|Published (Last):||21 June 2004|
|PDF File Size:||20.50 Mb|
|ePub File Size:||19.13 Mb|
|Price:||Free* [*Free Regsitration Required]|
Using a rotary action a rocking movement of the hand as the forearm rotates will help to achieve even control. Small children playing this sonatina need not use any pedal at all. If you agree with the LH playing Fingers 4 – 1 – 2 – 1 for the first bar, do insist on a healthy hand position where a straight line is kept down the Finger 5 side of the wrist, rather than bending majorr hand to the side.
Practice Tips Practice should be undertaken in sections, in accordance with what has been taught in the lesson.
Diabelli – Sonatina in G Op No 2
Since Diabelli was a teacher, it is highly likely that Op was written for use as a teaching piece. Notice the well shaped phrasing and detail in dynamics and articulation. Ornamentation The ornaments are turns, as shown below the first page of the piece.
Pedalling Small children playing this sonatina need not use any pedal at all. An equally good alternative is using 5 – 1 – 3 – 1. Always insist on consistently correct fingering right from the start of the learning process.
Diabelli – Sonatina in G Op 168 No 2
Practice should be undertaken in sections, in accordance with what has been taught in the lesson. It is important to balance the textures so that the LH part remains subtle and the RH melody can sing out. In many respects this performance is good, being confident in fluency with a sense of character, so it is majkr pity that the LH needs to be quieter in relation to the RH. Troubleshooting Oop.168 is not a piece that will present many difficulties but those that do arise will probably be related to interpretation – giving a clear eiabelli of the elegant character, with well shaped phrasing and dynamic variety.
Final Performance You can hear a complete performance of this sonatina played here by Phillip Sear. The LH part could be learned by playing each set of four quavers as a chord.
Diabelli : Sonatina Op. , No. 2 (I) –
Discourage young students from extremes of dynamics in this anron, but encourage a pleasing tone. The performance marking is Allegro moderato so the tempo needs to reflect a moderately lively character. The sonatina’s essential charm lies in its sonatinaa of melodic line and this must not be blurred by inept pedalling, particularly if the child is not yet tall enough to reach the pedal comfortably. You could teach the outer sections first, then teach the middle section.
7 Piano Sonatinas, Op.168 (Diabelli, Anton)
Separate hands work of each two-bar phrase before trying very slowly, hands together should yield good results. This is not a piece that will present many difficulties but those that do arise will probably be related to interpretation – giving a clear sense of the elegant character, with well shaped phrasing and dynamic variety. You can hear a complete performance of this sonatina played here by Phillip Sear. In particular draw attention to the changes in the outer sections that depend on the key change to the dominant in the first section, with the introduction sonarina the C sharp, as sonahina with the final section that remains in the key of G major.
This gives a series of musical ‘signposts’ so that the performer need not feel lost if there are any small slips. Curious students could try various fingering combinations to find out that keeping Finger 2 gives an awkward thumb on the F sharp.
The turn in Bar 43 must be played in exactly the same way: The hands are nicely balanced and the tone is never forced in forte, which is important for the young pianist’s technical and musical development.
This piece is ideal for learning the basics of sonata playing since it is Classical in style even though the composer lived beyond the dates associated with Classical repertoire. The fingers need to be quite close to the keys, but should not all rest on them as this can encourage pressing the key with individual fingers, causing too much tension. This pianist is clearly enjoying the piece.
The way to avoid this is to begin to be expressive early in the learning process so that it is integral to the music – once the piece has been memorised the student will no longer be looking at the score for information about dynamics. Students need to have performing opportunities before the big occasion since the problem can be that students have been playing with dynamic contrast in lessons but under the challenge of an audience, concentrate only on getting the notes right and forget the expressiveness.
In bars with rests, such as Bars 2, 8 and 16, care should be taken to observe the silence since precision is integral to the style of the sonatina. This piece is Classical in style, based on easily understood chord progressions. Students who are comfortable with pedalling might pedal the first and second of crotchets separately but it is easier to simply pedal the first crotchet of each bar unless the note is a minim in which case the pedal might extend for the whole two beats.
Notice the way in which the performer both contrasts and grades the dynamics to give musical interest. The performer comments that she is working on increasing the tempo, so the end result will probably be excellent! Fingering The fingering given within the Harris publication is well considered. Here is a performance in which articulation detail is carefully given and the music is well known, even though technical control is not yet confident, with some unevenness at times, particularly in the ornamentation.
This is a side to side, rocking motion created by rotating the forearm. The hands will be sensitively balanced and dynamic contrasts will be colourful, whilst maintaining a pleasing tone. The ornaments are turns, as shown below the first page of the piece. Technique The main technical issue here is that of balancing the hands sensitively whilst maintaining a controlled, even LH part.