Learn How to Play Piano from Expert

The fault of most players who come to me is that their preparation before attempting to attack a great work has not been sufficient. And for this the teacher must sometimes be held responsible to a certain degree, because, naturally desiring the pupil to make quick progress, he gives him Liszt’s Rhapsodies and .Beethoven’s greatest Sonatas to play, after only a few months of perfunctory study. The students also have a natural desire to astonish their parents and gratify their patrons, and often to justify the spending of a good deal of money on their musical education. Most of them rely on so-called musical feeling, charming touch, and other elusive qualities, which have possibly been “enthused” over by their supporters! Thus they fritter away valuable time in chase of shadows, instead of settling down under a severe and accomplished master to genuine hard study of scales and other exercises.

I am constantly seeing advertisements by teachers of “how to play the piano in five minutes by correspondence!” But I know by my own experience that after thirty years of continuous study there are still many problems in piano-playing that I cannot solve.

To recapitulate the whole matter and condense it, the principle set up is that all control on the keyboard should be established by the fingers, the hand and the forearm, the wrist remaining entirely supple. This, in my opinion, applies to all finger technique, and is essential for arriving at a completely successful issue.

Care must also be taken not to allow any beating of time by the head or foot, as this may easily degenerate into a nervous trick, and certainly tends to encourage jerky and rigid movements of the body. It is a good plan to make the beginner, after each exercise that he does, lift the hand off the keys and shake it gently from the wrist, so as to ensure that the relaxation is preserved, and that there is no excessive effort or fatigue of the muscles or any cramped action whatsoever. I do not believe in striving to lift the fingers too high off the keys every time when striking each note, because, in a highly complicated mechanical instrument like the piano, every movement must be conserved as much as possible, and naturally any extra effort only tends to lose time, thereby impairing the velocity in fast passages.

Some people think that by teaching that the fingers be lifted very high they can get a clearer and more distinct articulation, but I do not agree with this, as I have always found from my own experience that if the wrist is relaxed, thus allowing absolute freedom to the fingers, they will articulate just as distinctly, and with much added lightness and quality of tone, if not lifted too high.

The most important elemental stage of thus holding the hands in a natural supple position, having been well initiated, by means such as I have just been trying to explain, the pupil will do well to proceed with five-finger exercises of all descriptions, until he has thoroughly mastered the position in question, and it has become a second nature to him to hold his hands thus. With a child beginner of from six to ten, after a month of practising for not more than ten minutes a day, if well watched, the hands, according to my personal experience, should be absolutely in order. The Five-Finger Exercises of Hanon are excellent in this respect for settling the fingers in the right way, and also will keep a child interested in the different groups of notes presented. I know of none better for the purpose of elementary practising.

The first thing, then, that presents itself is the position of the body when seated at the instrument. With regard to this, the pupil should be seated with his chair exactly at the middle of the keyboard, and at a medium distance, that is to say, neither too near nor too far, but so that his fingers reach and fall easily and naturally upon the white notes when he is sitting upright on the front half of the chair.

On no account should the pupil be allowed to lean back, but always be seated on the forward portion of his seat. The seat should be sufficiently raised so that the pupil’s elbows at their natural angle will be almost on a level with the keyboard, if anything just a little below it as shown in above.

Among the many students who come and play to me and ask me for advice, the majority remind me of a well-known limerick about a certain young lady of Rio, whose skill was so scanty she played Andante instead of Allegro con brio!

I must be excused for drawing attention to the young lady of Rio, but it is because her case is true and typical of so many other young females and also males whose houses are much nearer London than Rio. I should like, therefore, to say a few words about attempting to play great masterpieces of pianoforte music without sufficient knowledge of technique, and especially of that immensely important branch of it, the mastery of scales.

It has been my experience that whenever particularly young and raw students come to play to me and want to show what they can do, they invariably attempt such giant works as the Brahms- Handel Variations, or the Appassionata Sonata of Beethoven, or the Chopin Ballads. After they have finished playing a sonata or two (most often in tempo andante, like our friend of Rio), I ask them to play me a scale. They usually evince astonishment at my request, and answer that they never practise scales at all.

If ever they do what I ask, their performance of them proves to be, as a rule, unrhythmical, uneven and altogether unsatisfactory. Yet most pianoforte works contain passage-writing which is directly based upon scale progressions. I have known many advanced pianoforte students who are quite unable to arrive at any high standard of performance through lack of technical knowledge and want of proficiency in scale-playing.

Who does not quote, at times, in referring to such performers, the hackneyed plea for indulgence: “He makes up in expression what he lacks in execution”? As if this excuse itself did not prove upon examination to be a sheer piece of nonsense. For where there is no sufficient command of execution the expression can only be halting, stilted, and ineffective. In a reproductive art, such as pianoforte-playing, the perfect rendering of all the emotions inspired by the music can only be obtained through unlimited control of technique, which, of course, implies absolute mastery of manual dexterity.

So many talented amateurs who really wish to study their art to the backbone and attain professional proficiency do not realize that they must first acquire what is generally known among artists as a good ” school” The world “school” used in this sense means a firm background of technical principles by which difficulties can be solved in the most logical and profitable manner. The acquirement of these principles can only be gained in the years of hard work which should precede any serious attempt at performance.

It was interesting to me, in the light of my views on this subject, to have been present recently at the Dancing School of the Russian Ballet. Here their greatest stars practise every day, for several hours, technical exercises and steps which eventually constitute a wonderful and intricate ballet. And though to the impatient the mere study of scales may seem intolerably dull, yet it is a wonderful feeling to notice power growing gradually, and things becoming easy which at first seemed insurmountable.

The bare word technique, when applied to pianoforte playing, seems often to give people an erroneous impression of its real significance. It seems to mean to them just the power of being able to play very rapidly, and also to perform very difficult passages, upon the keyboard, and often the word seems to carry with it a strange sort of odium to certain kinds of music-lovers. “A wonderful technician,” they cry, about some pianist, “but nothing more.”

How can this prejudice against great development of technique have arisen? I think that it is just because technique is sometimes considered as meaning only that one-sided capability of being able to move the fingers and hands with special agility “digital dexterity,” as the critics call it!

That particular capacity is no doubt a very important and necessary branch of technique on the piano, but it is only one small part of the whole immense subject; and the pianist who has given all his attention to that branch alone can certainly not be called in the best sense of the word a great technician, nor can he arrive at the highest results with only that development.

Technique in pianoforte playing, as in all other arts, signifies far more than agility and rapidity of finger action. Rather does its perfect attainment comprise within itself every means of expression that it is possible for the artist pianist to command. Thus technique represents to him in all its varying branches, endurance, tone or colour production, touch, intensity of feeling, phrasing, elegance of execution, symmetry of detail. And the man who has only studied and can merely produce agility, has but acquired one-fifth part of pianoforte technique; therefore how can he be the highest kind of artist, if, indeed, a real artist at all!

Now I believe that many people have the imagination and the emotions of the artistic temperament, but these qualities with them lack outlet for want of adequate means of expression. They cannot give a vent to their thoughts, because they do not possess the technical development sufficient to enable them to do so. Technique should therefore comprise the mastery of all means of self-expression in music, and on the piano especially can no player afford to neglect any manual facility that tends in the long run to help him arrive at the summit of interpretation. For it stands to reason that the more physical capacity the artist possesses for clothing his thoughts, the less hampered will he be in giving expression to the best that is in him.