One of my students, Harrison, arrived for his lesson last week and confessed he had not had much time to practise. He told me he had “loads of homework!” and extra-curricular activities every day after school, apart from Thursday, the day of his piano lesson (“this is my only day off!” he sighed). In addition to homework and sports activities, he also has to fit in choir rehearsals and trumpet practise.
This is not an uncommon scenario for many of the young people whom I teach: all my students have now moved up to senior school, and many are finding the volume of work and activities associated with school quite burdensome. Fitting in piano practise amongst homework, after-school clubs and sport can be hard, especially if students feel obligated to practise for a set amount of time every day.
I am an advocate of regular and consistent practising, and making time to practise every day is an important habit, one which I instil in my students from the first lesson, and one which I observe myself (usually practising daily from 8am and notching up 2-3 hours over the course of the day). Practising at the same time each day can be helpful in developing good practise habits and routine, but sometimes this simply isn’t possible. Some students also find the prospect of having to practise for a set period of time daunting, especially in the early weeks of learning.
I suggested to my student Harrison that he could develop ways of practising a little at a time, aiming for thoughtful, quality practise, rather than simply note-bashing, or “going through the motions”. The phrase “less is more” seemed appropriate to this conversation and I told Harrison that it was often associated with the German modernist architect and designer Mies van der Rohe, used to describe his designs which combine functionality with simplicity and beauty. We both agreed this was a rather useful phrase to describe focused practising and Harrison declared that “less is more” would be his “motto” for his practising over the forthcoming weeks.
The idea of the pianist pounding away at the piano for hours on end to ensure he/she never plays a wrong note has less currency these days as musicians and teachers realise that quality rather than quantity leads to music which is learnt properly and carefully. After about three hours, the law of diminishing returns starts to kick in, one’s concentration will start to flag and one will be feeling physically and mentally tired. At this point, one stops doing meaningful work and it’s probably time to stop for a break.
At the other end of the scale, it’s amazing what can be achieved in as little as 10 minutes – if one knows what one should be practising.
When Harrison came for his lesson this week, I asked him how he had got on with the “less is more” approach and he told me that he had “more enthusiasm” for his practising – and when he played, it was clear the new approach was paying off.
Of course it is important when taking this approach to know exactly what one should be practising. Playing the piece from start to finish, in an unfocused and unthinking way, means mistakes will remain as mistakes and the opening of the piece will always tend to sound better than the rest of it. I will use the piece Harrison is working on as an example of how we are taking the “less is more” approach to practising:
Nurse’s Tale (Aleksandr Grechaninov, Trinity Grade 3 piano)
Bars 1-2 (and 5-6)
- RH – Practise melody (minus the thumb on D), taking note of the slurs
- LH – Practise the chord change, taking note of the slurs
- RH – Practise the semiquavers, taking careful note of the slurs and fingering
- LH – Note change to treble clef, and practise the octave jump
Since these bars take only moments to play, a great deal can be achieved in just 10 minutes work. And, as Harrison himself noted, bars 16 – end are an exact repeat of bars 5-8.
I will be repeating this exercise with other students. At each lesson, the student and I will decide which sections of a piece/s need this kind of attention and we will note down what needs to be done in practising at home. Gradually, I hope students will become better at identifying themselves what they should be focusing on in their practising. I also hope that students will find their practising more rewarding and enjoyable as they see noticeable improvements in their learning and playing. (At the other end of the spectrum, I am applying a similar approach to my learning of Ravel’s Sonatine, a tricky piece, not least for the “hand choreography” required.)
Here are some quick tips for effective “less is more” practising:
- Know which areas need the most attention – keep a note in a practise notebook
- Always start with the most difficult areas when your mind and fingers are fresh
- Practise for a set amount of time (set a stopwatch if that helps)
- Don’t deviate from the set task
- At the end of the set time, move onto the next area which needs attention
- Write notes on what you have achieved and think about what you need to do in your next practise session
- Always practise carefully and thoughtfully
An interesting article from the Bulletproof Musician blog on best practising strategies