*Video courtesy of MUSAIC
Friday, March 27, 2015
Taking auditions is something we've all done throughout our lives as musicians -- both as students and professionals. Whether it is an audition for a university, a music festival, an orchestral position, or anything else that requires excerpts, preparation is key. How should you prepare? When do you begin? These are some of the questions Powell artist Leone Buyse answers in the video below from MUSAIC. In her discussion of audition preparation, she pinpoints crucial factors that may often be overlooked, including physical and mental preparation.
Friday, March 20, 2015
|Joshua Smith © Frank J. Lanza, 2013|
Powell artist Joshua Smith has held the position of Principal Flute with The Cleveland Orchestra since 1990. We have enjoyed reading his blog, and in particular, a series of posts that share his terrific insight on flute playing and teaching. These posts are segments of an interview with one of his former students, Madeline Lucas. This week, we wanted to share his insight on developing technique and working through difficult passages:
ML: What are the basic building blocks of a good flute technique?
JS: I think there's a lot of room for possibility in that question. As far as developing finger technique goes, it's best to work slowly and steadily over a long period of time. I know, for example, that my technique is still getting better, and that there are things that I can do easily now that I couldn't do when I was your age. Physical growth comes from exercising muscles and becoming aware of how you're using them. Part of that is psychological, becoming conscious of how you use your body; that leads to the part that is physiological. Your muscles have to grow up and get the message that you're building them by practicing.
That said, it's important to have a stable practice routine. Scales and arpeggios are great for this, especially because they build an awareness of key areas. I'm going on a tangent away from your question, I know, but key areas are the root of what makes sound, or what makes music interesting; that's the language we speak-- in varying different keys. Using scales as a way not only to develop your fingers but also to be aware of color (that one key sounds different from another) makes practicing technique interesting.
ML: Other than slow practice, which hopefully everyone does, what do you do when you get a passage that you're just stuck on?
JS: A lot of the ways I fix problems are practice games that I made up when I was in high school and college. And since they worked, they became parts of my technical routine.
Slow, steady practice is great. The metronome helps by building a sense of pulse in everything that you do. Pulse runs music, so you can't let go of that. But the best reason to use a metronome for improving a technical passage is that it provides a goal: you know what tempo you need to reach, and you back off of that, building confidence and finger ability by degree.
Backing off and working slowly is also important because, when you get stuck with a problem, usually the reason lies in some sort of physical tension that you need to understand to get rid of. If you quickly just go over and over the problem spot, you're forcing your hands to do something that isn't working, and you're creating tension at the same time that you're reinforcing a bad habit. When you back off, you allow your mind time to process what is wrong, and to figure out how to fix it. Asking, "am I hearing every note cleanly, the way I want to?" is a way to build consciousness about what's happening.
While we're talking about slow practice, here's an example of a practice game for a tricky passage. Try a chain of beats, let's say A, B, and C, stopping at the downbeat of D. Work that out, then do B, C, and D, stopping at the downbeat of E. Then C, D, E, stopping at F, and so on. So you're working out segments, but always bridging the connection from one to the next. This is a very effective technique, and one I would do at any tempo, but certainly the best is gradually building it from a slow tempo towards your ultimate goal.
Doing the same thing in reverse, starting at the end of a passage and going backwards (the last beat, the last two beats, the last three beats, until you've started at the beginning and played through it) also tends to be really effective. But always start with a question that forces you to listen and focus: "What note am I not hearing? Why? What do I need to do to fix that?" And then you're on your way.Visit Joshua Smith's website at www.soloflute.com and follow this link to his artist profile page on the Powell website.
Friday, March 13, 2015
MUSAIC is a terrific
"video channel" website created through the collaborative efforts of
The New World Symphony and several of the leading music conservatories in the
U.S. and Europe. As a partner in the project, the Eastman School of Music
shared a short video masterclass with Professor of Flute (and Powell Artist),
In this video, Bonita Boyd
coaches a senior undergraduate student, Luke Fitzpatrick, on excerpts "Aus
Liebe will mein Heiland sterben!,” one of the arias from the St. Matthew Passion by J.S. Bach. They work through the following sections of
the aria: 13 measures before A to 6 measures after A. Professor Boyd addresses several key elements
including “settling into” one’s sound, phrasing, and the importance of knowing
the vocalist’s part in the aria. She
also discusses best practices for performing in the style of Bach, particularly in regard to vibrato and tenutos.
MUSAIC is a terrific "video channel" website created through the collaborative efforts of The New World Symphony and several of the leading music conservatories in the U.S. and Europe. As a partner in the project, the Eastman School of Music shared a short video masterclass with Professor of Flute (and Powell Artist), Bonita Boyd.
In this video, Bonita Boyd coaches a senior undergraduate student, Luke Fitzpatrick, on excerpts "Aus Liebe will mein Heiland sterben!,” one of the arias from the St. Matthew Passion by J.S. Bach. They work through the following sections of the aria: 13 measures before A to 6 measures after A. Professor Boyd addresses several key elements including “settling into” one’s sound, phrasing, and the importance of knowing the vocalist’s part in the aria. She also discusses best practices for performing in the style of Bach, particularly in regard to vibrato and tenutos.
*Video courtesy of MUSAIC
Friday, March 6, 2015
|Photo courtesy of Pinterest|
This week, we had the chance to catch up with Christina Guiliano-Cobas, Powell's Director of Marketing. Christina is also a private flute instructor, and we highlighted her own "family of flutes" in a previous post which you can read by following this link.
In her studio, Christina teaches a mix of flutists from beginners to more advanced high school students. Regardless of age, she requires each student to bring a notebook to lessons, which she then uses to write notes and their next assignment. One of her high school students forgot her notebook recently, so Christina decided to text a very short note with the next assignment to the student. Although not all of her students have cell phones (and we know this is certainly a topic of debate), Christina began texting assignments to her 14, 15, and 16 year-old-students. She discovered that this was quite helpful to them! She shared,
Students in this age group are very busy with band, sports, AP classes, driver's exams, part-time jobs... They use their phones for everything. It turned out that my student who forgot her notebook practiced more, remembered her assignment, and was fully-prepared for her next lesson after she received my text. Just having that small visual reminder on her phone helped tremendously.She added that the physical notebooks are terrific tools for her younger (elementary school-aged) students since they are,"still very much into pens and paper, and their parents need to sign the practice page in the notebook." However, the notebooks had gone unopened with the teenaged students once the lesson was done. What happened to be a quick-fix for one high school student turned out to be an excellent method for preparing and inspiring them. Christina said, "Now, for my 14, 15, and 16-year-olds, I always text their next lesson assignment!"
|Photo courtesy of Pinterest|