Category: Performances

Conferences, Performances, Technology

NCKP 2011 | (9) Your Student Recitals, Live on the Internet!

Joy Morin

Your Student Recitals, Live on the Internet!  by Mario Ajero, Shana Kirk, George Litterst, and Stella Sick.  Th @ 2:15pm.

During this session, the presenters told us all about the benefits, feasibility, and equipment needed to broadcast your student recitals live on the internet.

Streaming your student recitals online can allow you to reach distant friends and relatives, publicize your studio, and help find an audience for your niche.

Streaming means you are broadcasting a live video feed online for people to view.  Streaming = one way (but you can reach unlimited amounts of people), while video conferencing = two way conversation (can reach a limited amount of people).  Continue reading “NCKP 2011 | (9) Your Student Recitals, Live on the Internet!” →

Announcements, Performances

Recital Roses and an Update on Life

Joy Morin

Today I wanted to share a photo from my university’s Community Music School recital a few weeks ago!  This is one of my wonderful students who I unfortunately must leave behind now that we are moving.  🙁  I will miss all my students!

My fellow teachers and I bought roses to give out to all the students who performed that evening.  It was so fun to watch the students faces as they each received their rose and gave it a big sniff.  They felt like real performers!

In other news, my husband and I finally have living arrangements in Ohio!  We will be renting a cute little three-bedroom house.  It will be so exciting to set up my piano studio……but first we have to deal with the great fun of packing and moving.  We will be staying with family for a few weeks until the landlords finish a few last-minute projects inside the house.  By the middle of June, we hope to be totally moved into the new place.

Meanwhile, I have a feeling that my blog posts may become few and far between over the next few weeks.  Bear with me!  I’ll be back eventually with plenty to share, I’m sure.  🙂

Stay tuned — I’ll be announcing the winner of the Fearless Fortissimo giveaway momentarily…

 

Performances, Printables

Just Added: Recital Program Template #3

Joy Morin

It’s recital season!

Have you held your spring recital yet?  If you haven’t, here’s a new recital program template you are free to use if you like!

I currently have two recital templates on my Printables page and they are very popular downloads.  This one is in color, although it still looks pretty good in black and white if you plan to print it that way.

To download: Visit the Printables > Other Resources page and scroll down to “Piano Recital Program Template #3.”  I saved it as a “docx” this time, and I hope you all are still able to open it even if you don’t have the latest version of Microsoft Word.  Please let me know if you run into problems.

If your spring recital has already occurred, how did it go?  I’d love to hear all about it!

Performances, Practicing, Teaching Piano

Practice Performing

Joy Morin

Perhaps you are wondering why there is a picture of a bunch of stuffed animals for this post.  Haha, I’ll get to that in a moment!

My private students are preparing to play for the university’s Community Music School recital tomorrow!  There will be about 12 students performing, 4 of which are my students.  For last few weeks, we’ve been taking time during lessons to “practice performing.”  After all, what better way to prepare for a performance than to practice performing?  =)

For my students, this means we imagine being at the recital during the lesson.  The student “walks onstage” while the audience (me) is applauding wildly.  The student gives a deep bow and sits down.  Once the bench is checked, they take a deep breath and play.  Wild applause ensues once again at the end of the piece, and the student beams, bows, and trots “off stage.”

I also encourage my students to put on recitals at home for their parents or friends, or even to create an audience of stuffed animals.  The point is for the student to be mentally putting him-/her-self through the performance, imagining what it’s going to be like and imagining him-/her-self succeeding.  Students really enjoy using their imagination and pretending they are onstage, and I think it is really beneficial for them to have gone through the process mentally before the real thing!  (Especially when there is no dress rehearsal, as in this case.)

What kind of activities do you do with your students to help them “practice performing?”

Photo Credit: Jess1820 | CC 2.0

improving as a teacher, Memorization, Performances, Questions

Forum Q&A | Memorization for Performances: Required or Optional?

Joy Morin

Last week we discussed how to teach legato pedaling to students, and we got a few great responses – click here to check them out!  As always, feel free to add your thoughts to the discussion!

This week, we are considering the topic of memorization.  I’ve seen great discussions about this topic on many websites and forums, and thought we’d explore it here too (hopefully with a different twist)!  Here goes:

First, do you consider memorization to be an integral part of piano playing?  Meaning, would you say that a concert pianist should or must perform by memory?  And do you therefore also require your students to perform by memory, or are you more flexible with your students depending on their goals?  What kind of memorization policy have you found works best for your studio?

Leave your thoughts in the comments below!

Photo Credit: hsingy | CC 2.0

Music Theory, Performances, Questions

Q&A Forum | Do your students undergo standardized testing?

Joy Morin

Last week we had some great replies to the question about what level of recital music to assign. Here’s our new forum question for this week!  I have really enjoyed hearing you responses the last few weeks.  Keep it up!

Do your students undergo standardized testing?  Why or why not?  If you do, which testing(s) do you use (MTNA testing for your state in the U.S., RCM/NMCP, Piano Guild, etc.)?  Do you require it of all your students or is it optional?  What benefits do you see in doing testing –not doing testing, as the case may be?

I’m looking forward to hearing your responses on this one (as usual)!!  Leave your thoughts in the comments below.

Photo Credit: vanz | CC 2.0

Have an idea for a Q&A Forum question?  Please send me an email admin[at]colorinmypiano.com.


Performances, Questions, repertoire / methods

Forum Q&A | Recital Music: Assign Easy, Hard, or Just Right?

Joy Morin

Ready for another installment of a Forum Q&A?  Okay!

A couple of weeks ago we discussed what to do when a student performance “bombs.”  This week, we’ll return to the topic of recitals and talk about assigning repertoire:

When assignment recital repertoire to students, do you generally assign something challenging since they have a lot of time to work on it?  Or do you assign something that is a little bit easy for them, so they can easily succeed at polishing and memorizing the piece?  Or do you simply assign a piece that is right at their current level?

Share your thoughts below!

Photo Credit: meddygarnet | CC 2.0

Performances, Questions

Forum Q&A: What To Do When a Student’s Performance “Bombs”

Joy Morin

In the entries for last week’s giveaway I received a lot a wonderful feedback regarding Color In My Piano.  Upon request, I’d like to start increasing the number of forum questions.  Hooray!  Rather than having a monthly question, I will try to pose a new question at least every other week (and maybe every week, if I can come up with enough questions!).

If you have suggestions for questions you’d love to see featured, please let me know by sending me an email via the Contact page.  Forum questions should be fairly short in length and should be a general question rather than a request for specific advice about a situation you are current dealing with.  (While I don’t mind being asked for advice and often do feature these questions on my blog, they are not considered “Forum Q&A” questions unless they are stated in a general sort of way.)

So without further ado, here’s our next Forum Q&A:

What do you do when a student’s performance “bombs?” I’m sure we’ve all experienced it: a student has a major memory slip and ends up in tears after the recital.  What words of counsel and advice can you give a student afterwards to console and encourage them?  What specifically would you say to a younger student as opposed to an older student?  What kind of things can you do with the student to help avoid this from happening again?

Please leave your responses in the comments below.  I look forward to hearing all of your thoughts!

Photo Credit: Juanedc | CC 2.0

Announcements, Performances

Master’s Recital Program Notes

Joy Morin

Well, my master’s recital has come and gone, and IT FEELS GREAT!  Compared to my undergraduate recitals, this recital was a much greater success.  I felt much more prepared and didn’t experience as much performance anxiety as I had expected to either.  I was actually able to enjoy myself throughout the process!  My family came up to see the recital, which meant a lot to me.  It was great to see them and spend some time with them after the recital.

Eventually, I will be getting a recording of the recital.  The school records it, and my dad also videotaped it.  When I get my hands on something, I will be sure to share it here if you’re interested. =)

Meanwhile, I have a photo (right) and some savory program notes (written by yours truly) for you to enjoy: Continue reading “Master’s Recital Program Notes” →

Performances

Leave It Behind and Just Play

Joy Morin

What happens when you have to give a performance but your mind is preoccupied with all sorts of crazy stuff going on in your life?

In working with a vocalist whom I accompany for this week, we had a conversation about the necessity of leaving life’s problems outside the performance hall.  Of course, it’s easier said than done!

Preoccupation and the Piano Lesson

The same kind of issue can arise in the piano lesson too.  Students sometimes come distracted to the lesson and have difficulty focusing on playing their pieces and learning what is being taught.

I’m not talking about when the student won’t sit still or is distracting by other objects in the room; I’m talking about when the student’s mind seems to be deeply preoccupied with other things.  It’s tough as piano teacher: we often don’t know what is going on in the student’s life at school or at home.   Continue reading “Leave It Behind and Just Play” →

Performances

Interpretation & Staying True to the Score

Joy Morin

What difference does it make how closely you follow the markings in the score?

Listen to these two recordings and see what you think!

This is a concert etude by Franz Liszt entitled, Waldesrauschen (meaning, Voices in the Woods).

httpv://www.youtube.com/watch?v=pENsficQ81k

httpv://www.youtube.com/watch?v=teFMIzxET3w

The first version is played by Josef Hofmann and the second is by Claudio Arrau.

While both versions are obviously incredibly virtuosic and impressive performances, I personally prefer the second version over the first.  And not just because it’s a slower speed.  But it strikes me as more expressive.  There’s more rubato and Romanticism.  I think I can actually hear the “voices in the woods.”

I would also like to point out however, how you can truly hear the markings in the score in the second interpretation.  For example, the LH melody in the opening 15 seconds of the piece contains a couple of phrases that each contain a note with a tenuto.  Can you guess which note of each phrase has the tenuto, without consulting the score?

Another example, during one of the tumultuous middle sections, there are two crescendos marked in two consecutive measures (2:35 in the first YouTube video; 2:30 in the second).  Arrau truly takes the time to make these come out.

Occasionally, I will have a student who thinks they are doing the dynamics, but in actuality it all kind of sounds the same.  I mean, you can sort of tell they are doing them, but not really enough to notice.  And so I ask my students: “Do you think an audience member who has never seen the score would be able to tell you what the dynamic markings are, just based on what they are hearing? You have to really exaggerate the differences in order to make them noticeable.”

Anyway, I think it’s really fascinating to listen to various interpretations of the same piece – to get inspired to create my own personal interpretation!

Performances, Practicing

Dealing with Performance Anxiety

Joy Morin

Your hands are cold and shaky, your heart is racing, and you find it hard to breath.  Are you sick?  Are you having a nightmare?  No, you’re about to play your instrument in a recital, and the symptoms you are experiencing are due to performance anxiety — better known as stage fright.

Performance anxiety affects us all, to some degree or another.  Here are some things you can try out to help deal with your performance anxiety:

  • Practice performing. Play your pieces for other people whenever you can. It’s one thing to practice your pieces, but it’s another thing to practice performing. Ask other people to come in the room to make you nervous, and see how well you can handle running through you pieces.
  • Envision yourself succeeding. Envisioning yourself performing your piece well is extremely helpful. Do it as your practicing, as you’re not practicing, and as you are performing.  Doing so keeps your outlook positive and sets you up for success. Continue reading “Dealing with Performance Anxiety” →