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More Lesson-in-Progress excerpts, Chopin Waltz in A minor, No. 19, Op. Posthumous (Video)

Preserving teaching moments on video allows students an opportunity to review what transpired at their lesson as a springboard to improve practicing during the week. In this particular situation, I was able to e-mail the You Tube link to Claudia, 10, and Claire 8, both of whom are studying the Chopin A Minor Waltz No. 19.

Claudia was seated at the Steinway grand yesterday as she played the composition behind tempo. (We always begin our lessons with a slower paced approach to repertoire and then inch up)

The sticking points in this Waltz related to lightening the second and third beats in the bass and playing phrases with a singing tone legato, going across with fluidity. Some tempo rubato was integrated into the practice tempo, though not exaggerated. (The tendency, in my opinion, is for students to take too many liberties in this interpretive realm making Chopin’s music sound overly melancholy and contrived.)

Resolution of phrases with tapered endings needed a wrist forward motion in the treble to soften the impact at cadence points so pertinent measures were practiced.

The video had a few mappings: progressing toward the Peak or Climax of the piece when it transitioned to the parallel Major (A) by way of “secondary dominants,” continuing with a graceful return to a portion of the opening theme, followed by a heart-warming Codetta.

Wrist forward practice was revisited along with refinement of pedaling.

RELATED:

https://arioso7.wordpress.com/2011/07/29/piano-technique-spot-practicing-a-nagging-e-major-arpeggio-in-chopins-waltz-no-19-in-a-minor-measures-21-24-video/

2 thoughts on “More Lesson-in-Progress excerpts, Chopin Waltz in A minor, No. 19, Op. Posthumous (Video)”

    1. Hi Peter, Thanks for your note. Yes, the students know about secondary dominants, and V/V, for example. The one who is not seen, sitting at the Steinway grand, playing the Waltz no. 19 in A minor, has theory learning integrated into her studies. (I use Snell/Ashleigh) Composing activities are also helpful in this regard.

      Best regards, Shirley K

      Like

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