Piano and Music Videos

This is LivingPianos.com, I’m Robert Estrin. Today’s subject is about the importance of rotation when playing arpeggios. What makes arpeggios so difficult? Even compared to scales, which have third and fourth finger crossings, as well as thumb crossings, arpeggios can be even more difficult. This is because your thumb and your third finger have to cross so far over, it makes it difficult. The way to practice this is to have the metronome set at a slow speed. Practice preparing your thumb as early as possible, which means right when the second finger plays, the thumb tucks under.

Instead of waiting until the thumb needs to play, prepare the thumb when your second finger plays.

Right after the thumb releases, it tucks under. Train your hand to prepare the thumb early. The left hand does exactly the same thing coming down. That is an essential technique. Practice without moving your arms up and down. Work with the metronome slowly, then increase the speed. Get it to two notes, and eventually four notes to the beat. You might have to work with progressively faster metronome speeds to get it that fast.

There are countless ways to practice arpeggios, but today I’m going to show you an essential technique, which is:
The rotation of the hand.

You don’t want to have an abrupt crossing of the thumb or your fingers at the point at which they cross over. Naturally, preparing the thumb early is a great way to avoid this. But there’s more to it. No matter how much you tuck your thumb under, it’s not all the way to where it needs to be. In a C major arpeggios, the right hand thumb crossing going up from a G to C is really far! So you should rotate your hand slightly to put your thumb over the next key. It’s important that it be a smooth motion, not a jerky one. This allows for playing fluid, faster arpeggios. Practice slowly, preparing the thumb in advance. Eventually you get to the point where you’re rotating the hand slightly, in a smooth manner. That is the rotation of the hands in arpeggios.

You’ll find in scales that this technique is not necessary, because you don’t have nearly as far a reach. But there are many places in music, with broken chords of different sorts, where this rotation of the hand is really important. It is also useful in being able to delegate the weight of the hand for balance, which is a subject for another video.

If there is a subject you would like for me to cover, let me know! I have a whole list of subjects from my students and other people who contact me on a daily basis. I appreciate the support! Thanks again 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

Welcome to LivingPianos.com, I’m Robert Estrin. Today’s show is about my first recital. It seems like it was only yesterday, even though I was a very young child. Performers know how different it is when you play for other people. In the olden days with in-person lessons, my students would play for me and say, “It went better at home.” But with virtual lessons, what excuse is there when they’re at home on their own pianos? Well, there’s a lot to this subject. Let’s dive right in!

I grew up studying piano with my father, Morton Estrin.

Though my father was a professor of music at Hofstra University in Hempstead, Long Island, he did most of his private teaching right in our home. There was a big addition on the house with two grand pianos. In fact, my father had monthly recitals there. Each month he’d feature a student who was preparing a solo recital. Sometimes he would have multiple students perform. It would be a three, four, or even five way recital, giving students ample opportunities to perform. Because it’s so important to practice performing, for the reasons I’m going to articulate in a moment. In June he had two recitals back to back for all of his students who weren’t ready for solo or joint recitals. That’s where I first had an opportunity to play in a recital.

In my father’s studio, he had professional recording equipment.

There are tapes of my playing from the time I started lessons. I have them in storage right now. One of these days I’ll pull some of them out. I’m sure many of you would be interested in hearing some of these recordings. From my very first pieces, he recorded virtually everything my sister and I studied. I’d have seven or eight short pieces and he’d switch on the tape machine. I’d announce them and play them. We did that for years and years. So there are a whole bunch of tapes. Because of that, you would think that playing a recital wouldn’t be a big deal. After all, it was in the same room on the same piano where I had recorded countless times. But here’s what happened. I remember the first time I performed so vividly! I was playing my father’s piano in his studio, which was in our home. You would think I’d be very comfortable. I knew the pieces really well. I could play without even thinking! By the way, that’s part of the problem, which we’ll get to in a minute.

I got to the piano and it was almost like being in a dream state.

The black keys looked so black and the white keys looked so stark white. I was looking down on all these keys thinking, “Oh my gosh, I have to find all the notes to these pieces I’ve memorized?” It just seemed absolutely impossible! How could I find all those notes among those keys I was staring at? It was a horrifying prospect! My father wouldn’t have me play if I wasn’t really well prepared. And because I was very well prepared, I ultimately was able to play.

It’s amazing how seriously we take our own performances.

During one of my first performances, I had a little blunder. In my mind I had a complete catastrophe! I thought it was just horrific what had happened. My life flashed before my eyes. There is something about playing publicly that gets your adrenaline flowing. I thought it was a complete disaster! But at my next lesson, my father put on the tape of the recital. As I was listening, there was one little tiny blip that went by. I was waiting for the mistake. But then it was over. I couldn’t even believe it. It was a little teeny, tiny momentary thing that I practically didn’t notice listening back to the tape. But at the time, it seemed like the world stopped! There was an eternity of time in that moment.

When you’re performing, you are hyper aware of what you’re doing.

You notice things during a performance in a way that is completely unlike your practice when you’re just playing without giving too much thought. In fact, your thoughts are focused on the music, which is really the key to being able to perform well. But how do you stay focused on the music? There are many ways to achieve this. I’ve talked about the importance of practicing performing. You can start by recording yourself. Then play for a family member or a good friend – just a single person. Then work up to more and more people. Some people will say you should just ignore the audience. Just go out there and pretend they’re not there and just play. While this may work for some people, I’ve always taken the opposite approach.

Visualize the performance as accurately as you can.

Think about the moment you are going to be in front of an audience. Try to get all the juices churning. Try to be in that moment. In my practice, when I do little tryout performances, even with nobody there at all, I’ll pretend I’m at the actual performance. I’ll think about the room. I try to psyche myself into the feeling of performing. It’s almost like a post-hypnotic suggestion. I think about sitting on the bench. I think about the image of the name of the piano. If it’s a Steinway, I think Steinway. If it’s a Baldwin, imagine the Baldwin logo. I just breathe deeply and imagine that moment with an audience there, seeing the name of the piano, so that it’s not a surprise when the moment of performance comes. Then you have some idea of what it’s like. When you sit down at a performance, or even if it’s your lesson on your own familiar piano, suddenly everything feels different. You want to prepare that moment in advance. Then when you come to it, you take that same big breath. You look at the name of the piano and it brings back that state of relaxation that you practiced beforehand. This is a great technique to get you centered.

Take things a little slower during a performance.

When you are nervous, you tend to go faster. Your entire physiology speeds up. Your heart rate goes a little faster. You might have sweaty palms. If you just go a shade slower than you think you should, you probably will be right where you should be, right at your normal tempo. One of the reasons why you may have difficulty when you’re playing for somebody is you’re going slightly faster than you’ve ever gone before but you don’t even realize it. Then things start messing up. And once things mess up, if you get into a thought of, “What’s coming next?” It’s a disaster. Because the amount of material you learn is awe-inspiring when you think about it. It’s amazing that you can remember all that music! Even if you’re playing with a score, it’s amazing that you can digest all of those notes coming at you furiously. You have to make sure you have enough time. So give yourself that little extra time by taking a slightly slower tempo.

You can rely on motor memory, to a certain extent.

Physiologically, your fingers know where to go. I liken this to watching a toddler learning how to take their first steps. The concentration on their faces is unbelievable. But of course, once you learn how to walk, you can walk while thinking about other things. The same thing is true for driving. The first time you drive, everything is incredibly intentional. I’m not suggesting you shouldn’t concentrate while you drive. You absolutely have to! But the human mind can’t really think about more than one thing at a time. You just go back and forth very quickly. And that’s what you do when you drive. You’re looking in front of you, you’re checking your mirrors, you’re keeping track of what’s around you. At your musical performance, it’s the same thing. You’re watching certain things. But if you’re playing something that’s really fast, how can you possibly think of all the notes? Of course, you try to think of all the notes. But if you’re playing a whole piece, or a whole program, there will be moments of distraction. Maybe there’s a noise in the audience, or something where you’re not100% on top of every single thing that’s happening. It’s almost like freewheeling, and it’s very dangerous! And yet, we all depend upon it to one extent or another. But you always have to have part of you looking down at yourself, making sure you don’t take a wrong turn. You have to continually reaffirm your concentration.

Listen to the music and let it draw you in.

If you listen to what you’re doing, your audience is compelled to listen also. It keeps you in the moment, which is the whole secret to having a coherent, solid performance. If you start thinking about what’s coming later it can be a disaster. You can’t really think that way. If you make a mistake, you can’t dwell on it. Once again, you have to be right where you are, focused on what you’re doing, listening and trying to make the most beautiful music you can. You want to reach people with your love of the music. The reason why you spend so many hours achieving the level you do is so you can share your unique take on these pieces. Take advantage of that moment. Let the audience inspire you! Take that energy and use it positively to keep you focused on the score, listening and creating beautiful music, and you’ll do great.

In your practice, don’t just depend upon your motor memory.

Go back very slowly with your foot off the pedal, playing with the metronome. Double and triple check your work, hammering each note clearly, delineating and exaggerating everything. Particularly dynamics, because one of the things you’re going to find in your performances, when you listen to them, is that things that you thought were really exaggerated, strong accents and short staccatos and loud fortes and quiet pianissimo, are not going to be nearly as extreme to the listener from 10, 20, 50 feet away. You have to exaggerate everything! Practice that exaggeration in your slow practice so you learn the sound and the feel of exaggerating everything. So that when you lose your concentration momentarily, your fingers still remember, and your ears remember the sound you’re after. I hope these tips work for you!

Thanks again for joining me, Robert Estrin here 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

Thanks for subscribing, and telling people about Living Pianos. There are more piano videos coming your way on 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

Welcome to LivingPianos.com, I’m Robert Estrin. A few weeks ago, I put out a video on the top 5 piano lesson fails. I thought it was only fair to do the other side of the equation. So today, I’m sharing the top 10 piano teacher fails! Incidentally, these aren’t just about piano teachers. Most of these apply to all teachers. So I think you’ll be very interested in this!

1. Your teacher doesn’t show you how to practice.

You go to your lesson. Your teacher makes corrections and they assign new material. When you get all done, they tell you to practice. You leave the lesson and go through those corrections. You have your new piece. But how do you practice? You realize you have no idea even how to approach the practicing! That’s because they didn’t show you how to practice. When you leave a lesson, you should know exactly what it is you have to do and how to do it. Just telling a student to practice isn’t enough.

2. Your teacher doesn’t show you how to memorize.

You learn a piece and you’ve played it for a long time. Finally, at the end of the lesson, your teacher says, “For next week, I want you to have this memorized.” You get home and you start from the beginning. You see if you know any of it. You remember just the first couple of bars. Your fingers kind of just go to the right keys because you’ve played it so many times. Then you wonder, “Well, now what do I do?” You can’t figure out how to memorize because your teacher didn’t show you how to memorize! They just expected you to know how to memorize.

This is really bad for a number of reasons. First of all, it makes you feel like something’s wrong with you! The teacher expects you to be able to memorize and you can’t do it. You feel like maybe you just aren’t smart enough to know how to memorize. Well, nobody can just instantly memorize! I guess there are some amazing geniuses out there who can just play music and it’s memorized immediately. Of course, if music is simple enough, maybe just sheer repetition will work. But if you have just one week to get something memorized, and you don’t have a method or a process, you’re in trouble. So, if your teacher tells you to memorize, ask them how to memorize. If you don’t get a clear, concise answer, then you might consider getting another teacher if memorization is important to you.

3. Your teacher gives you music that is too hard for you.

This is something that is so blatantly wrong and common! Teachers give music that’s too hard. Now, why would they do that? Well, there are a couple of reasons. First of all, you might be begging your teacher to give you a certain Chopin etude. So part of it can be inspired by the student asking to play something that is really not appropriate for their level. Another thing is that teachers often like to brag to other teachers and pianists. “I have students playing Liszt etudes and late Beethoven sonatas.”, or whatever it may be, because it makes them feel like they’re really good teachers. Or maybe they’re tired of the easy pieces they teach all the time. If a student asks for something that’s too hard, they just say, “Go ahead and do it.” They figure, at least they’ll be listening to something that they like. Occasionally, studying a piece far more advanced than you have played before, can help you reach new levels in your playing if you are willing to put in the hours of practice necessary to master it. But all too often, you can end up wasting valuable practice time on something you can’t end up playing on a decent level.

4. Your teacher talks over your head.

This is something true of almost all subjects. Some teachers will talk over your head. They’re talking as if you understand them, and you sort of do, but not quite. You don’t even know what question to ask. You feel like it would make you seem stupid if you ask a question after your teacher talks to you like you understand. This is particularly true with music theory. Maybe they expect you to understand some complex harmonic progression and they think, “Well, this is the C diminished, which obviously is going to be in the key of D flat.” And you go, “Mm-hmm”. Before you can even formulate the question, they’re going on to the next thing. “So this is the diatonic chord in this key. And you can see, well of course the key signature…” You’re nodding along hoping you will eventually catch on, but you never really understand anything they’re talking about! You sort of get it. And once again, you think there’s something wrong with you because you think you should understand what they’re talking about! They seem so brilliant. And if they think you understand it, you should. Well, sometimes teachers don’t appreciate the foundation you need in order to follow the whole chain of a conversation. You could be lost at the beginning and kind of nodding along, thinking, “Oh, I’ll get this eventually by the end of this talk.” But then before you know it, you’re onto the next topic, and you never even get to it. So this is a really big problem.

5. Your teacher never reviews what you’ve learned previously.

Your teacher introduces something new. Great! “Today, we’re going to do harmonic analysis.” So you spend a little bit of time with it. But that’s the last time it ever comes up. Next time they bring up something else, like how to play scales in contrary motion. They do it once, then you never hear about that again. You never quite got it. Before you know it, you’re going on to two, three, or four other things. There’s no follow through. So you end up with all these little tidbits of knowledge that go by the wayside. You never really understand any of them because your teacher is not consistent in the instruction.

6. Your teacher’s instructions are too vague.

Have you ever gotten some abstract instructions? You’re playing a piece and your teacher says, “Over here, make it sound like butterflies flying through the wind in the flowers.” You’re thinking, “Wow, that sounds great.” You’re just so impressed with the imagery. But you think, “What do I do to make it sound like butterflies?” You love the whole concept of it so much that you don’t want to ask about it. Abstract comments can sometimes give you some vague idea of what you’re after. But if it’s not followed through with specific instructions about how to achieve that sound, it can be meaningless. It might sound good, but you need more than that.

7. Your teacher makes you feel bad about yourself.

Now we’re getting to some of the heavy things. There are some really destructive things that teachers can do. A teacher might say something passive aggressive like, “That’s good if you think you like it that way.” They make you feel small. They’re saying things to you and making you feel terrible. Why is this so destructive? Well, first of all, it’s hurtful! Also, it might make you just give up on the whole idea of piano. If you’re constantly demeaned at lessons, then you lose the joy. What’s the point of studying piano if you can’t enjoy it, right?

8. Your teacher yells.

Teachers who yell, there’s really no excuse for this. It really is verbal abuse. “Why don’t you know your scales? You should know this by now!” Or, “You didn’t memorize this piece? I told you to memorize it!” Any kind of yelling, there’s no place for that in a piano lesson. There is one tiny exception. I notice that with online lessons, occasionally the technology doesn’t cooperate. A student is playing a sonata and I need to stop them. I’m going, “Hey! Hey!” Trying to get somebody’s attention online. But that’s a different story. I’m talking about yelling at a student because they’re doing something wrong. The teacher thinks they need to yell to make their point. No. That’s not an appropriate way to make a point. End of story.

9. Your teacher physically harms you.

I’ve heard so many stories about teachers who hit their students. Hitting is absolutely wrong in any circumstance during a lesson! There’s an old story, you’ve probably heard of teachers who used rulers to make students’ corrections. Every time there was a wrong finger, whack! The teacher thought, “If they know they’re going to get hit, they’re going to play with the right fingers.” Well, aside from the potential for damage, pain is not a good way of getting people to be open to concepts of instruction. Hitting is just absolutely wrong.

Early on in my teaching career, I had a student who hit me! It was a child, but a child who was old enough to know better. And Janine, if you’re listening now, I forgive you. She was actually joyful to work with and it really didn’t hurt. But it was kind of weird to be hit by a student! But hitting from a teacher, or a student for that matter, is absolutely inappropriate, obviously.

10. Your teacher doesn’t allow you to play through anything.

This can be so frustrating! You start your piano lesson and begin playing. You make a mistake early on and your teacher stops you. “That was wrong.” So then you try to continue, but you’re kind of put off by this. So you go on and make a mistake again, just because you’re not in your groove anymore. Before you know it, you’re so afraid of being stopped, that you’re not even concentrating on the music anymore! This is so counterproductive. A teacher has to let you play through your music so they know how to guide the lesson. That’s how they can see the points that need to be covered during the course of the lesson. They must listen through. Even if there are several things they think they absolutely must discuss with you, if they don’t hear everything, how do they know the priorities of the lesson? They don’t. Worse yet, it doesn’t give you an opportunity to show them the hard work you did during the course of the week. You want to show them your achievements and feel good about them before getting to work. So, if you have a teacher who doesn’t let you play through things during the course of a lesson, that’s not going to work. It’s not going to be a very useful or valuable lesson for you.

Those are the top 10 teacher fails!

I wonder if any of you have other teacher fails to share. Let me know in the comments here at LivingPianos.com or YouTube! Thanks so much for joining me. Thanks for subscribing, and telling people about Living Pianos. There are more piano videos coming your way on 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

Supplemental Content:
Top 5 Piano Lesson Fails

Welcome to LivingPianos.com, I’m Robert Estrin. The subject today is about why it is so hard to start in the middle of a piece of music. Have you ever had that situation? Maybe during your practice something fumbles. So, you want to start from where you left off. You try, but it’s too hard, so you just go back to the beginning. Worse yet, you’re in the middle of a performance, and you have a finger slip or a moment of memory insecurity. Then you try to start in the middle, and you just can’t do it. You have to go back to the beginning. It feels so terrible! The audience is fidgeting because they already heard you play that music. This is a real issue. So, first I’ll explain why this happens, then I’m going to offer you some solutions.

It has to do with the way the human mind works.

Learning things sequentially is much easier than random access memory. For example, have you ever seen memory geniuses who can remember thousands of digits? Some of these people are just unbelievable. Or, they can remember countless unrelated items. How do they do it? The secret they use is relating the things they are trying to remember to each other. If you had random objects and you wanted to remember them sequentially, the first visual image that comes into your head can really help. So let’s say you want to remember car, toaster. Imagine a toaster with a car popping out of it. That’s a really weird image that came to my mind. So now I have a car and a toaster. And then you go on. What’s next thing on the list to remember? How about car, toaster, orange. The car is popping out of the toaster and there is an orange on top like the light on a police car. It can be anything. The more outlandish the visual images, the better. You can do a chain of dozens of unrelated things so long as the visual images are so ridiculous that you can’t forget them. The more abstract the better.

There is a sequential nature to memory.

In school growing up, I learned all kinds of music because my father taught me how to memorize. From my first lesson when I was a young child, I had to memorize all my music, and didn’t think anything of it. But in school in social studies, we had to memorize all kinds of dates, wars, generals and battles. I had no idea how to learn that kind of stuff! The sequential nature of learning is so powerful. I wish I had known about this technique back then!

What do you do when you want to start in the middle of a piece?

You get so used to going through a piece all at once, there’s a certain amount of motor or muscle memory. Your fingers themselves remember where to go! Once you get off track, they have no idea where to go anymore. There are a few things you can do to remedy this. Number one: in your practice, whenever there is a problem and you stop to fix it, find your place in the score! I know it can be painstaking to do that sometimes, but by finding the place in the score and making yourself start there, you will gain the ability to start from that place. If you had insecurity one time, you may have insecurity another time. If you know how to start from the point of insecurity, it can be a lifesaver in performance. Anytime you have a problem with something messing up in your practice, that’s an opportunity to learn how to start right at that point. That’s a terrific way of solidifying your music.

There’s more you can do! Practice incessantly with the music even after you’ve memorized something! Look at the score as you play slowly without the pedal. Utilize the metronome where appropriate, and go through to solidify your memory. Let’s say you have a piece you’ve memorized, and it’s pretty secure, but you still have issues with it. What can you do to make it totally solid so you are able to start anywhere?

One of the best techniques is to be able to play a piece without the benefit of playing it on the piano.

First, try just playing it on a tabletop or in your lap. Have the score nearby so when you get to a point of insecurity, you can find your place in the score. Go back a little bit and pass that point until you can play the whole piece away from the piano. Then, the ultimate, is to be able to play without even moving your fingers! Think the piece all the way through. When you can do that, you will gain great security in your playing. That’s why for example, memory problems often happen when you have leaps in music because your fingers have a memory all their own. But when you have to jump from one section of the keyboard to another, you have to be aware of where you’re jumping! Worse yet are pieces that have repeated sections in different keys. When you have a sonata where in one section you modulate from one key to another key, and later the same thing comes back, but it goes to a different key, you have to be very deliberate. Study your score to remember (for example), first time D, second time A, or whatever it may be. Lock it in your brain, and then be present enough in your performance to know, yes, the second time go to A. You have to have that information ready in the back of your brain, looking down on yourself while you’re playing so you’re not all just on automatic pilot! You can’t always trust finger memory. It is a godsend having it. If people didn’t have that to work with, I don’t think pianists could memorize massive amounts of music nearly as easily. But you can’t depend upon it completely.

Conductors have to memorize scores.

Conductors have to know their scores without the benefit of muscle memory. Of course, many conductors are pianists, so they may flesh out a lot of the music on the keyboard first. But for all you pianists out there, take advantage of the music you know by playing mentally. The sound of the music, the feel of the keys as well as the vision of the keyboard. The whole playing experience away from the instrument can be an awesome learning experience. In the meantime, as a first step, make yourself find where you are in the score when you have insecurity in your playing so you can learn to start from there. That’s going to help you if you ever have problems in those particular places during a performance. Thanks so much for joining me. I’m 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

Welcome to LivingPianos.com, I’m Robert Estrin. Today I’m going to share an important tip with you. More motion equals more volume and less motion equals less volume and more speed. It’s as simple as that. This applies not just to finger work, but to wrist technique as well. I’m going to illustrate both for you today!

The answer is, it really depends upon the context.

Sometimes you want to be able to play delicately and quietly. For example, in the B flat minor Nocturne of Chopin. If you play it with a lot of finger motion, not staying close to the keys, with raised fingers, you will hear a great deal of sound generated from the sheer motion. But if you want to achieve a real pianissimo, you’ll use less motion and stay close to the keys. You don’t even need to use the una corda pedal, the soft pedal! You can get so much control when you’re close to the keys! You get a really soft sound. Now the converse of that, if you want more volume in your playing, simply use more finger motion. Raise your fingers higher. It’s very simple physics really. If you want to bang a nail into the wall, you’re not going to strike from right next to it. You’re going to give some momentum and strike from above. Well the same thing is true with chord technique on the piano.

How does this apply to wrist work?

Let’s say you want to be able to play light and fast chords in the Military Polonaise of Chopin. If you try to use a lot of motion, it’s going to be very loud, but it’s going to be difficult to play fast. You get a lot of volume, but you can’t achieve much speed. Speed is related to how much motion you use in your playing. Staying closer to the keys, using less wrist motion, you have more control, more speed, with less volume.

The amount of motion affects the volume and speed of your playing.

This applies to the wrists as well as finger technique. So remember: when you want to play a true beautiful pianissimo, stay close to the keys. The same is true of anything with staccatos. If you want light action from the wrist, staying close to the keys is going to give you a crisp light sound, whereas more motion is going to give you more power. For fast playing, stay close to the keys and use a minimum of motion in fingerwork or wrist action.

So now you know how to get power and how to get lightness and speed. Staying closer to the keys enables quieter playing and quicker response. To achieve greater power, use more motion. That’s the tip for today! Try it out in your piano playing! Let me know how it works for you in the comments below here on YouTube and LivingPianos.com. Thanks so much for joining me. I’m 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