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Please buy and read the book.
Here is my 1st take away and commentary on practicing. Start with the tricky bits. But before diving in, try to figure out what the problem is. Don’t just start playing. If the passage is long, break it up in small manageable chunks. As you repeat these chunks consider all the markings in the score, especially fingerings and dynamics. How many times should one repeat the corrected passage? Five if you have time, ten if you are in a hurry. Things that hold you back? Irrgeluar fingering is perhaps the greatest obstacle to playing with ease. Second is practicing without dynamics, with the idea, “I’ll add those later after I’ve got the notes,” means you must learn the darn piece twice. In performance I’ll bet you’ll play version 1. “Which pathway am I reinforcing by how I’m practicing?” Molly Gebrian, Learn Faster, Perform Better. Good question. For example, do you skip over the “boring bits” to get to the good bits? This is self defeating. I’ve learned that the “boring bits” are the essential bits. So, I dive in with gusto. Question to consider. How is your posture? Are you sitting up or slouching? Best, David Story Piano teacher and professional nag.
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The Royal Conservatory of Music has a record of all the examinations your students have completed. My students have successfully completed 821 music exams since 1994. 821 wow!!!! They should send me and my wife on a nice cruise in recognition of services rendered. Obviously, I feel exams are valuable, I have my ARCT. Here are few reasons in no particular order. 1. If you master the skills required to suceed, you will improve as a pianist. What skills? 1) performance skills, 2)aural skills, 3)sight reading, 4)theory. 2. Developing the skill or trait of perserverance in the face of difficulities or in the parlance of today, grit. 3. The music is varied and appropriate for each level. As a teacher, it is wonderful to see the students recognise their growing skills and authentic achievements because sitting for a piano exam, like sports, is the real deal. No electronic distractions, just you and the task before you. If it works, you did it. If it fails, you own it. Either way valuable life skills are developed or reinforced. 4. Personal note. When I completed my Grade 10 and ARCT I felt like superman. I won't promise you will feel like superman or superwoman, but I do promise you will have an authentic experience. Cheers, David
My practice time is limited. Why? I'm 66 years old. My runway is short. So, because I'm in a hurry, I practice new material slowly. And I use a metronome to keep me honest. Otherwise, I forget and off I go wasting my precious practice time zipping along playing through mistakes, missing nuances in the score, etc. Final thought. I've learned a few things teaching all these years, including the sad fact that there are no shortcuts, but there are lots of do overs. Best, David Story
Posted on Facebook today by Eli Baumgarten. My responce.
“Yes, I personally practice and prioritize ear training. I transcribe licks, chord progressions, the works. Not practicing ear training is analogous to learning a new language through reading alone. How would you ever be able to hear and respond to the nuances of tone and accent, idioms, or pacing? That would make no sense if your goal is to converse, at some level, with a native speaker.” Currently, my ear training, at the keyboard, encompasses blues tunes, (see my previous blog), big band drumming, and listening and analysis of Classical string quartets performances. Blues: I figure out the form, chord progressions, the keyboard groove, and important keyboard licks. I may or may not write them down. Big band drumming: I'm transcribing drum fills and set ups, as well as orchestration on the drum kit. Classical string quartets performances: I'm listening and noting how the music is phrased. For example, the relationship between melodic direction and dynamics. I'm particularly interested in phrase ending and tempo fluctuations. For beginners, where would you start? If you are a classical piano student, start practising the ear training and completing the theory assigned to your level. If you are a jazz student? Copy the melodies of jazz standards. Master musicians modify what you see in the fakebook. You want to internalise their interpreations. How does one do this if it is not immediately or intuitively easy? Listen to the track repeatedly. Renowned teacher Ed Soph said, "one hundred times." Herbie Hancock recounts that as a kid he listened to an Oscar Peterson track 100 times before he was able to work it out. He also said that the next transcription only took 99 times. In my experience, students give up too soon or attempt melodies that are too difficult. Starter tunes: 1. Killer Joe 2. Satin Doll 3. Summertime Cheers, David Story
If I were a jazz student, I’d follow the same method—with one caveat: I’d make sure my piano skills were up to the task. If not, I’d get some lessons. Cheers, David
(BTW, I asked Chat GPT for a list of tunes to go with a list I have from a friend.)
Here’s a practical, gig-tested list of 50 blues standards that are most commonly played by bands in blues clubs today. This is based on modern blues jam sessions, club gigs, and working-band repertoires rather than historical importance alone. I’ve grouped them so you can quickly see why they’re so common—and this should be especially useful given your background as a music teacher (great material for ensemble classes, jams, and stylistic study). 🔹 Core 12-Bar Blues Standards (Absolute Essentials)These are called constantly at jams and gigs.
🔹 Shuffle & Swing Blues (Very Common Club Tempos)Great for teaching groove, feel, and swing articulation.
🔹 Slow Blues (Called Every Night)These are mandatory for any blues band.
🔹 Texas / Chicago Blues Club StaplesModern blues bands love these.
🔹 Blues-Rock Crossovers (Very Common with Younger Crowds)These keep blues clubs packed.
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You've got to learn your instrument. Then, you practice, practice, practice. And then, when you finally get up there on the bandstand, forget all that and just wail. AuthorI'm a professional pianist and music educator in West Toronto Ontario. I'm also a devoted drum set and mallet percussionist. Categories
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