The Good News: Rina just celebrated her big FIFTH birthday, and bestowed a lovely portrait of herself draped in a smile over her precious piano. Thank You for the beautifully framed photo!
Today, technology failed me once again, but this time I outsmarted the devilish, on/off again iMac movie program.
So what if Yeti Mic decided to go silent for this footage. I could still use the video frames to demonstrate the forward roll, two-note slur of C to D, played in every octave from middle C up and back. (using fingers 1 to 2, beginning with the Right Hand)
Rina and her parents could watch, gaining a physical understanding of what was taught at today’s lesson.
I thought about Anne Sullivan and the challenges she braved teaching Hellen Keller.
By comparison, mentoring in silence, (on replay) would be a breeze.
To begin the editing process, I HIGHLIGHTED frames where I demonstrated the legato slurs, and then tapped SLOW MOTION 50%. A slower rendering would send Rina’s folks and other viewers scampering off for a McDonald’s Big Breakfast.
I then retained a slow motion replay for frames where I guided Rina’s hands and fingers over the keys. (These examples would help mom practice with her daughter during the week)
The first video, however, in real time, added a few additional teaching maneuvers (still giving viewers the silent treatment)
I encouraged Rina to first relax her arms by imagining they were hanging over a clothesline. This mental image seemed to help her let go of elbows, wrists…and any related tension.
You can clearly observe the positive results in this first video.
I also reinforced the rhythmic value of each note, by pointing to a WHITE CARDBOARD CIRCLE on the piano rack. (C and D were each designated as “LONG SOUNDS,” or notes that were to be held for TWO COUNTS each–otherwise known as Half Notes)
The second upload, incorporated the slow motion effect, and eliminated some of the footage from the first video.
As for playing through the slurs in consecutive octaves across the keyboard, Rina tended to anticipate the forward motion on the second note D, impeding a smooth roll where the wrist naturally springs forward–but NOT with a jerk.
To remedy this problem, I will enlist other forms of mental imagery to slow down her entry into D-perhaps invoking the JELLO keyboard model, or molasses, honey, etc.
The lesson continued with Left Hand two-note slur sequences, fingers 1 to 2, C to B, down from middle C and back up. (not featured in the footage)
Earlier in today’s instruction we had practiced rainbow motions for each note of the music alphabet, played in octave spans– alternating fingers of each hand.
Rina played “Frere Jacques” in C Major/minor–two hands (LH intoning WHOLE NOTES with melody in RH) and displayed good physical coordination.
She effectively produced three echoes in this piece, increasing her dynamic range.
“Twinkle, Twinkle Little Star,” followed, played Right Hand alone in Major, and then minor.
Separately, Rina practiced WHOLE notes on C in the LH, counting through them with me.
During the week mom will play the melody as Rina practices her Whole notes. (WHOLE NOTE HOLD DOWN… or 1-2-3-4)
Then the two partners will reverse parts. (I’m not recommending hands together TWINKLE practice as yet)
Rina is moving along at a nice pace, making excellent progress. Her attention span is remarkably improved since she first began piano lessons at age 4. I’m using many ideas that Irina Gorin embraces in her excellent instruction, Tales of a Musical Journey.