SOLFEGGIETTO
By Carl Philipp Emanuel Bach
Suggestions for Teaching by Dr. Ann David
Piano Literature Volume Three; Compiled & Edited by James
Bastien; Kjos
LESSON ONE:
1.
S(tudent) number
measures in a box at front of each line if no numbers
2.
Ask what key: Key
Signature; Two choices – Major/minor; Examine beginning & end
3.
Ask which hand
plays what – how can you tell? How
would you count this piece [Huckleberries] Maybe have S write in the H and B
throughout with T help if needed.
4.
S plays meas. 1
to first note of meas. 5 [FINGERING: Meas. 1 RH pattern begins 24321 followed
by extension 4321. Meas. 2 begins same:
run begins with 5 & follows scale fingering. Repeat fingering in meas. 3-4 ending with
first note of meas. 5.] Ask S what key
for this part. Ask how best to count the
piece [♬♬ patterned pieces are huckleberry]
5.
Skip to meas. 9 through first note of meas.
13. Repeat same process as before using
the same fingering as before. [Yes, the thumb will play the F# - no big deal.]
What key?
6.
Meas. 14 to first
note of meas. 21: Same fingering; with all runs, name the change in keys
7.
Meas. 31 to end:
remember all four parts are based on the same fingering
8.
Go back and have
S play all four parts.
9.
Ask if S can play
all four by memory next lesson – identical fingering for all is a must!
LESSON
TWO:
1.
Check memory of
four parts. Praise what is solid; ask S
to reinforce next week [sure memory]
2.
T(eacher) helps S
ANALYZE meas. 26 through meas. 30. [LH clefs;
check upper chord notes move by half steps; play several times; try playing
with eyes closed] [RH block patterns;
in meas. 26 on see relationship with E♮
to E♭ to D to D♭
to C going from top to bottom of sixths – use 5 on top note and 1 on bottom –
scrunch and stretch between related notes.
This is the ‘trickiest’ part so it is important to see and understand
how both hands move. ASSIGN THIS
SECTION HS SO PATTERNS/MOVEMENT ARE SOLID.
LESSON THREE:
1.
Review four-part
memory. Ask S to try
crescendo/diminuendo in each section.
2.
Check HS work for
meas. 26-30. If solid, ask S to block LH
then RH, LH then RH, etc. through section.
Practice all as assigned during week with huckleberries.
3.
REMEMBER: S is
working on theory, scales, and 3-4 other pieces in various ways at the same
time. The S is learning the theory
regarding this piece by tearing it apart, what it looks like on the page, to
memorize with knowledge, and to know through consistent fingering what it feels
like; all result in sure memory.
LESSON CONTINUE:
Continue going backwards [BW] with
analyzing, learning, memorizing sections until you are back to the first run
and have the entire piece learned. USE METRONOME as you go since Students tend
to go faster with parts that are solid and slower with the new. The new
sections, regardless of length have similar parts to what has already been
covered. Block chord passages like
meas.21, 13-16, 5-6. Note common A in
meas. 7-8, Continue dynamic rise and fall of lines. The trill in meas. 25 is a hippopotamus . . .
D E♭ D C D with a
slight ritard . . . and got directly to LH chord.
