Doublereed Archive - Posting 000042.txt from 2003/01

From: Rhondda May <rmay@-----.com>
Subj: Re: [DR-L] recovering from a bad recital
Date: Mon, 6 Jan 2003 08:03:23 -0500

Hi,

I had some thoughts about this. It happened to me once: when I was a
senior in high school, I was playing a Chopin prelude (the Db "Raindrop"
one), and I couldn't remember the modulation at the bottom of the page
(although later I learned it was an enharmonic modulation and if I'd
known that at the time it might've helped - but that's for another list
discussion!) I must have started over 6, 7 times? ugh, it was just
awful, but my teacher let me do it, and eventually I finished, and on
the 2nd half I played the 1st movement of the Mozart oboe concerto from
memory without a hitch. But 18 is not 10, and oboists aren't under the
compulsion to play from memory that pianists are.

So Lisa, tell your son that sometimes these things happen, that it may
or may not ever happen again, and that it isn't the worst thing that
could happen, that he's still a good person. I add my vote to using
music, even though one "doesn't"; yes, I too practice all my excerpts
and concerti from memory, but when I'm behind the screen I ALWAYS have
the notes in front of me and would NEVER be without - not in today's
competition when the committee checks off your name at the first error!

As to not using the metronome, that's not the same as not playing
rhythmically.
There is never, imho as a teacher, any excuse whatsoever for not playing
notes and rests their full length, even if you aren't using the
metronome. A student shouldn't just put on a metronome and ignore it,
and it takes real attention and discipline to use it. My kids (who have
been playing string instruments about 4 years) aren't at the point where
they can use it effectively, but neither their teachers nor I tolerate
blatant unrhythmic playing from them.

Good luck!
Rhondda May
Hong Kong

"Vickery, Lisa" wrote:
>
> This question isn't specific to double-reed playing, but rather has to do
> with fostering love of music in children and helping them overcome flubbed
> performances.
> My 10-year-old son recently was in a piano recital, and it was a disaster.
> Luckily, he's had several others that went off without a hitch. But for this
> one, he began playing his little Berlioz piece (which he'd played a million
> times by memory) and just choked about 2 lines into it. He started over, but
> hit the same problem at the same spot. He simply couldn't remember how it
> went.
> The teacher told him to take a bow (meaning: get off stage).
> Obviously, it was a heart-breaking experience, and he sobbed quietly through
> the rest of the hour-long recital.
> My questions to you:
> Was the teacher too harsh in rushing him off stage? ( I thought so, but I
> also realize he's seen these kinds of problems over the years and knows when
> somebody is having an off day.)
> And secondly, do you have any words to the wise about how I can prevent this
> from turning into a musical scar that doesn't heal properly? Luckily, he's
> continued to practice regularly and hasn't mentioned any desire to quit, but
> I suspect the experience has subtracted something from his willingness to
> perform.
>
> Lisa V., oboe/flute. NJ
>
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