How 2 high school seniors mastered Bach style in just 2 rehearsals

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baroque music, baroque period, collaborative piano, flute, high school, interpretation, J.S. Bach, Johann Sebastian Bach, music education, phrasing, style, trio sonata, violin

Have you worked from scores containing editors’ markings that could be interpreted as being misleading? How did you proceed?

Last week I had the privilege of collaborating with a talented violinist, a high school senior.  One piece on her recital program was the Trio Sonata for Flute, Violin and Continuo in G Major, BWV 1038, by J.S. Bach.  The flutist was also a high school senior.

Both played very well.  Baroque style, however, seemed to be unfamiliar to them. So they relied on the score much more than on listening to each others’ phrasing.

The edition we were using contained editors’ markings which were misleading if taken literally.

First rehearsal

This was to be our only rehearsal together, with the exception of a short time in the hall prior to the performance.

I liked many aspects of what I heard:

• In-tune playing.
• Good balance of sound (one player not louder or softer than the other).
• Legato playing, appropriate for this largo movement.
• Nice tempo.

In the “needs work” department:

•  Give and take so the moving part could carry the music.

Each player needed to diminuendo on the long notes, as they had alternating parts. Both players were more familiar with other musical styles, where a crescendo would be called for instead.

Notice in this clip that the top part (flute) plays tied notes while the 2nd part (violin) has more melodic and rhythmic interest.  The give and take in the sound when the players honor that approach changes the sound completely. Now it sounds baroque rather than romantic.

•  The music needed forward motion.

This could be heard primarily in the flute part.  The flutist, looking at the editor’s markings, playing the slurs as indicated.  In addition, because she needed to breathe, she would breathe after a short note.  That took just enough extra time to interrupt the flow of the music, whereas taking time away from a long note in order to breathe would not have had the same effect.

 

 

Take a look at the top two parts (flute and violin, respectively).  Notice how the markings seem to ask for the longer note to be slurred to the shorter one?

The music flows when exactly the opposite phrasing is used, as in the notation at the right of this example:

So we changed it!  The sound improved immediately.

Second rehearsal 

This rehearsal was with violin and piano only.  However, we had an opportunity to discuss the Bach.

At the end of the first rehearsal, my impression was that the violinist understood the changes we had made.  The flutist had improved, but was still relying on the printed score more than listening to the flow of the music.

My suggestion was for the violinist and the flutist to get together by themselves.  They attend the same school and have free time, so this was not a problem.  I asked the violinist to coach the rehearsal, finding musical lines they could play together, such as this one:

My goal was to make any differences in phrasing between the two players as clear as possible. Rehearsing alternating lines might not have had the same effect.

Pre-recital and performance

I am delighted to say that the sound was transformed!  During our brief time in the recital hall prior to the performance, we had just a few minutes to rehearse this piece. After marking in accidentals that crept up on both players, likely because of nerves, I felt encouraged.  If everyone could remain calm, count, listen, and enjoy it, we had an excellent chance of performing well.

And… it happened!  The audience loved what they heard, and I felt gratified.

Here are two YouTube videos of this beautiful piece.  Enjoy!

One version, performed with piano:

And another version, this time with harpsichord:

Have you worked from scores containing editors’ markings that could be interpreted as being misleading?  How did you proceed?

 

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Optimize your practice time!

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manage time, optimize time, practice, preparing for concerts, save time

Image by romaryka via Flickr

How do you manage your practice time?

[This is a repost from December 2009.  Enjoy!]

Since it is almost impossible to have the same amount of time available every day, it helps to be organized and flexible.  After all, exact repetition every day is soooooooo booooring.

Do you start at the beginning of your program each time you practice?  Are you able to practice everything each time?  Do you have several programs going at once?  It usually happens that I have many different situations to prepare for all at the same time.  With all those variables of performance dates, types of music (vocal, instrumental, collaborative, solo, choral music, etc.), there is rarely a time when everything is ready to go on the same day.

I have found it crucial to set priorities for each practice session.  Depending on the time available, the dates of upcoming concerts, and whether or not a piece is ready to perform, I make a list in my head ~ or sometimes on paper ~ about what I can realistically accomplish that day.  (Most of the time it works.  Sometimes I revise my goals along the way ~ and don’t get mad.)

Keeping a notebook of practice sessions helps immensely.  When you can see the last date you worked on a certain piece, as well as what you did, progress is easier to achieve.  If you don’t know what happened last time, or what state the piece is in, you could spin your wheels for quite a while just figuring out where you are.  And while it may feel good to just play something, it is a huge waste of time.  If you use your time well, you can learn twice as much music.

If I’m increasing the tempo, I write down metronome markings in my practice notebook (but not on the music).  While things are in such a state of flux, I’d rather not have all that writing on the score.  (And erasures wear out the paper.)

When I’ve worked on dynamics, I write that down.  How did it go?  What needs to improve?

Sometimes my impression of a composer’s intent will change, so I write that down, too.  That could change again in a day or two.

Trouble spots definitely make the notebook.  And then I make sure I concentrate on them until they’ve been solved.  Allowing portions of a piece to stay unlearned or remain uncomfortable is truly asking for trouble in performances.

Keeping written comments is the best way I’ve found to get all elements of a program together at the same time.  (It’s like cooking a large dinner, except there’s no backup such as a warming oven or a microwave!)  Having one piece or movement that I’ve ignored until the week before a concert makes me very uncomfortable.  (That happened exactly once.  I discovered on stage, of all places, that I had never put fingerings in a Haydn trio.  Oops.  I felt nervous just for that one reason.  A friend who was in the audience said she noticed, but that it was a good performance anyway…  and I trusted her not to lie to me.   And it will never happen again!)

On days when my practice time is limited, I often surf from one problematic spot to the next.  The next time, I do the same thing in reverse.  Why waste time practicing what you already play well?  You could be reinforcing unusual fingerings, making fast passages more comfortable, calibrating accelerandi and ritards, improving dynamic contrasts, playing the end of one movement and the beginning of the next, practicing intros and interludes in piano reductions or songs, or making a myriad of other effective choices.  What about the ending?  If it’s faster and louder, especially, I spend short periods of time getting it to be foolproof so I can be memorable in the concert.

A word of caution:  I have found that I often feel rushed when I have limited time.  So I play faster.  NOT helpful.  I have improved upon this tendency by being aware of it.  Now I frequently practice under tempo when there is too little time.  That increases my concentration and keeps mistakes from creeping in due to tension and anxiety.

And on those days when there is plenty of time, I revel in it.  Finally!  Time to “perform” an entire program!

How do you manage your practice time?

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Improve your practice results even more with my e-book!

Are you heading into June without a teacher? Need fresh ideas to share with your students?  Teach students as individuals, and perform with confidence.

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I can’t play this! I’ll NEVER be able to play this!! NO ONE can play this!!!

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piano reduction

These thoughts go through my head every time I open a difficult score for the first time. How about you?

Background

This is the slow section of Mozart’s Concerto for Violin and Orchestra #5, first movement.  In other words, the “piano” part is an orchestral reduction.

The right hand, when played by the orchestra, is divided between two string parts. Pianists, though, are required to perform gymnastic feats in the reduction, playing both parts in the same hand.

This section of the concerto is serene, slow, and quiet.  To achieve a murmuring sound on the piano is difficult, especially due to the fingers passing over one another and because the normally resulting accents must be avoided.  (It is not possible to play all the notes in the right hand while keeping the hand quiet, playing only five keys ((one for each finger)), and not moving to a different range on the keyboard several times.  In other words, don’t try this at home!)

Facebook comments

When I posted the above pic on Facebook, the following discussion ensued:

First, on 5/1:

[Photo caption]
The most recent addition to my catalog of Finger Busters.

[Discussion]

DG:  Finger busters is right!

AE:  What she said!

HW:  Dang!

MDS:  Wowser.

CBW:  Oh my!  😦

Then, on 5/22:

[Photo caption]
Remember this? The “ack!” phase?
Aced it in today’s performance.
I feel a blog post coming on.

[Discussion]
CH:  Looks “Greek” to me Gretchen but I’m grateful there are artists like you that let those like me enjoy the music!

CBW:  OMG!!!

TP:  Makes my head ache just looking at all those notes!!!

GS:  Exactly. My 1st thought when opening a score is often, “I can’t play this… I’ll NEVER be able to play this… NO ONE can play this!”

And then I learn it.

TP:  Some people like a challenge and some are gluttons for punishment!GS:  And some find it necessary to freak out EVERY TIME. I don’t think child prodigies do that…

TP:  In my trade we call it it SIDS…self induced disaster, the process of psyching yourself out before you even know what you’re up against! lol

GS:  I b the expert!

SN:  So how did the tempo end up?

GS:  120 and 72. Felt reasonable, thank God…

GN:  A great feeling to have worked something out in practice and then play it in performance with no “hitches” . . . .nice work!

GS:  Thank you!

KC:  cool, still growing into the job, Gretchen, that is so great.

GS:  Oh, I have the same reaction every time I open music I haven’t played that looks difficult.

Reality check 

How long did it take to reach performance level with this piece?

Although my Facebook “bookend” posts were three weeks apart, I was busy when I first looked at the score.  There was no time to practice it right away.

After consulting my practice notes, I realized that I had learned the piece at performance tempo in 8 or 10 days.

Got perspective?

This is not an idle question.  I am genuinely curious.  This is an aspect of people’s careers that is rarely talked about, as far as I know.

I am well aware that many musicians learn music faster than I do.  One of the vocal coaching fellows at Tanglewood (there were 3 of us that summer) could learn even a newly composed score still in manuscript form and perform it in 3 days.  He had the enviable ability to skip the practice stage most of us need to get the music into his hands.  Currently head of the composition department at BU, he is a conductor, composer, wonderful pianist, and vocal coach.

My teacher at Aspen was practicing Hindemith slowly with the metronome when I arrived for my lesson one day.  She had never played the piece.  Four days later, she performed it flawlessly, much faster.  So I went home and learned how to practice slowly with the metronome, increasing the tempo in increments.

On the other hand, another teacher practiced Schubert’s “Die Schöne Müllerin” for an entire year before performing it.

What was Horowitz’s time requirement for mastering the repertoire he performed? Rubinstein?  Glenn Gould?  Myra Hess?  Clara Schumann?

A pianist who was interviewed on NPR, when discussing a recent CD release, let it be known that he had practiced one piece for 15 years before ever performing it!

So it seems that preparation time is highly variable.

First take

What do child prodigies say to themselves when first opening a score?  Have you heard anyone talk about that?

I suspect that my self-talk may stem from the fact that I was not a prodigy. While there was music in my family, many musicians I know listened to recordings and attended concerts from an early age.  Several had parents who were professional musicians.  They had mentors who connected them with effective teachers.  Good instruments were acquired early.  All of that makes a difference.  I’ve been playing “catch up.”

A childhood friend recently reminded me that, when I would be invited to go somewhere, my response would always be, “I can’t.  I have to practice.”

Following my senior recital in college, a few friends came back to the recital hall from the distant reception to ensure that I was planning to attend.  They were afraid I would go back to the practice room immediately.  (I’m slow about packing up after a performance.)

B.B. King said it very well:

“It seems like I always had to work harder than other people. Those nights when everybody else is asleep, and you sit in your room trying to play scales.”

 

And now I’d like to thank my audience, who listens attentively whenever I practice and never, ever complains.  And thanks also to everyone who commented on Facebook.

What do you say to yourself when you open a difficult score for the first time?  Do you have a panic response?  See it as a challenge? KNOW you’ll be fine even before you begin?  Do you have an idea about how long it will take you to learn a piece before you’ve even started?

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Are you heading into June without a teacher? Need fresh ideas to share with your students? 

My E-book helps you practice more effectively, teach students as individuals, and perform with confidence.

http://gretchensaathoff.com/e-books/e-book-goal-oriented-practice/

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How a piano technique book changed my playing forever

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"Rational Principles of Pianoforte Technique", Alfred Cortot

Image via Wikipedia

Would you like to improve your technique and feel more secure on the keyboard?  This free download will put you on the path to improvement.

(Reposted from 2011.)

Shortly after college, my teacher insisted that I work through Alfred Cortot’s “Rational Principles of Pianoforte Technique.”

It is no exaggeration to say that this book changed my playing forever.

Does this provide instant improvement?  No.  Not if you’re looking for the kind of results that come from calling the number on your television screen in informercials.  One commercial features a guy who promises pie-in-the-sky results.  Learn to play the piano in 5 minutes!  In fact, his method works so well, he demonstrates how to play with a red and white checked tablecloth thrown over the keyboard!

Cortot’s exercises, done daily for a few minutes, will have you playing so much better in 6 months, though.  That sounds worth the effort, doesn’t it?

Full disclosure:  I completed half the book in six months, opting not to continue.  I use what I learned every day, and it has been a long time since my first introduction.

Exercises

Cortot’s instructions indicate that the exercises begin in C Major, 5-finger position (one finger on each key, C-G).  After that, you do the same exercise in C minor.  As soon as that’s comfortable, you move up 1/2 step.  That, of course, immediately changes one’s perception of how easy the exercise is.

After becoming comfortable at C-sharp, you will continue moving up 1/2 step at a time.

After doing several exercises in this way, you begin to think that the C-sharp 5-finger position can be just as comfortable as C Major.

Results

Feeling in hands

Working on these exercises allowed me to feel the weight of my hands for the first time.  I had a new sense of where I was on the keyboard, and could feel intervals.

Finger independence

This book shows you how each finger can play independently of the others.  You learn that you can use combinations you never would have thought of.  And playing one part more prominently than others in the same hand is much easier.

Directionality

Passing the thumb under the right hand on the way up a scale is so much more than that.  I can now proceed in the direction of the line I’m playing.  My hands are no longer square with the keyboard at all times, and I can feel my arm moving.

Fingering choices

Any fingering you need becomes available to you because you develop so much more flexibility.  The fingerings indicated in the exercises make so much sense.

Sticking

Like a gymnast “sticking” the landing from a dismount, I feel like I can stick to the keys.

Security

Because of practicing scale and arpeggio passages in 2 groups, thumbs and everything else as a block of notes, I know where I’m headed and find each new hand position quickly.

Free download!

This book was $90 (or was it $100?) when I was in college.  It is now available as a free PDF!

​Also available for purchase from Amazon for $15.54

Have you come across these wonderful exercises?  Please share your thoughts in the comment section!

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Are you heading into June without a teacher? Need fresh ideas to share with your students? 

My E-book helps you practice more effectively, teach students as individuals, and perform with confidence.

http://gretchensaathoff.com/e-books/e-book-goal-oriented-practice/

Thank you!

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Related articles

• How to learn piano and organ fugues
• Guest Post: How I chose the piano as my instrument
• Adult beginner sees the light!
• Basic piano skills: the ultimate guide to why you need them

Quotations to inspire us all!

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Albert Einstein, All the Things You Are, Artur Schnabel, B.B. King, Beverly Sills, Jerome Kern, Let the Good Times Roll, Lucille, Martha Graham, photos, quotations, Winston Churchill

Inspiration is on the way!

Sometimes at the end of the semester, it’s difficult to find the energy to practice.  Who wants to learn notes, words, and fingerings after being sleep-deprived for so long?  Besides, didn’t we all just learn a ton of music?

Does this sound familiar?  I have felt this way many times.

Being consistent about practicing has its good points, though.  For one thing, it’s so hard to start over from nothing.

Hence the following.

*****

Quotations:

~ Winston Churchill

British Government – This is photograph HU 90973 from the collections of the Imperial War Museums.

When Winston Churchill was asked to cut arts funding in favour of the war effort, he simply replied “then what are we fighting for?”

*****

~ Martha Graham

Martha Graham mit Bertram Ross in Visionary recital, aufgenommen von Carl van Vechten am 27. Juni 1961. Source: Wikimedia. Public domain.

“We learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. One becomes in some area an athlete of God.”

“Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired.”

*****

~ Albert Einstein

Albert Einstein, half-length portrait, seated, facing right Inscribed on mat: Mrs. Eugenie Meyer zum Andenken an ihren Besuch in Caput [i.e. Caputh] am 15.VIII.31. Albert Einstein. Source: Wikimedia. Public domain.

“Anyone who has never made a mistake has never tried anything new.”

“Logic will get you from A to B. Imagination will take you everywhere.”

*****

~ Beverly Sills

Beverly Sills sings “All The Things You Are” by Jerome Kern

“There are no shortcuts to any place worth going.”

“You may be disappointed if you fail, but you are doomed if you don’t try.”

*****

~ B.B. King

“There are so many sounds I still want to make, so many things I haven’t yet done.”

*****

Or we could all try this!

~ Artur Schnabel

Artur Schnabel (* 17. April 1882 in Kunzendorf (Lipnik) bei Biala; † 15. August 1951 in Axenstein, Schweiz). Scan from Spemanns goldenes Buch der Musik. Stuttgart: W. Spemann , 1906. Source: Wikimedia.

“When a piece gets difficult, make faces.”

(My personal favorite!)

*****

And there you have it.  

What do you do for inspiration?

 

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Please take a look at my ebook,

Goal-oriented Practice.  Now available at 50% off, only $10!

Free of musical jargon, it will save you time.  By identifying practice goals, you will soon be able to learn music more accurately, resulting in confident playing.

Click on the link to see reviews, book intro, and table of contents!

Thank you!

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Will I Ruin My Musical Career If I Take a Non-Performing Job ?

Think about it!

The WholeHearted Musician™ with Dana Fonteneau

I overheard two young musicians speaking recently about what they would do after graduation.  One of them was overcome with worry about how she was going to pay rent.

 “I have a few gigs lined up, but I don’t think it’s going to get me very far.  I might have to take this job I was offered,” Jenn says.

Her friend Sarah asked, “What kind of job?”

 “Admin and telemarketing,” Jenn sighed.

“When are you going to be able to practice?” Sarah asks.

“I don’t know,” Jenn says.  “I guess at night if I don’t have gigs. I’m afraid people are going to judge me and think I’ve failed.  A month out of music school and I’m already giving up. No one’s going to think I’m a serious musician.”

---

STOP!  REWIND. What if the conversation could go like this instead?

Jenn: I’m thinking of getting a non-music related job.

Sarah: What kind of job?

Jenn: Admin…

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Perfect pitch and relative pitch: how do they differ?

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absolute pitch, Music, perfect pitch, piano, relative pitch, Seiji Ozawa, sight-singing, Tanglewood

Image via Wikipedia

This post went viral when it was first published.  Here it is again for your enjoyment.  Please contribute to the discussion in the Comments section!

Do you have perfect pitch?  Would having perfect pitch be useful?  Can it be learned?  Taught?

Please scroll down to Comment #50 for an expanded view on this topic.

Perfect pitch cannot be acquired ~ either you have it or you don’t.​  A discussion of the advantages and disadvantages of perfect (“absolute”) vs. relative pitch would be pointless, so I’m not going to go there.  Instead, this post will help clarify some of the ways in which the two types of pitch are different.

I don’t have perfect pitch, but feel fortunate to have very good relative pitch.

Someone with perfect pitch can:

• instantly sing any pitch name​ when asked
• always sing the “Hallelujah Chorus” in the original key, D Major
• hear any music they know in the appropriate key
• “hear” a score by looking at it, in the printed key
• begin singing a song note-for-note with accompaniment without anyone giving the pitch in advance

A story!

In a class coached by Martin Katz, I partnered with a singer who had perfect pitch.  We were about to begin “Ach, ich fühl’s” from Mozart’s Die Zauberflöte when Martin whispered, “Give her the pitch!”

I chose to defy authority and ignore his directions.  We began the aria, the singer was right on, and Martin said, “Oh.”

Another story!

An organist I know also has perfect pitch.  During a wedding in which I collaborated with a singer, he proved it!  The last song before the processional was in the key of A-flat Major, transposed down from the original key.

The organist did not know what our program was, and I was as yet unaware that he had perfect pitch.  In addition, even if had known the song cycle we performed selections from, he didn’t know we were using a transposition.

Immediately following the final song’s piano postlude, I heard John playing the organ nearly imperceptibly.  He began in “our” key, in “our” dotted rhythm, modulating with a big crescendo to D Major, the key of the processional.

I was not only impressed ~ I knew I’d never be able to do that.

Yet another story!

At the wedding reception, John told me that prior to being hired for his full-time position, he was part-time with an additional job in a synogogue.  The Rogers electronic organ had a transposition function.  During one service, he decided to check it out!

He programmed the transposition he wanted and started playing.  When he heard the sound come out in a different key, his hands moved over!

That may be the flip side.  Perfect pitch makes transposing nearly impossible.

Relative pitch allows people to:

• sight-sing easily by using interval relationships
• transpose more easily than someone with perfect pitch
• learn music quickly
• “hear” a score just by looking at it, but the key may be incorrect
• come close to singing A-440 (just now, I sang a “G” instead)
• comfortably listen to music not exactly “at pitch”

When I was in college, a chorus I was singing in lost pitch during a concert.  The conductor looked at me to ask for a pitch for the next piece!  He must have though I had perfect pitch.

I gave him a pitch and hoped it was close.  (Having a discussion with the concert in progress didn’t seem like such a great idea.)

A few years later, everyone in Tanglewood‘s vocal program was required to attend sight-reading classes.  All of us were excellent sight-readers, so we loathed going to class.  It felt like a waste of good practice time.

So we took turns showing up, a few at a time.  After four or five days of this, we began getting notes in our mailboxes from Seiji Ozawa!  We had to go to class or be dismissed from the program.

To be fair, this was a class in sight-singing contemporary music.  The method used was fixed “do,” with numbers.  (“Do” was always “C,” so “C” was 1, “D” was 2, etc.)

Learning relative pitch

A person’s pitch can be improved through the use of solfedge and other methods.  (But again, perfect pitch cannot be learned.)  I have also found that when someone takes piano lessons, s/he can acquire a visual conte​xt that provides a consistent reference point.

Related articles

• Lend Me Your Ears! (Because mine can’t tell a G# from a G) by musician and blogger Elaine Fine
• The Mysteries of Perfect Pitch by William Lee Adams, Psychology Today
  

What is your story?  I’m all out.  Do you have perfect pitch?

Please share your thoughts in the comment section below!

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I can sight-read. Why bother with fingering?

Tags

damper pedal, music education, pedagogy, pianistic fingering, piano reductions

Source: Pixabay

This is a question I encounter so often!  

Short answer:  Because if sight-reading is all you ever do, then that’s the best you will ever play.

Today, while learning a Mozart piano reduction (violin concerto), I had to stop myself from switching between fingers on a single key several times.

We have two options:  sight-reading and improving.  (One is more fun than the other!) The pic above accurately represents the way I feel when I have to write fingerings in my music.

The problem, for me, stems from three sources:

1.  Sight-reading (both music I need to learn and music that’s put in front of me in work situations);
2.  Organ playing; and
3.  Playing for chorus/opera/dance/musical rehearsals.

To elaborate:

1.  Sight-reading is a great skill to have!  Without it, there would be far fewer work opportunities.  The problem is that when one relies only on sight-reading, fingerings are random and so is the resulting sound.  The playing will be slower and have considerably less finesse.  In addition, when sight-reading is the only game in town, the music benefits from very little thought.

2.  Organs and pianos both have keyboards, but they are completely different mechanically.  To sustain a pitch on the organ, the key must be depressed. On piano, the damper pedal is available.  Organists are trained to play a key with one finger, then switch to another while still depressing the same key.  That’s how they navigate around the keyboard while playing legato.  Playing the piano in that manner, however, is not helpful except in cases where the fingering cannot be solved in other ways.

3.  When playing piano reductions (chorus, opera, and concertos where the pianist acts as the orchestra), pianistic fingering is not possible.  There are too many notes included in a piano reduction to fit under the hand. (Reductions are not “pianistic.”)  So “bad” fingering often results.  The object is to get to the next location on the keyboard however you can, ahead of time.

So, what is “good” fingering?

• Good fingering is pianistic (comfortable);
• Good fingering enhances the flow of the music;
• Good fingering makes use of different parts of the hand for intended results.
  • The thumb is heavy;
  • The pinkie gets a bright sound;
  • The 3rd finger can imitate French horn;
  • The 4th finger is guaranteed to be softer; and
  • 2 and 5 are great for flute solos.

Try playing Mozart.  Unintended accents will be immediately disruptive. Making good fingering decisions is the shortest route to playing appropriately.

Schumann, Verdi, and Prokofiev sound distinct from each other when played by good orchestras.  Why not play them with different sounds on the piano, too?

Why spend valuable practice time eliminating accents produced by the thumb when you could find a better fingering?  Practicing for hours attempting to produce an accented downbeat with the 4th finger is similarly a waste of time.

What do you think?  Is fingering important to you?  How many practice sessions do you spend playing the same music before writing in fingerings?

How do you get around the keyboard?

Source: Pixabay

★ ☆.•*´¨`*•.¸¸.• ヅ★

Please take a look at my ebook,

Goal-oriented Practice.  Now available at 50% off, only $10!

Free of musical jargon, it will save you time.  By identifying practice goals, you will soon be able to learn music more accurately, resulting in confident playing.

Click on the link to see reviews, book intro, and table of contents!

Thank you!

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Happy birthday, 6-year-old!

Tags

audio, live concert, recording

How could I have missed it? The bizzies, I guess.

My blog turned 6 years old last month!

https://gretchenspianos.files.wordpress.com/2010/01/gl-amh-3-3-09-t-s2-h.mp3%20
Rautenberg-Saathoff Duo
Lisa Rautenberg, violin
Gretchen Saathoff, piano
Music of Eduardo Toldra, Clara Schumann, and Bernard Heiden

The juries for which I played (finals for musicians, in which students perform for faculty) were yesterday. Makeup lessons were before that, preceded by subbing for colleagues, and the expected end-of-school year additions and changes. You get the idea.

I have three concerts to go, to be followed by reading actual books!  John Grisham tops the list.

New post coming soon!

Special thanks to each of you for being here.

Gretchen

★ ☆.•*´¨`*•.¸¸.• ヅ★

Please take a look at my ebook,

Goal-oriented Practice.  Now available at 50% off, only $10!

Free of musical jargon, it will save you time.  By identifying practice goals, you will soon be able to learn music more accurately, resulting in confident playing.

Click on the link to see reviews, book intro, and table of contents!

Thank you!

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