The Issue of the Ear and Mental Rehearsal

Liszt’s Ballade in B minor S. 171 has been a centerpiece in my repertoire since age 14 when I spent about 8 months learning it. After two years, I brought it back for a run of competitions, and now I have resurrected it for my upcoming time in Europe and a series of five concerts in Germany and Italy. One of the recurring causes of frustration in my pianistic life, and one I have yet to see any other pianists write about on the innumerable blogs I follow, is the issue of cultivating my ear – learning to hear exactly what this ballade could sound like, if I could play it any way I wanted to. In other words, how do I know if I am following the score, and how do I learn to hear, evaluate, and criticize my own interpretation with all the discernment of a great artist? It is through the ear that a pianist becomes a great pianist.  Neuhaus and Gieseking talk at great length on this without ever actually proposing comprehensive solutions. So, we continue to flounder around a bit.  I’ll write more on this.

The problem with a too-good ear is that you become frustrated with your own playing, but an ear that is only one step ahead of your playing or right on the same level with it is one that won’t do you much good either; you become satisfied with your playing and run out of things to practice. Although my days of running out of steam on a piece are slowly coming to an end (at last!), I still find myself constantly swinging back and forth between total, unhealthy satisfaction (arrogance) and total, unhealthy dissatisfaction (depression).

Today was one of the dissatisfied days. Having spent most of last night listening to recordings of great yet still totally unknown pianists really took its toll on me this morning as I tried to practice and found myself confronted with more of my own weaknesses than ever before. I remember times when I used to have to force myself to make up criticisms in order to push myself to continue practicing, but today the new level of realization was debilitating. I gave up practicing after about two hours and hopped on the city bus for a change of scenery. After several hours of clearing my head and thinking deeply on issues mostly unrelated to music – namely the world population, God, and ice cream – I pulled out my score of the Liszt Ballade, which has been sitting untouched in my bag for about a week now, and started to do some mental practicing.

I was re-exposed to the extraordinary powers of mental rehearsal the other day by a recent study which showed that people who were given a piece of music to study away from the piano for two hours made basically equal progress to the ones who practiced it at the piano. Gieseking was known to study an entire piece by a composer, run through it a couple of times at an instrument and then record it – and these aren’t shabby recordings either! Take a listen to his Debussy Preludes. 

There is power in mental practicing. I have learned entire sections of pieces like Scarbo this way, but lately I had given it up for whatever reason. Well, picking it up today led me to have to deal with a principal issue in the beginning of the Liszt Ballade, one which I had always glossed over: the pedal. I’ll have to go into detail on my thoughts in another post.  The point is, mental practice has the power to improve your ear.

I sit down, make sure my posture is good and I am relaxed, just as I do when I practice normally, I breathe in through my nose and out through my mouth several times, and then I visualize the piano and my hands as clearly as I can. I often face difficult-to-surmount mental blocks, and I can only see a few fingers at a time. Over the course of a few minutes, I gradually broaden my point of focus until I can see my entire hand in detail. I view the keys from different angles, and finally I set into the challenging and sensitive opening of the Liszt Ballade. There is no autopilot in mental practicing; you can’t just let the fingers go! They don’t move until you can see the key and visualize your finger depressing it; so everything goes slowly. I work on one hand at a time, I try to hear exactly how the sound of the string will peak and decay, and exactly how I play the note that comes after it in order to make them connect perfectly. I do it again and again until it’s perfect! Then I work through my plan for how I am going to make it perfect, every time.  It’s powerful, and it forces you to decide note-by-note exactly how you intend to make that note sound. For me, it is much more useful than sitting at the piano, but it is thus much more exhausting. There’s no pushing more than half an hour at a time at this method of practice, but I think you’ll find, as I did, that that half hour on the bus was more productive by far than the two hours this morning staring at the piano in the pits of despair.

"Let me try this out on you..."

Tonight, on our way to Denny's, I dropped by my practice room to drop off some unnecessaries.  The two young ladies with me, having just learned that I play the piano, wanted me to try something.  Well, the only thing I've been working on seriously solo-wise lately is Scarbo....  why not?  It sounds great when I play it for myself.  So, I set out into it.

As any of us could have predicted, it was a trainwreck.

I've thought more and more lately about why we as humans can play something so well when it's just us around and totally blow it the moment others show up.  It's not always the case, and in fact (I'm only speaking for myself on this one) I observe that the trainwreck is worst on the first run and aligns to what I do alone in the practice room more and more as I play the piece more.

This is all very obvious, still.  Let's get down to some deeper thought here.  Identify the problem and the answer will resolve itself 9 times out of 10.  What exactly happens?

• First, those repeated notes at the beginning were starting to sound like something out of a Dusapin etude... impossibly erratic, never more than 3 out of every 4 notes sounding, as many different dynamics and tone qualities as there were notes.
• It was at least 20% faster than I have practiced it.  Some parts were probably even faster than I intend to ever perform them in concert.
• There were innumerable wrong notes, particularly when the hands are crossed or on top of one another (which is, to my great frustration, more than half of this piece).
• I got lost twice, had to backtrack a measure or two, and keep going.

Much of this was to expected in any case.  You don't perform Scarbo after working half-heartedly on it for a month.  Also, the repeated notes were obviously not together because I hadn't warmed up.

Tempo is a different issue, and its cause is different in different people.  The two main reasons I observe, for example, when my students will bring a piece to their lesson and play it way faster than they have obviously been practicing, are nervousness and pride.  The nervousness comes in both from a feeling of shyness and the "this piece is really hard...gracious sakes I hope I can get through it..." attitude.  If a piece is hard, it gets over faster if you play it faster; also, at least with me, I find that if I don't know a piece of music, it's not going to sound good at any tempo.  So I might as well play it fast.  The pride is not a bad kind of pride; instead, it is that you have worked hard on the piece for a good while and you want to show to your first audience how much progress you've made so far.  This combines with the understanding that it's just a casual run-through, creating the perfect storm.  Sloppiness takes over. Tempo flies off the charts as you try to give your new audience a sense of the piece, and you yourself are incapable of taking it at that tempo... yet. But hey, they all say that if you can play a piece slow you can play it fast as well, right?  Wrong (well, to an extent).

I feel perfectly comfortable playing for myself when it's just me in the room, and sometimes when there are only other pianists there too.  When non-pianist friends drop by to hear my poundings, I somehow lose my mind and end up playing the music the way I played everything four years ago.  Old habits die hard, though.  Especially when the piece is as through-and-through-awesome as Scarbo.

Steps to preventing a repeat offence?  I can't say there's a magical series of cures.  Speaking for myself, I can make some comments.  In my playing, when it's just me who's present, I strive for absolute correctness, clarity of tone and touch, and intelligent structure to the section I'm practicing, regardless of tempo and to a degree regardless of dynamic and other, more polished expression.  There are plenty of times when that alone is my focus - those aspects of music are just as valid as the black dots on the page - it's just that I don't have the mental capacity to critically focus on every aspect of playing at once. So I limit myself somewhat, when I am in the practice room, mostly to just playing the notes well.  Once another person shows up, however, my extreme social nature urges me to focus on communicating.  Well, the mind is like a small plate at a Thanksgiving feast, and so in order to communicate with these fellow human beings, things get pushed off the plate: note accuracy and control/moderation of tempo, first of all.

The important thing this early in the game is to become accustomed to playing well in front of other human beings.  I can communicate naturally, in most circumstances, and I have also learned how to practice that alone.  Maybe I'll post on that someday.  The point is, I need to tell myself that since accuracy and control/moderation of tempo are my greatest difficulties in my art, that these must be my primary focus when I have the opportunity to "try out" a piece on someone early on in the process of learning something.

The ladies left, chuckling to themselves and pointing out how interesting and cool the piece is; they avoided commenting on the execution altogether.

Taking on Ravel

At Charles' suggestion, it is appropriate that the first posts be about Gaspard de la Nuit.  Having just got back from a very successful trip to perform and study at the 2012 Internationales Klavierfestival Lindlar, I took it into my head that I could learn any piece in the world, whatever I wanted.  Talking with Falko, my piano teacher at the University of New Mexico, Gaspard de la Nuit came up.  Here goes nothing! I bought the Henle edition in Cologne and set to work right away because I didn't have enough to do already with preparing for my first international piano competition, the brand-new International Keyboard Odyssiad and Festival in Fort Collins, which takes place in 10 days.  I need to get back to practicing pretty soon, but I wanted to set the stage for learning Gaspard.

It's a composition by Maurice Ravel, about 30 minutes, I believe, written at least in part with the purpose of creating the most difficult piano piece yet.   Balakirev's Islamey, the final revision having been published in 1902, was all the rage in European concert halls during the early years of the 20th century because it was considered (not without good reason) to be the hardest piece for piano.  Ravel published his Gaspard de la Nuit in 1908.  While it's tough to say definitively which pieces are the most technically challenging, you can still say with confidence that piano music doesn't get more difficult than Gaspard. 

It's not performed often, except by teenage virtuosos from China.  Other pieces that are supposed to be "the hardest ever", like Scriabin's 5th Sonata, the first Chopin Etude, or Beethoven's Sonata Appassionata are played much more frequently. I feel like the number of people who attempt a piece and then give up should be taken into account when determining something that is truly difficult. Then you also need to take into account the people who play a piece badly.

Enough of my rambling. These thoughts aren't unique; they're just wasting space on a hard drive somewhere in San Jose.  But I want to lay out an overture to what my learning Gaspard de la Nuit will look like:

• Phase 1 - I'm not so sure about this.  But Argerich learned it in 5 days... so maybe I can learn it in a month or so.
• Phase 2 - Hey! It's just scales and arpeggios! Easy! [where I am now, but only for the next couple of hours]
• Phase 3 - You know, playing a couple of these scales and arpeggios in a row isn't so easy...
• Phase 4 - %#&#@(*&!& RAVEL!!
• Phase 5 - Hey, this isn't so bad. I think I'm getting the hang of this. [this phase totally without warning and lasts only a few days]
• Phase 6 - Wait. This has to be musical? Crap.
• Phase 7 - %#&#@(*&!& RAVEL!! [the final phase]

Usually there is another phase inserted somewhere in this list called the "you know, I really shouldn't have cut so many corners when I started learning this piece" phase.  I don't know when that will come up, but I can guarantee it will.

Phase 1 - passed with ease. Josh-1, Ravel-0
Phase 2 - doing pretty well. I'm at the 2 yard line, 1st down.

Well, ladies and gentlemen, good night and good luck.   We'll be seeing more of each other.