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It happens to us all! We become complacent. We become stuck in our own ways. Our own technique. We get to a point whereby, sure, we might wish to learn new pieces, but ultimately we don't want to progress our technique accordingly. Therefore, we can find ourselves struggling to develop at all.


So if you're looking for a little inspiration, here are six ways that I am putting forward to you that you can start to employ right now to help you develop your piano playing!



Jack Mitchell Smith Piano Teacher Pianist Macclesfield Musician



Repertoire: Think Outside the Box



I am a classical pianist really, and that's how I was taught and brought up. I was done so on the understanding that classical music is the 'hardest' genre (well...era) of music to master and if I could do that then I could turn my hand to anything.


Whilst that is indeed true to a point - that point being that classical music forms the basis of much of the music we know and love today - it doesn't necessarily mean I can automatically turn my hand to anything. For example, jazz is a style of playing that alludes me. It is not something I play instinctively and it is not something I play with ease even when I practice lots, but it is a genre that I will find myself turning too.


I'm not suggesting you have to completely go against your roots and you certainly don't have to push the boat too far out. For example, I have recently been learning a short song composed originally and subsequently transcribed for piano by George Gershwin and, whilst it may not sound the most complex, it certainly has its share of challenges that keep me interested as a player.


And keeping interest is really part of the battle - if you ever get bored of what you're playing then switch things up a little bit!


If you don't read music then don't forget there are a wealth of tutorials for just about anything on YouTube and other social media networks these days, so have a browse and push yourselves in a different direction - even if you don't intend to pursue that direction forever!



Visualise Symmetry



This is an unusual one but it really helped me. It's unusual in its visualisation anyway, but when I actually tried to do it in practice it took quite a while to do so.


Theoretically - unless otherwise notated (which would be unusual), the most prominent parts of your performance should be the lower notes of the left hand (the bass note/s) and the top notes of the right hand (i.e. the melody). Everything that comes between these notes - played most likely though not exclusively by your remaining fingers - should have a softer approach, whatever dynamic you play at. Therefore, you have to visualise that your weight is being distributed not centrally but to either end of your hands - the pinkies (finger 5) on the left and right hand being the most 'heavy' generally speaking.


Naturally this can vary from piece to piece, and it is something that is very unusual to visualise at first as that concentration can actually result in you stuttering on your performance, even if it is one you are quite accomplished in. But once you get into a swing of it you will start to notice that you subconsciously start to utilise much more appealing dynamic in your performances.



Move Your Body



This isn't one you have to go mad with! When I say move your body, I just mean that you want to understand how your piano reacts to your body.


Yes, your hands have the final say, but the way your hands are controlled are ultimately controlled by how your body is.


Let's say, for example, that you are playing a very soft piece of music (piano). Typically you are taught to sit upright at the piano with a nice straight back and head slightly back. This is fine, but ultimately your dynamic is not going to be as strong as the following:


Leaning close to the keys.


By doing this, you create a much more intimate relationship between you and your hands which translated beautifully into the instrument. In addition to this, don't forget how the piano works - it responds remarkably well to what I can only refer to as 'passive dynamic'. That is, dynamic that comes from a place beyond the hands.


Needless to say, the opposite is also true. If you want to create the loudest sound possible, sit up straight to allow yourself the full strength needed in your hands and fingers and you will be rewarded with beautiful contrast.



Unlearn that Pedal!



Don't really unlearn it!


When we begin learning piano, it is extremely rare that you will utilise the pedal straight away. It is brought into the equation when you start to transcend from late beginner to early intermediate - around the grade 3 - 4 mark if using exams as a benchmark.


And what a revelation it is when we discover it. Sustain. It sounds beautiful - it makes the whole thing sound more complete. However, it also covers a multitude of sins!


I heard once that you should be able to play anything that uses pedal as well without it. I don't agree entirely with that because in some cases that's impossible. But there is something to be said for our dwindling techniques as the pedal becomes more and more prominent in our playing.


A great exercise is to go back to some Baroque pieces of music and learn these. Yes, a little pedal can really assist in these even, but play them without and get used to holding on note values for their real length.


A perfect example of where this can be really advised on is Handel's masterpiece - 'The Harmonious Blacksmith'. This is an advanced piece, really, but it's a great exercise for holding notes on as they are literally all transcribed in their entirety.


It doesn't have to be this complex, however, Just make sure you don't depend on the pedal all the time and make it sound clean without. If you do, you should find that you are able to actually minimise your pedal use, using it to punctuate rather than to carry your music. Largely what it was intended for.



Use Scales as a Dynamic Exercise



Almost everybody learns scales, but most people only consider them an exercise in fingering. This is just a short entry that might change your life!


Put dynamics into scales. A good piano teacher will likely have already encouraged this, the most standard being to start softly and crescendo as you ascend, that decrescendo as you descend, all the while keeping both hands playing the same dynamic if playing hands together.


But try and add different slants on that - swap that crescendo and decrescendo, alternate octaves if doing more than an octave scale and - most excitingly of all - add punctuation. The most natural sounding is to add a slight emphasis to the first note of every group of 4 (C D E F G A B C D E F G etc.), but you can mix this up and create different feels of time signature by adding it to every group of 2, 3 or 6, or even 5 if you want a challenge!



Practice and Play on Multiple Instruments



This one is really a desirable one but not one that I can enforce too strongly because ultimately if you've got a piano, you've likely only got one!


But in all seriousness, if you do wish to improve it pays to practice on as many different instruments as you can. Prepare yourself for all eventualities.


I needn't say that the difference from keyboard to electric piano to upright piano is staggering and often intimidating, even for people who are quite well accomplished keyboardists, for example. But a grand piano can seem a world away from an upright.


Little things on a grand piano make all the difference. The music stand is often a touch higher than on an upright, and this can be unusual to jump straight into. Often on a grand piano the Una corda (left) pedal shifts the keyboard slightly to one side as opposed to just moving the hammers inside, which can be a little disconcerting for the first time grand pianist. Plus the pedals are often a lot flatter than that of an upright, leading to a different foot position.


When I first played a Bösendorfer Imperial 290, I was distracted by the additional notes in the bass that meant the piano started on the note C! The slight variation in length to my left was bizarrely off-putting!


Not to mention that all pianos have a distinctive touch and feel, and they can vary from subtly to drastically when it comes to dynamic.


Take all the opportunities you can and it will improve your overall versatility!


 
 
 
 

A few years ago I began learning - and got quite far into - 'Rhapsody in Blue'.


I say quite far - I got to the end. However, it was a challenge and one that I still struggled with from beginning to end in its entirety without its share of hiccups, false starts and more along the way.


In time, I will get back into it, but I was at the time so excited by my newfound love of Gershwin's unusual yet hugely distinctive jazz influenced music that I ordered a book:


"Meet George Gershwin at the Keyboard"

I picked this book on account of it having a song I remembered from the musical 'An American in Paris' titled 'I'll Build a Stairway to Paradise' - my favourite Gershwin song!


However, I didn't assume the transcriptions would be along the same lines of jazz complexity for his songs as they are with his instrumental pieces.


For the sake of one double page spread - that's a mere chorus that will play for about 30 seconds, I got cracking with this piece. And here are the obstacles I came across:


Note Precision



The note precision I refer to is almost entirely exclusive to the left hand when considered a problem, because it has both a walking type bass and vamped chords. Fair enough, except they appear in completely different octaves. This means that the left hand needs absolute precision when jumping - especially seeing as a lot of those chords are unpredictable (that's jazz!).


Many of the chords feature accidentals. This piece is transcribed in C major, yet there are sharps and flats and natural signs in every bar!


Slow practice in the left hand only was essential! And it got better in time.



Grace Notes



In the right hand, notes at the high point of the melody are often inflicted onto from a grace note one semitone lower. Because of the way this piece works, it is usually one of the weaker fingers (usually finger 4, typically!) that was needing to take this responsibility. Because this wasn't always the easiest to achieve - especially with the top note feat. grace note being doubled up in the thumb an octave lower (minus the grace note, thankfully!) it made it even more awkward!


So two things:


  • Slow practice for the right hand (and hands together, to be fair) AND

  • finger strengthening exercises still a big thing!



Strict Tempo



Although it is quite refreshing to see a non-Italian term (or even German term) on this music, the word 'vigourously' proudly starting, it is fair to say that you start this piece as you mean to go on. Yes, the dynamic can be raised and lowered according to interpretation (there isn't much by way of dynamic marking save for 2 'f' and 2 'p' across the score), but the tempo needs to remain strict here. And that's hard to do when you've got one hand jumping about between low octave bass notes and jazzy chords and the other trying to navigate a melody with awkward fingerings and grace notes. But by slowly building it up, it was achieveable!



Quavers vs. Triplets



Perhaps the most unusual thing about this transcription which I very much like and so am honouring is that sometimes it used triplet quavers, and sometimes it uses what I term 'poor man's triplets' (e.g. a dotted quaver followed by a semiquaver - not as swingy as using a crotchet and quaver triplet together but on its way). Furthermore, there are times when it seemingly forgets either rhythm - such as in bar 7, in which you have 4 pure crotchets in the right hand (fair enough) and a rhythm in the left hand made up of quaver, crotchet, quaver x 2.


It's been a challenge to honour these rhythm markings fully because your mind instinctively wants you to go elsewhere, but it actually creates an interesting - albeit unusual - adaptation of the song.


So here it is - false starts aplenty:



 

Private Piano Tuition is something that I've wanted to do for a fair while - especially since the end of 2021 at which time my brand new upright piano was delivered to my home in Macclesfield and taken to its own designated music room in which it could be enjoyed to its fullest potential.


Yet something was stopping me from pursuing piano tuition. I wasn't quite sure what.


Yes, I had done musical directing in the past. However, the thought of somebody paying me to learn piano (especially if they were learning from scratch) seemed utterly terrifying to me!


Nonetheless, I took some steps towards this and am delighted to say I have concluded my first week as an official piano teacher as I gave taster lessons and kept on two new pupils!


Jack Mitchell Smith Macclesfield Congleton Piano Teacher Tutor Tuition Private Music Musician Pianist

Phase One - An Online Course


Much to my surprise, private piano tuition is not something that you actually train for. You can, of course, get teaching diplomas, but these are qualifications you do during teaching as you are assessed on your technique. But nobody really tells you how to start!


Well, thank you Udemy and a delightful 5 part course by a chap called Matthew Clayton. Lots of useful tips and tricks for not only how to teach (which was more my concern) but also on how to run your business (e.g. what to charge, how to deal with latecomers and absentees etc.). All of it extremely valuable, and lots of it giving food for thought.


Piano Teacher Values


One of the earlier exercises that was encouraged was to write down what values you would hold as a piano tutor. Looking back at mine, I don't think they've changed. I still stand by these now;


  1. To always enjoy teaching and piano at the heart

  2. To encourage a student / pupil's strengths and passions

  3. To recognise problem areas and assist

  4. To instil passion over accademia

  5. To direct when necessary to useful sources of help

  6. To always radiate my own passion for piano

  7. To manage a pupil's expectations and be open and honest

  8. To encourage inquisitive thinking

  9. To develop a plan of action with pupils and not on my own for them

  10. To recognise my own limitations


Fundamentally, I needed (and still need) to ensure that my passion for piano does not dwindle and that I still play for pleasure myself.


Phase Two - Visiting My Teacher


I haven't had a piano lesson with my teacher since 2016, but I have been in touch every now and then. Regardless, I asked her if she was willing to give me some pointers as to how to approach. She was more than happy to oblige.


Whilst she confirmed that my own enthusiasm and passion for the instrument should always be forefront, along with ensuring that the pupil is doing things that they want to do (as well as their usual exercises), she gave me some useful tips on approaching different styles of teaching based around level of experience (if any), age and more.


Phase Three - My Pupils


Having put a few calls out on social media last week, I was delighted to received two enquiries that resulted in two taster lessons taken up on.


Both pupils proved to be extremely different. Whilst they both consider themselves as beginners, my pupil from Tuesday was an absolute beginner who had just decided - at 70 - that she wanted to delve into it!


Whereas my pupil on Wednesday used to play, favoured the violin more but equally hasn't played that for a long time now, yet because of this background she still has a good grounding of music.


The Taster Lessons


On Tuesday, my pupil had given me the heads up that she just wanted to learn for her own leisure. She wished to play for fun and be able to just play - specifically citing prior to the lesson that if she could just play 'Happy Birthday' at her grandson's birthday party in July she'd be thrilled!


Naturally, I used this as the 'theme' to base the lesson around.


Not giving too much by way of accompaniment (one note bass notes and chord names on the top) and ensuring I transcribed it in C major to ensure we didn't have to worry about black notes or key signature, it gave us something to focus on.


Of course, with it being a taster lesson we only got so far before our 30 minutes was up. Especially seeing as we spent about 10 minutes just on basis exercises to start to get her fingers moving properly!


However, whatever was picked up worked, and I gained a regular pupil! It is likely we'll have to strip it back to basics completely and start afresh, but all the while we'll make time for 'Happy Birthday', of course!


On Wednesday, my pupil had a little prior musical knowledge.


Those exercises we did on Tuesday were repeated except this pupil picked it up a bit quicker. In fact, she was able to do a one octave C major scale hands together from memory without any prior hints.


She wasn't sure exactly what she wanted to learn, but mentioned that she'd like to be able to play some classical pieces (if not too ambitious) by, for example, Debussy.


And I have an iPad!


With Sheet Music Direct subscription!


So up we fired a very basic right hand only with chord names transcription of 'Clair de Lune' and worked on it. She was way past the standard that it was, but she did mention that she was happy to strip it back to basics. We did a little chord work to give a little accompaniment to this piece.


And to both of my pupils this week I assured them:


A taster lesson is just you feeling as though you've achieved something. If you join me on your musical journey then we may strip it back a tad so that we work a bit more thoroughly through things until you are confident in each area. During the taster, things may still. That's great! Or they may not, but that's not an issue. This is just to see if you enjoy it before you commit!


Well, they both committed!


Encouraging Different Areas of Musical Skill


There are many areas of musical skill, but I will be trying in my teaching to develop the following:


  • Technique: this one goes without saying. This is literally the way that you play piano. How you sit. How hard or soft you play. Which fingers you play which note with. Tempo etc. - so this is a non-optional!


  • Reading Music: Whilst it's not essential to read music to learn piano, I don't feel that a student will be any better off for making the effort to come to a piano teacher if they don't. You could easily teach yourself piano by ear or based around notes without reading music. However, if you do read music - even if only a little - you'll open up your repertoire massively, not to mention it actually makes it easier to teach piano!


  • Ear: We don't all need perfect pitch. I regret to say I don't have it! But being able to pick out just basic chord progressions is a strong skill! In order to achieve this, I'll encourage my pupils to be inquisitive (remember by point from earlier!). If I teach chords, don't just take my work for it that they exist! Play around with them. On their own. Invert them. Play them in a different order or different pitch and see how they sound different! It all develops an ear!


  • Instinct: Related to playing by ear, instinct is just knowing what will sound good - even if you can't imagine. The most obvious was to develop this is through standard technical exercises such as scales etc. - if you recognise you're in the key of G major and wish to improvise a passage, for instance, then playing the note F (natural) will create some bizarre sounds that you may wish to avoid. That's instinct.


Find out more about my private piano tuition services in the Macclesfield and Congleton areas.


 
 
 
 
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