Klarinet Archive - Posting 000343.txt from 1998/08

From: Neil Leupold <nleupold@-----.edu>
Subj: Re: [kl] Fast VS. Slow Practice
Date: Tue, 11 Aug 1998 23:32:49 -0400

On Tue, 11 Aug 1998 GTGallant@-----.com wrote:

> For
> example, the solo in Capriccio Espangnol (32nd note sextuplet runs) is very
> difficult to execute at quarter note @-----. I
> Think it is nearly impossible to play it that fast cleanly without using the
> fast practice method. It must be broken down in sections and played at or
> near performance tempos. Once short sections are even and smooth, they can be
> pieced together and played correctly. Another fine example is the last
> movement of Francaix's Theme and Variations. The two sixteenth's followed by
> an eigth note at quarter =168 is mega hard, and needs to be practiced rapidly
> to ensure a smooth connection from one group to the next. Any ideas?

You'll get this more than once probably, but the obvious response
is to start slow and gradually make your way up the metronome dial
until you're playing at the specified correct tempo. It's unreason-
able to expect that if a passage is perfectly playable under tempo,
one should immediately be able to jump to the written tempo and
perform with the same level of ease and comfortability. It's all
about relaxation and conditioned reflexes. As you make your way
through a graduated study from "under tempo" to "correct tempo",
it's important to ensure that the effortlessness from the slower
tempo is maintained with each upward click of the metronome dial.
Otherwise, the gap in relaxation and conditioning will be apparent
to the degree that the player jumped from slow to fast without
practicing the tempi in between. The more advanced the player,
the more solidly the reflexes are conditioned with respect to
scalar passages and physical relaxation. Thus, the process of
going from under tempo to correct tempo is accelerated. In
Neidich's case, it might seem instantaneous, but beneath that
ease of assimilation are countless hours and many years of
preparation, building the foundation of skills which enables
quick learning and execution. Practice doesn't make perfrect.
Practice makes permanent. The idea is to make what's "permanent"
as close to "perfect" as possible. Too many p's,though.

Neil

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