by saying, “one” then wait for just a moment, then say, “two” and continue at that new rate. By taking a moment after you say the first number, then continuing at that rate, that is the simplest way to establish a slower tempo. (You can also utilize a metronome to accomplish the same thing.) Then, play at that new tempo. For practicing, it’s an essential technique. Because being able to slow down to a workable tempo to think through sections that you’re working on is important for solidifying your music.

Solidifying tempo in a performance is vital for having a successful performance.

This technique is equally important in performance. When you play a performance, you’re naturally going to get excited. The adrenaline flows and if you’re not careful, you might take too fast a tempo. So, always lock in your tempo by thinking of the music and counting at that tempo. Then go back and slow it down by delaying after the first count and continuing at that new rate. Then imagine the music at that rate to make sure that it’s the right tempo. I hope this is helpful for your practice and your performance!

I’m Robert Estrin here at LivingPianos.com, Your Online Piano Resource.
You can join the Living Pianos Patreon to unlock access to exclusive videos and original music! www.patreon.com/robertestrin

Robert@LivingPianos.com
949-244-3729