Monday, December 19, 2016

Teaching Suggestions from Dr. Ann David - Solfeggietto

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.