Yesterday I gave my first piano lesson. For free, because it is about ten years since I touched a keyboard for anything other than Chopsticks or Für Elise (the version for children).
If you too learnt piano the classical way you will have spent hours learning scales and mastering arpeggios. By the time your Grade 3 exam came around you were bored silly with the piece yet, at age eight, there was nothing to stop nerves stepping in and moving some notes around.
My student is not eight. He is 25 and has a book to help him learn the keyboard. This book begins with simple, three-note pieces and explains the difference between a crotchet and a quaver. It works its way up to two-handed minuets with phrases and moments of piano followed by mf and ff.
After three weeks (without me as his wise piano master) ‘my’ student can already play songs with ten notes – one note for each finger on each hand. This week the book will probably give him compositions that cover a whole octave. What use am I as a teacher when there is a book that can show him all that?
I began by suggesting that he experiment with touch. “Lighter on the keys to start then push down on them. As if there were a little man under the keys, teasing you by pushing up against them from below.”
“Notice the phrasing – lift your fingers away so briefly it’s almost imperceptible.”
Then I taught him scales. C major.
I taught scales because that was how I had learnt to play piano but I was doubting their value now. “Why would you learn scales?” I asked myself. When you start your art at the age of a big person and could be playing Queen and Dylan within two months, why waste time with Solfeggio and musical theory?
The answers were deep in the back of my brain, not yet expressed in words. “Can you hear that the tone of C major is similar to that of D major and E major? And that C major has a completely different effect on how you feel than, say, C minor?”
With scales I learn to move my fingers, to experiment with rhythm and to practise the quality of my playing without having to read difficult notes and position my hands across five-note chords. My ear can differentiate between semi-tones. I can tell you which movements will be my downfall, where I will slip and miss a beat, even if it’s so subtle you almost won’t hear it.
It’s tempting to think that the difference between someone who has created a work of art – whether that be a book or a painting – is simply that one person sat down to write a book and the other did not. That the person who made it rich on the stock market happened upon it by chance or that the famous inventor had his one idea when he was in the shower.
When we finally come to try it for ourselves we suddenly realise the work ahead. It becomes blatantly clear where we are willing to put our energy. In Freeplay, jazz musician and writer, Stephen Nachmanovitch says, “The most frustrating, agonising part of creative work…is our encounter with the gap between what we feel and what we can express.”
“Technique”, he says, “Can bridge this gap”. And I think it is in the places that you are willing to bridge that gap through repetition, understanding and patience that you will know your passion.
Perhaps your craft is to explore every nuance of the touch of a paintbrush, or understand what makes a cell alive. Perhaps you care about the words you choose to tell someone how you feel, the way you apply your make-up, or the energy you bring to swing yourself up on to a trapeze. Whichever you choose, it is in the subtleties that lead to deeper understanding that you will find your way.
So as I embrace my role as free-piano teacher (or Chief Subtleties Advisor) I also find the possibility in myself to play my scales and arpeggios as if they are a work of art in themselves.
Closing with a little piece of advice from Freeplay, as a reminder that repetition and theory needn’t take the soul away from your art: “If you find the practice boring, don’t run away from it, but don’t tolerate it either. Transform it into something that suits you.”