My passion is to help others in the community, young, old, and everyone in between, find relevance and joy in learning, performing or listening to classical music.
Showing posts with label careers in music. Show all posts
Showing posts with label careers in music. Show all posts

Thursday, April 20, 2023

The thrill and terror of being Opera Roanoke's rehearsal pianist


I'm sitting here in my home, doing the only thing I can do at the moment - eating a piece of cake accompanied by a glass of white wine at 4pm in the afternoon. 

I think it's called for. 

Every so often I'm called upon by our local opera company, Opera Roanoke, to serve as their rehearsal pianist. I think this is one of those invisible music roles that most people, even many pianists, don't realize even exist. Perhaps that's because it's a role that can literally just last a couple of hours. Or perhaps it's because there simply aren't a lot of us out there willing to do this kind of work. 

In my opinion it's an example of extreme musicking and it's one that I have a bit of a love-hate relationship with. The work is daunting much of the time, requiring a lot of time to prepare, the experience involves combination of humility and bravery, and often the job doesn't include a performance in front of an audience. On the flip side, I get to work with a brilliant conductor, Steven White, and amazing soloists (who are sitting only feet away from me I might add!) I also inevitably end up having my mind changed about more challenging monumental works (shout-out here to Bartók's Bluebeard's Castle and this most recent venture, Britten's War Requiem.) I love being proven wrong about music. It helps me understand that just like with some people, art sometimes needs to be probed, lived with, and given numerous chances, to win me over. 

So what does being a rehearsal pianist for productions like this entail? 



I'm usually given the score, which is a reduction of the orchestra part, reduced down (sort of) to a piano part, a few months in advance so that I can prepare. The reduction is much easier than reading a full orchestra score with all of its many lines of music, one for each instrument; I don't know how many pianists could actually play for a rehearsal off the orchestral score. Much of the reduction is somewhat playable but there are always pages that are quite frankly nightmares. There can be extra lines of music in addition to the left hand and right hand lines, the texture can be really dense, lines can cross and be on top of one another...it's enough to sometimes make my eyes cross or my stomach churn at first (or second, third, etc...) glance. There are often parts in which there's no possible way a pianist could play everything. I would say that much of the time this is the case. Which leads to one of the greatest challenges - deciding what to play and what to leave out. 

Making this decision means knowing exactly what's going on in the orchestra - knowing which line represents which instrument, knowing whether or not that instrument is heard in that particular spot, and deciding if it's a line that should be played in order to help the soloists pick up their entrance notes or to know when to come in. I do a lot of listening to recordings while following along in the piano reduction. I then make a lot of decisions regarding what I think I should/can play or not play and mark up the score to reduce the temptation to try and do any more than that at rehearsal time.

As a rehearsal pianist I am also very careful to understand the meter and to guess as well as I can how the conductor is going to conduct it. When I'm practicing I make it a point to count out loud while playing to ensure that I know exactly what's going on rhythmically. Of course there's no way to accurately predict exactly how the conductor is going to conduct any given spot, but if I understand what's going on and have pictured what the possibilities are it gives me a much better chance to save some time since rehearsal time is very limited. Doing a lot of this rhythmic prep and visualization also makes it more likely that I'll keep one part of my vision glued to the conductor during the rehearsal. Often times, when sections are really challenging note-wise, I ditch worrying about the pitches I'm playing in order to convey rhythm, pulse, and mood. 

Another goal of mine in this type of work is knowing the piece so well that I can try to mimic as many aspects of the orchestra as I can so that in the rehearsal the conductor and soloists can feel like they're getting a glimpse of what they're going to get with the orchestra. This goes back to listening to recordings over and over again and playing around with different articulation, pedaling, approaches to touch on the keyboard, and dynamics. My goal is to not just sound like I'm playing a Reader's Digest version on the piano.

After all the preparation I do, and here I should add that no matter what I do I never feel fully prepared, it's time for a rehearsal with just me and the conductor. Maestro White and I have worked together enough that we both have said we like to have this initial meeting, which is usually a week or so before the soloists' rehearsal. For me it helps me to find out if there are any lines I should be playing rather than leaving out and to be aware of tempos that might be faster than I had anticipated so that I know what final prep I need to do. It's also a really incredible opportunity for me to glean from him what he feels about the piece. I learn so much from seeing what he finds challenging himself and sensing his enthusiasm and love for the music is always infectious. It's often in these one-on-ones that I find myself inescapably falling in love with the music myself. Last but not least, these rehearsals usually have me falling flat on my face at some point. There's nothing quite like doing that in front of a brilliant conductor to help get over nerve and perfection issues. If I can see that he's fine with some of my more colorful note snafus and imperfections, sometimes even laughing about them together, it makes me a little less nervous for what comes next.

After final touch-ups on my own we come to the rehearsal with the conductor and soloists. After all that work leading up to this moment, it is often shocking how short these rehearsals can be. Today's rehearsal lasted just about 2 hours. With the most difficult sections, which I've often spent hours and hours of work on, we may only go over it once. Today for instance the most demanding (I think it's pretty insane, really) sections took about 5 minutes of rehearsal time. All of that work...for 5 terrifying/exhilarating minutes!! Sometimes I also get frustrated at not getting second chances to get something tricky right. I frequently find myself wanting another go but it's not about me and my ego or desire to show that I can play a particular passage. We often just move on and that's that. It's good practice for one's psyche. 

Another aspect I find amusing about these rehearsals is how much focus it takes to get through it with grace. I'm always somewhat torn because here I am in the midst of such amazing musicians, with singers whose voices are phenomenal, yet I'm so focused on the task at hand I'm not really able to take it all in. 

To be honest, I often walk out of these rehearsals wondering if it's really worth it for me. It's a lot of time, a lot of stress, a lot of pressure...and in the end I never get to perform the work as I've prepared it for these rehearsals. 

But my goodness, I have to say I do love it too. It makes my heart race, it dumps me into the middle of remarkable music, and it surrounds me with inspiring talent. I also really enjoy watching the soloists and conductor cheer each other on in rehearsal. So often they end up really moving one another with what they can do technically and artistically. To see them react to one another's art and to hear them talk of how much they love the music heightens my love for this type of collaboration and motivates me to keep doing this type of work. And in the end, when I've survived it all, it makes me realize how unbelievable the whole process really is and what we, as pianists, are capable of pulling off.

It's also a really good excuse for a piece of cake and glass of wine.

Saturday, August 15, 2020

Accepting and Embracing the Musician That is You

I'm always looking to find the silver lining in every situation and these past few months have been no exception. Spending months at home, sharing a room with my piano, has been mostly a joy and a consolation but it's also played a bit of a number on my psyche. Facing an unknown future, especially in regards to my musical pursuits and career, combined with having a lot of time on my hands to pay attention to what other musicians are doing, has been a mind and ego bending experience. At times I've found it inspiring and motivating but at other times it's made me want to throw my hands up in despair and to shout, "What's the point?!" 

I have a feeling I'm not alone, nor do I think it's something musicians are facing just right now. It's a mind game that we all face at different times, sometimes more frequently than we'd like to admit. It's a human tendency to look around us at others and to compare ourselves and our situations. How do we compare? How do we stack up? Why can't we be more like so-and-so? Will we ever be as good? 

It can be an exhausting, draining, and self-defeating game that we play. 

What can we do to get our attention back to the silver lining in all of this? 

For me the answer begins with realizing that what I am typically doing when evaluating myself is akin to trying to compare apples to oranges. Even restricting my options to considering only apples and oranges is too limiting, in my opinion. All of us put together create the fanciest, most exotic fruit salad you could ever imagine because we all have different natural abilities, skills, talents, preferences, and experiences. 

  • perfect pitch
  • photographic memory
  • ability to play by ear
  • ability to sightread/read music notation
  • ability to memorize
  • ease of understanding music theory and harmony
  • size of our hands/other physical qualities that can aid in playing our instrument
  • how old we were when we started taking lessons
  • growing up in a household with other musicians in the family
  • having the resources to have good instruments to play
  • growing up in a city, surrounded by musical opportunities or growing up in a more isolate area
  • having connections with the right people at the right time

Some of the items on this list are things that we simply can't control or change and some are things that we can continue to work on and nurture throughout our lives. But the point is there are so many factors that make us who we are as musicians and it's these differences that make it futile really to judge ourselves against any other musician. If you're an apple, don't look to make yourself into an orange. If you're an orange, don't expect yourself to be an apple. No matter how hard you try, you are what you are. 

Does that mean you can't work on yourself to make you an even better musician? No! I'm all for regularly challenging and pushing oneself - it can be thrilling, rewarding, and will keep those neurons in your brain healthy and strong. But what I'd say is, please do it within your own skin. You are what you are and that is a gift. 

Embrace it. 


Monday, June 29, 2020

At a fork in the road



I find myself at a fork in the road yet again, as are so many others. But in all honesty, I'm actually excited about the possibilities, especially with what I'm announcing today, because in doing this I am pushing myself way past my comfort zone, which is not something I tend to do.

In the past few weeks, as I've been grappling with what comes next for me as a musician, or maybe as someone returning to the non-artist workforce, I've had several quotes visit me that are all pointing me towards one path.
"Do one thing every day that scares you"  - Mary Schmich
I'm doing that.

For quite a while now I've toyed around with the idea of creating a Patreon site for myself. What is Patreon? Patreon is a web platform that enables creative people to ask their fans for help and support so that they can continue doing what they do. People interested in supporting an artist can sign up to donate an amount every month and in return, based on which tier is signed up for, patrons get access to various perks.


So why is this so scary? To answer that, let me share the second quote that has graciously visited me this week by way of the beautiful, poignant story, The Boy, the Mole, the Fox and the Horse, written by Charlie Mackesy. (I highly, highly recommend everyone have a copy on their coffee table, especially right now during this crazy time.)
"What is the bravest thing you've ever said?" asked the boy.
"Help." said the horse.
"Asking for help isn't giving up," said the horse. "It's refusing to give up."
Most people who know me already know that I am incredibly passionate about music, and more specifically about the art of learning music in a way that fosters success, pride, joy, and the desire to share music with others. About 7 or 8 years ago I started my practice coaching business, Beyond the Notes, because of this passion. I've had some clients and have presented many workshops to both teachers and students, and each time has been received with a lot of positive feedback but honestly it's been difficult - I simply haven't had enough work come my way. I've spent many a sleepless night trying to figure out what's standing in my way. I've made some changes, I've consulted with a lot of people, and I continue to try new things but one of the most difficult hurdles to overcome has to do, I believe, with people being embarrassed to ask for help - and that's challenging. I also think a lot of teachers also don't know quite what to make of me - to some I seem to be a threat. I am not planning on abandoning my business - I will continue to work on making it a success, but in the meantime, Patreon is, I'm hoping, a solution to keep me from having to ditch it all to get another "regular" job.

So why Patreon?

People come to me all the time on social media for help. It it crystal clear to me that for whatever reason, that is a safer place for them to ask me questions about practicing, performance anxiety, sightreading, and anything else that I regularly talk about. And social media is, for me, an excellent place to teach in way that impacts a lot of people all at once. I regularly livestream my daily practice to hundreds of people every day in addition to also livestreaming sightreading sessions. In both I discuss a lot of why I do what I do so that it's a learning experience for anyone watching. Often times questions arise from viewers that lead to discussions that end up pulling in many others. It's a dynamic, exciting, informative, and more importantly, a safe place to learn, which is why I love it. I also regularly post motivational quotes and tips on Instagram, Twitter, and Facebook. I'd love to also return to writing more blog posts and to post shorter instructional videos but all of this takes a lot of time - time that I'm not currently getting paid for.

During all this time at home I've been continuing to do all this same work but because of the current situation I'm not making any money through freelancing; that all came to a halt several months ago and gigs are regularly getting wiped off my calendar. We are thankfully doing fine, but I'm feeling more and more like something needs to change. I feel guilty putting so much time into what I consider my "mission-oriented" work when I'm not bringing home a paycheck. That's why I'm asking for help. I'm asking for support and for cheerleaders who understand what it is I do to stand up and to say, "Yes! Keep doing what you're doing! We see the value in it!"

So if you're at all interested, please head on over to my Patreon site:

https://www.patreon.com/EricaSipes


Take a look around and let me know if you have any questions.

And thanks for reading if you made it this far. Stay safe, everyone!

Thursday, July 25, 2019

A gathering of musical minds!

I get a lot of interesting emails thanks to this blog. Most of them are not ones I end up responding to. Fortunately a few months ago I got one that did very much interest me. It was a request from the website www.sheetmusicnow.com to contribute a tip about musical success for an infographic they were wanting to put together for their website and social media accounts. Of course coming up with just one was painful so I ended up sending them a handful to choose from. (Honestly I don't know why I like Twitter so much since I obviously have a difficult time editing my brain.)

They sent me the final result today and I couldn't be more honored. I hope you enjoy these nuggets of wisdom from these other musicians, some of whom I know but most are new for me to discover too. Click here to see it.

And if you're curious about the other tips I sent them that they didn't use, here they are...
  • Constantly check in to see who you are as a person and as an artist. What you find is what you should share, in the music you perform, with your colleagues, with your audience. Also be open and eager to learning about your colleagues and their music. It is through people and connections that you’ll find success and happiness.
  • You will excel as a human and as a musician if you learn the art of giving yourself objective, constructive feedback on a regular basis. Constantly check the language you use with yourself with the goal to use the same language on yourself that you’d use with someone else.


Tuesday, February 3, 2015

A taste of something different - Annie Moses Band's Fine Arts Summer Academy

As a long-time blogger I frequently receive emails from people in the music industry who are wanting to know if I'd be willing to feature them on my blog.  I always check everyone out that contacts me but rarely do I agree to do a post because I consider this platform a place for my own ideas.  But last December I received a query from the Director of Development for the Annie Moses Band, a musical organization I hadn't yet heard of.  After doing some initial research I found myself unable to write my typical, "Sorry, but no thank you" response.  One of the first things I discovered was that the band and summer music academy they host are located in Nashville, Tennessee.  They're not exactly our neighbors, but now that I've lived in southwest Virginia for almost a decade, I feel somewhat of a connection to their crossover style that is a fusion of classical, bluegrass, folk, and jazz.  The second thing I discovered was this video they had on their website that gave a taste of what the Annie Moses Band does during the summer to inspire young musicians.



I was amazed by the unbridled enthusiasm that was palpable both on and off the stage.  Upon reading more about the summer academy I decided I wanted to find out more.

In January I spent an hour or so speaking with Ben and Alex Wolaver, the cellist and violist of the Annie Moses Band.  It was clear to me that we all share many of the same beliefs about music-making and how it can transform young people as musicians, offering them a voice for who they are as individuals.  I was impressed by their flexibility to work with many different types of musicians and talents regardless of their prior experience, and their desire to create shows that energize not only the performers themselves but also their audiences.  The Fine Arts Summer Academy is a different type of summer experience that seems to speak to so many of the ideas I believe in myself.  It is for that reason that I decided to ask Annie Wolaver Dupre, the group's violinist and lead singer, some questions as a way of introducing them to all of you.  My hope is that this might spark some interest in the hearts of some adventurous young musicians out there!  I'm so intrigued I may have to pretend to be a kid again to experience it for myself.

Beyond the Notes: Tell us a little about the Annie Moses Band - who you are, your background, and how you came to form your band.

Annie Wolaver Dupre: The Annie Moses Band is a classical crossover artist made up of me and my 5 siblings. Instrumentally, we are a string quartet with a rhythm section as well as harp, guitar and mandolin.  Vocally, I take the lead while several of us sing BGVs [background vocals]. The total package is 12 players and about 16 instruments. Yes, it’s a big crew!

We grew up in Nashville, TN where our parents are award-winning songwriters and composers. They wanted us to have the best musical education and started us at about 4 years old on our respective instruments. Initially we intended to pursue classical careers and the family moved to the NYC area while we studied at Juilliard. That was when we started the Annie Moses Band.

We wanted to perform music that was personal in its style, message and creativity. Our love of genres - folk rock, jazz, fiddle fusion, Americana and classical became the springboard for a sound that was naturalistic but innovative.  We love what we create and that we get to share it with audiences. 

BtN: How did the Fine Arts Summer Academy (FASA) come about?

AWD: The Fine Arts Summer Academy started at almost the same time as the Annie Moses Band. As we began touring around the nation, many parents asked us questions about navigating the musical development of their children. Around that time, we served as the artistic directors for a small arts academy in North Carolina. Through that experience, we saw the tremendous need for programs that combine classical training, commercial music development and great performance opportunities. FASA became our outlet to develop that kind of program.

BtN: What is your mission through your summer academy?

AWD: To provide life-changing performance experiences in elite venues, allowing students to develop as both musical technicians and engaging performers. Our students are featured in a series of festival style performances in Nashville, TN on world-class stages like the The Grand Ole Opry House and the Bluegrass Underground.

Music is one of the greatest spheres of influence in our culture. We believe that artists have a responsibility to be people of integrity. So there is also a focus at FASA upon the heart of the student and teaching them that their character is the wellspring from which they communicate through their art.

Ultimately, we want to take young students from the practice room to the concert hall alongside professional musicians so they can taste the thrill of high-level music making. 

BtN: Unlike many traditional music camps, FASA doesn’t have a typical audition process since students are only required to have had one year of music study prior to attending.  I’m curious about how and why you came to the decision to be so inclusive.

AWD: So often summer academies and their classes are divided into “haves” (those with money and support) and “have-nots” (those with no money or support).  We wanted to operate on a different model - an inspirational model - where people at various skill levels perform together.   

The music performed at FASA is orchestrated and arranged by our musical director, Bill Wolaver, in three tiers of skill. Intermediate and beginning players can perform alongside very advanced players with each student being challenged at their own level.

In addition to the orchestra, every student is placed in small ensembles or bands that perform in commercial music settings i.e. fiddle, rock, Celtic, etc. These groups perform music that is specifically designed to showcase the skills of the students involved. The level of customization we provide is unmatched.

Much of this vision comes from our Artistic Director, Robin Donica Wolaver. She grew up with very few musical opportunities but went far with music as both a performer and educator. She knew that there is a great injustice when often the hardest workers don’t have access to the best education.

We grant access to high-level education and performance to everyone, provided you can meet our high standards with courage and hard work.

BtN: You teach students about much more than just how to play their instrument.  Can you please share with us what else the students learn?

AWD: This is the best part of FASA! Because our classes are focused on preparation for elite and challenging performances, there is a strong focus on what it means to perform! How to command the stage, emote the feeling of the song or piece, capture the heart of the audience! For many students their entire musical education has been a technical focus. We are really good at practicing, but we want to be performers. So coaches work on stage deportment, the musical arc of a piece, choreography and movement, in addition to technical execution. 

BtN: In watching the video clip of the final performance it seems that there is an amazing amount of energy on the stage and in the audience.  What do you think is the formula for that type of enthusiasm?

AWD: That enthusiasm comes from the top down. The Annie Moses Band, the artistic and musical directors, Maestro Pak and the 80 faculty and mentors who instruct and perform create an environment that is highly demanding, but also supportive, loving, and joyful. We have a lot of fun at FASA! The friendships that spring up during the event are often deep. And when the audience sees the performance, they are witnessing excellent creators giving from the overflow of their heart, both love and joy for the music and each other.

BtN: Can you describe a typical day at FASA?  

AWD: During week 1 students have classes in technique, orchestra or chorus, commercial ensembles and bands, master classes, and private lessons. We also have evening workshops on music business and taking your artistry to market as a professional. 

During week 2 all the tracks of study combine to put on a line up of performances culminating with the Gala at the Grand Ole Opry House!

BtN: Something unique about your festival is that professionals perform side by side with students   What do you and the other professionals involved gain from those experiences?

AWD: The level of faculty at FASA is exceptional.  We pull from many of the brightest graduates and performers coming out of the nation’s best schools: Juilliard, Berklee School of Music, Cincinnati Conservatory and others. These performers are young, enthusiastic, high-skilled, and a great inspiration to the students.  

In numerous conversations, I hear first hand how much our faculty enjoy seeing growth in our students.  Because of the flexibility in our performance material, our teachers and mentors are able to engage students in an unparalleled way - using a different key, simplifying a passage or adding complexity to make a part more challenging.  This is all due to our in-house arranger, Bill Wolaver.  Growth in our students isn’t something we hope works out - we create the environment that makes growth happen.

As an experienced performer and instructor I can say that the final performance hits a level of energy that is exceptional even for me. 150+ performers collaborating in this kind of concert is just exhilarating. I am always astonished by how much students grow in such a short time. 

BtN: What would you say to students that have only received classical training and haven’t had much experience delving into different genres?  Will they feel like they have a place at FASA and what do you think they will get out of such an experience?

AWD: You won’t be alone! Every year we have students who come from a strict classical world and are nervous about jumping into alternative styles, but have no fear! We have incredible mentors who come from many backgrounds- studio musicians, commercial performers, as well as classical educators, and we will place you with players and music that will be super fun.  

BtN: What are 3 things that students attending FASA walk away with? 

AWD:  A knowledge of their own capacity for greatness.
The inspiration to work hard and find the best opportunities back at home. 
That music is about communicating love and joy to the audience and each other.


BtN: Is there anything else you would like to say to anyone who might be interested in the Fine Arts Summer Academy?

AWD: We can’t wait for this year! Come out and perform alongside us! Go to www.FineArtsSummerAcademy.com for information and to register.


Thursday, September 11, 2014

Insisting on seeing possibility after the storm

It's been a while since I last posted. A lot has happened over this past year, some of which has been challenging physically and emotionally but in all honesty I really don't regret any of it. I find myself now in a completely different place and time and even though part of me tells me I should be wallowing in self pity, I won't. I am happy. A little lost perhaps, but definitely happy.

I have been quite vague about my situation much of the time because I don't like to get wrapped up in drama and because I don't like to speak when I'm in the midst of a storm. I prefer to wait until the dust has settled so that I don't say something I might regret. But I woke up this morning with a very clear voice telling me it was time. So here we are.

Some folks may remember that a few years ago my husband was denied tenure at the institution where he had been working. We decided at that point that we didn't want to pick up everything and move in the search of a new career in academia. We live in an absolutely gorgeous part of the country and our school system is a very good one. We decided to stay and my husband started teaching voice privately. I had already started working as an adjunct professor and accompanist at another local college and I also had a lot of work freelancing around the area so I focused on my work and found myself at the piano most of the time I was awake, seven days a week. In many ways it was a dream come true. I had all the work I needed and I had students at my disposal to hone in on my beliefs about teaching and music.  It was during this time that I also bit the bullet and started my own practice coaching business. All of this kept me busy until May of this past year. In January I had started to experience some overuse issues and by the end of the semester, after playing for about 25 different recitals,  my body clearly shouted, "STOP!"   At the same time my position at the University became quite complicated so I decided it was time for me to see the closed doors for what they were - an open door to something new.

So here is where I stood by the middle of the summer...

I had no official job and almost no playing commitments so that my body could heal; I was looking forward to a handful of speaking engagements about practicing and music education around Virginia, Tennessee, and Florida; and I was eager to have more time to concentrate on research, writing, and my business.  I realized pretty quickly that this year had the potential to be an extraordinary one, even with all the mystery, insecurity, and lack of finances.  I applied for a full-time job at the university library where I had just resigned in an attempt to be a "responsible" adult but apparently that wasn't meant to be.  Then one day I was at the local toy store with my daughter when the thought crossed my mind, "I wonder if they ever have any job openings here."  I looked around for the owner thinking that if I saw her there I would ask her then and there - a thought that is completely out of character for me.  She wasn't there so I shelved that idea.  A week later I was up in Pennsylvania having some Alexander Technique lessons when I received an e-mail from the toystore saying that they had part-time positions open.  Needless to say, I felt like my stars were starting to realign, granted in a completely different constellation.  But in my book any type of alignment was a step in the right direction.

Now I work in a fantastic toystore part-time that's within walking distance of our house and have time to do what I need to do to try to kick my practice coaching business in the rear to make something finally happen. In this past month I have thirstily gobbled up books about practicing and education that are turning my brain into a whirlwind of ideas, I have busily been putting together my presentations for my upcoming workshops, I have been carefully rebuilding myself as a pianist, I've begun work on a new workbook I'm cooking up for musicians and teachers, and I've enjoyed spending more time at home with my family.  I truly couldn't be happier!  Yes, I could be making a lot more money (I'm currently earning minimum wage which has really opened my eyes to what it's like for a huge part of our population in this country), I could have a job that gives my family "benefits" (but what does one have to sacrifice to get them?), and I could have a job in academia (but again, at what cost?) but in all honesty I'm finding it terribly amusing to watch my life play out right now.  I truly sense that something is in the works...I just don't know exactly what it is.

There you have it!  That's what's been happening in my life.  I suppose I could be grumpy about what's transpired but I'm not.  I realize that I have been handed a gift.  At times I felt like I was in the middle of a storm this past year but now I feel like I'm climbing up the rainbow that has served as an encore to what came before.

So here's to the journey!  And many, many thanks to everyone in my life that has given me so much incredible support.  I am so very grateful.

P.S. - If anyone has any thoughts about what I could be doing next, by all means, please do share!  And if you want some practice coaching, check out how I can help.     

Friday, January 17, 2014

Too young to accompany?

© laufer - Fotolia.com
For years I have been wondering about something.  Why is that I rarely hear about or see young pianists accompanying?  As someone that started accompanying at a very early age, around 8 years old, I find it hard to comprehend what my musical life would have been like and what it would be like today had I not been given the opportunities I had.  Learning to work with others and realizing how much I wanted to support them musically shaped who I am now and paved the way for me to be able to sustain a musical career wherever I find myself.  I wish I saw other young pianists being given the same opportunities and guidance.

I can understand the concerns people might have.  There isn't enough time in lessons or in life to coordinate getting together with another individual, to learn the music, and to rehearse.  Accompaniments are often too difficult for young pianists.  It would be too risky to trust a less-experienced pianist to adequately support another young musician and it might lead to a disaster at performance time.  Young pianists might not have the sensitivity that is necessary for collaborating with others.  They may not be good at sight-reading or playing without stopping when they make a mistake.  Their sense of rhythm might be weak...

Wait one second...

Lacking sensitivity to another musician, not being able to sight-read or play without stopping, not having a good sense of rhythm...It seems to me that all of these issues could actually be helped by putting them in a position where they have a tangible reason to fix them.  Pianists are so used to spending hour after hour, day after day, alone in their practice room.  It can get lonely!  And sometimes it can be a challenge to see why it is we are trying to fix certain issues, especially when it takes hard work to turn things around.  But when a musician starts playing with others, when others are depending on him or her, it can provide instant motivation to tackle weaknesses head-on.  Even better, it's fun and social!  

I think one fear folks might have is that young pianists aren't good enough to handle the repertoire.  My response?  That's silly!  There's a lot out there besides Franck, Hindemith, and Bozza, some of the composers that tend to make a collaborator groan, panic, or roll their eyes when it ends up on his or her docket.  How about the earliest Suzuki books?  The first two volumes of the cello series (and probably also the violin and viola series) are very accessible.  Since many of them are arrangements of piano pieces that appear in beginning piano method books, the accompaniment ends up being easier than the original since the cello takes the melody.  Why not start with those?  And for pieces that might be a little more difficult, with a little guidance a young pianist could learn how to artfully leave notes out - I like to think of it as arranging.  This is a skill that seems to be virtually nonexistent except among seasoned collaborators.  In this world where perfection is the norm, many might see my penchant for "arranging" as scandalous but I see it as survival.  (For more on this topic, feel free to read my post, "Confessions of a Piano Collaborator."  The comments are also well worth a read!)

As for the issue of time.  Yes, it does take time and energy to coordinate schedules and to make it possible for young pianists to dip their toes into the world of accompanying but it is so worth it! And so fun!  And so beneficial!  I also think most kids would enjoy the challenge and the social aspect of it.  As a parent I can tell you that seeing my child excited about something new is worth any extra amount of effort it might take to make it all happen.  

And now for the last part of my soapbox exposition...

I believe the world needs more good accompanists and collaborators, not necessarily to accompany other professionals, but to be out in the community, out in the real world, playing alongside amateurs and music students.  They are needed everywhere - in the city and in the country, in schools and in churches, in lessons, at competitions...you name it.  Notice that I said the need is for good accompanists.  Experience and guidance to get a pianist to such a level should start when musicians are young and can more easily acquire the skills that are so valuable in the accompanying world.  Why wait?  It rarely gets easier.  And then if they continue on in their piano studies but decide that solo performing is not for them, or if they want to have a varied career as pianist, they already have some training under their belt.  Or should they choose to be a doctor, a stay-at-home parent, or a teacher, their accompanying skills could supplement their lives with social musical activities - playing with the church choir, playing for dance classes, accompanying local studios in town, playing with other amateurs.  What a wonderful way to enrich life for everyone involved!

© maxximmm - Fotolia.com
You never know.  Kids that get exposed to the art of accompanying early on might fall in love with it as I did and find constant inspiration and motivation in doing it day after day, year after year.  I don't know if it's the same way in the big cities, but I can tell you that in smaller communities skilled accompanists and collaborators are always needed!  It's definitely not a lonely job and I promise you I am never, ever bored.  

So let's get out a hook and catch us some young accompanists, shall we?  You never know what we'll find.


Tuesday, January 7, 2014

Discovering what teaching is all about

It's been a quiet year here on my blog.  As teaching is becoming more and more prominent in my life, I'm finding it more challenging to find the time to write here.  But hopefully that will change one of these days.

Since teaching has found its way (finally!) into my heart, I thought I'd share what I've been discovering about myself as a teacher.  Perhaps jotting it down and receiving feedback from others will help me to get back into writing.  So here goes.  My current teaching philosophy, as of today.  If anyone has any comments by all means, chime in!  I'd love to hear what you have to say.

After teaching as a graduate assistant in college I vowed never to teach in a classroom again, not because I felt I had not succeeded – a teaching award and the support of my students and advisors showed me otherwise, but because of the realization of the intense responsibility involved.  Being the perfectionist that I am I found it difficult at the time to teach knowing that I wanted to teach better.  I should have known then that my reticence meant that I was destined to become an educator many years later and to fall in love with it.  My first experiences back in the field confirmed what I had suspected all along – that yes, teaching is incredibly challenging but that it also pays one back ten-fold in the inspiring and self-propelling direction that a student’s life can take with thoughtful teaching. 

As a teacher I believe in approaching each student as an individual, not only exposing the areas that need improvement, but also discovering each one’s strengths so that I can help them find ways to utilize and highlight them.  I have found that students are much more open and willing to work hard if they first feel good about what skills and natural talents they already have.  I feel it is my role to be an honest but sensitive mirror of who they are and what they are capable of. 

In the classroom I direct the students’ attention to the process of learning rather than focusing on end products.  The norm with preparing projects and assignments is for students to delay working until the last second.  The attitude is that as long as it gets done, they will receive a grade – in their mind, this is often sufficient.   Yet how often is it that we, their teachers, see how much better a project could have been or how much more learning could have taken place had the student been working with consistency?  In an effort to curtail this approach I spread projects out over extended periods of time, breaking them into smaller components that require the students to live with the concepts for longer.  This also gives me more opportunities to give constructive feedback, encourage creativity, and assist with problem solving.  By the time they have a finished product they have learned about planning, process, and the mastery that can come from such an approach – all things they can carry with them into every aspect of their lives.  Since I’ve shifted my focus from product to process I have been amazed at how much more initiative the students have to go beyond what I have asked of them.  Excited and encouraged, students respond by taking their education into their own hands, and taking more pride in what they accomplish.

Related to process-oriented learning, one of the teaching tools I regularly use is the asking and answering of open-ended questions.  New students regularly respond to them with looks of bewilderment – they are there to get answers, they seem to think, not to answer them.  Rests in the music are a great opportunity for such a question.  “What is happening in that rest?  Is it a pause after a question?  Is it a moment for a change of mood?”  Or another favorite of mine is asking what’s different about musical material that appears in multiple places in the score and then asking why the composer chose to present the material differently.  “Does he go up the octave this time because he wants to change the timbre and create a different atmosphere?”  “Can you believe what key she has gone to here?  Why would she do that?”  Sometimes I feel they fear giving a “wrong” answer to questions such as these, a side effect perhaps of our test and grade oriented education system.  Having them come up with answers to open-ended questions, where there aren’t necessarily “wrong” answers, gives them the opportunity to start thinking for themselves and helps them to start enjoying the process of learning and exploring.

One of my favorite poets, Rainer Maria Rilke, penned the following words -“If the Angel deigns to come it will be because you have convinced her, not by tears but by your humble resolve to always beginning; to be a beginner.”  These are words that I live and teach by.  If I focus on the process of gaining whatever I am trying to achieve I am claiming that status of being a beginner and with this acknowledgment I am free to talk and collaborate with colleagues with a sense of open-mindedness and curiosity, I am inspired to write about topics that are of interest to me and to receive feedback from others, and I am motivated to learn and perform new repertoire.  Growth is just as important for educators as it is for the students that we teach.  I believe that by sharing with students the journey I am perpetually on to keep improving as a musician, teacher, and person, I am inspiring those that I teach to approach life and their studies in a way that helps them to take ownership of their own education and lives. 

Teaching is about more than teaching my field.  It is about helping students approach life in a way that will keep them engaged, curious, and passionate in all that they put their hands to.  Every time I am approached by one of my students who's excited by something new they've discovered by him or herself I count that a success for each of us.  It is a thrill every time and a motivator for me to stay put in the classroom.  

Thursday, January 31, 2013

A heart-to-heart about accompanying and collaborating at the piano

© Becky Swora - Fotolia.com

Dear potential piano accompanists and/or collaborative pianists,

First of all, I need to say that I absolutely love what I do.  I am thankful to be doing what I am on a daily basis, to be working with other musicians, performing great music, never running out of music to learn and experience, and getting paid to literally and figuratively "play."  

You may have noticed that I have addressed this little heart-to-heart to both accompanists and to collaborative pianists.  What's the deal with that?  What's the difference?  Is there a difference?  Who do I think I am?  

I consider myself both an accompanist and a collaborator, but usually not interchangeably.  When I am working with students I am an accompanist - I see myself as a combination of pianist, coach, and cheerleader.  In this role I often find myself feeling like I'm a bit of a broken record -

"Your rhythm isn't quite right here."  
"Try this way of hearing the interlude so that you can come in at the right time." 
"This section needs a little bit more work."
"Let's think of how we can pick a good tempo for this piece."
As with any teacher, I have to remind myself that in dealing with different young musicians every day I'm going to be repeating the same things over and over again because there are a litany of issues that just about every musician needs to learn about.  What is important for me to remember, lest I become terribly irritated and annoyed, is that I shouldn't blame the students when they need to be reminded about these things.  I fare much better if I expand my role to incorporate some basic coaching during rehearsals and I consider it an honor to be able to walk beside these students and their teachers in order to help them learn all there is to learn about making music.  Sure I have some bad days where I grumble and groan internally from the keyboard but more often than not that isn't the case, especially when the payoff is watching a young musician mature enough musically to enable me to straddle the fence between being an accompanist and being a collaborator.

So when do I consider myself a collaborative pianist?  When I am making music with someone else in such a way that I feel we are communicating with one another almost solely through our music-making.  Coaching morphs into the sharing of ideas and cheerleading gets dialed down to offering whatever support is helpful for the musician in question - it's usually a much more subtle type of interaction.  In some ways I think collaborating is easier for me than accompanying because there comes with performing with colleagues more of a sense of instant self-gratification and because the repertoire being performed with colleagues tends to be more challenging and inspiring.  But at the same time collaborating also comes with more pressure and more expectations.

As both an accompanist and a collaborative pianist I feel I'm getting the best of both worlds.  Does this mean every pianist choosing which path to take should go down both like I have?  Certainly not.  I think there are many pianists that don't feel drawn to walking young musicians through rough music-making and bringing them into a better place by performance time.  That's ok!  But I think it's good to know when that's not what motivates a pianist.  In such cases the collaborative path might be a better path to go down.  And when we find a pianist that has a heart for working patiently beside young musicians that skill should be nurtured and encouraged.  A gifted accompanist has the power to patiently encourage, inspire, and grow a love for music in others and that's a gift that we can never have too much of.  

With that said, please do enjoy exploring the possibilities!  Hope to see you there.

Your fellow accompanist/collaborative pianist (and proud of it!),

Erica

Friday, October 12, 2012

One musician's search for relevance in the working world

Those NPR stories.  They always get to me!  A few weeks ago as I was driving to work I fell victim to the oft-repeated "pull to the side of the road until the NPR story is finished" scenario only to find myself propelled into a month long soul-searching expedition which has led me to this particular blog post.  That would explain the month-long absence. I'm not quite sure what is to follow but everything that has happened in my mind and heart these past few weeks deserves some sort of mention.  So here goes.

It all started before I heard the story on the radio.  All the news about orchestra strikes, possible funding cuts for the arts and the talk of artists needing to step into the world of the marketplace, the increase of music school students that don't have any exposure to classical music prior to coming to college, my own daughter declaring her dislike of the genre, our current struggle to support ourselves working solely as freelance musicians - I quickly found myself thinking that what I do for a living doesn't serve much of a purpose to the world as a whole anymore and that it might be better for me to rejoin the "real" world in order to do my part, whatever that might be.  The prospect of having a steady, predictable income, of having our benefits taken care of, was turning into a mighty large, juicy, carrot that I was so tempted to grab and run.

Enter the NPR story.

Local poet and professor at Virginia Tech, Nikki Giovanni, along with illustrator Chris Raschka, worked together on a children's book called The Grasshopper's Song back in 2008.  It's a retelling of Aesop's fable about the grasshopper that sat back and played music rather than being industrious like the ants who were busily and responsibly preparing for the winter.  Nikki Giovanni didn't like Aesop's moral to the story and felt that perhaps there was a different side of the story.  In this children's book she set out to tell the grasshopper's point of view and in the process to make an appeal about the value of the arts in society.   As Giovanni explains...
"I’m sick of the way the grasshopper is treated as if he had no purpose, as if he were useless, you know, and the ants are using what he’s given because the grasshoppers [are] making music and I’m sick of people acting like the fact you’re an artist, somehow you don’t work, you haven’t done anything.  So I said if I had my way the grasshopper would sue the ants because, you know, that’s the American way."
That got my attention.

Next I heard Giovanni quote a bit from the story.  In this scene Jimmy Grasshopper has brought a  court case against Nestor and Abigail Ant for not giving him the respect he deserves as a musician.  After being accused of being a clown and a slacker by the defense the grasshopper takes to the stand. Laurie Wren, the prosecuting attorney, questions him about why he feels he deserves anything from the ants.  
"Jimmie sat even taller.  'Am I not worthy of my bread? Does not the work of my heart and soul earn respect?  I’m an artist. Is there no place for beauty, no solace for the ear, no hope for the heart?  Must everything be in the marketplace? Doesn't the marketplace itself need and deserve beautification?... Without art, life would be a big mistake.'"
I was moved and shocked hearing these words, especially considering where I was at that exact moment.  When I got to work I sat down in a bit of a stupor, pulled out the music to Gerald Finzi's "Eclogue," my current almost-as-good-as-chocolate piece of choice, and just played.  As predictable as a soap opera, I ended up with tears streaming down my face.  I was singing my own grasshopper's song.  

In the weeks that followed I went through a lot of processing and re-reading of Giovanni's story.  I've even kept my distance from twitter in an effort to quiet my mind long enough to hear my own voice again.  For those of you who know my twitter tendencies, that's saying something!  After many ups and downs here is what I've concluded for myself about whether or not I should choose the path of the grasshopper or that of the ants:
  • I could quit music in search of a "real" job in order to be more "productive" in the eyes of many and to gain the benefits that such a job comes with but I'm having a hard time thinking of one that would give me a sense of doing something good and beneficial for society as a whole.  Maybe I could get a job at a coffee place but do I really want to be making fatty, sugary, expensive coffee drinks for people?  I could work at a retail store but do I really want to be encouraging folks to spend money?  Don't get me wrong - there's nothing wrong with those jobs - I just don't think I'd find a lot of purpose in them and for someone like me, who seeks meaning in just about everything I do, I think it would be too great a stretch for me. 
  • Classical music might be a bit of a waning genre but it is something that gives me great joy and always has.  I also firmly believe that most people can enjoy or at least tolerate classical music when it's presented in a non-threatening, eclectic, personal way.  Just think of all those flash-mobs that have been so popular on the the internet.  Very rarely do you see someone glowering when they're in the center of a spirited musical performance like that - when music meets everyday life.
  • With my teaching and coaching there is much more that I can teach that goes beyond the music.  Music teaches about problem solving, planning, leadership, collaboration, cooperation,  self expression, determination to follow through and to do one's best, discipline, and the joy and pride that is the culmination of it all.  
  • I may not be able to be successful as a musician when it comes to money but I believe I can be successful in a much more personally fulfilling way - one that can be absorbed by those around me and by my family.  
I've waited for a while to write this post so that I could write it when my thoughts had stabilized and I do believe I'm there now.  I realize I'm bound to have some ups and downs as I proceed down the musical path on which I currently find myself but until something changes I am determined to pick up my fiddle and to keep on playing and singing Jimmy Grasshopper's song.  If I am accused of being clown or an irresponsible member of society, so be it.  

At least I'll be happy.


Quick note:  If you are interested in purchasing the book but are discouraged by the reviews of the book on Amazon, pay them little heed.  It is actually quite interesting to read the comments since they reflect a common attitude we have in this country about the value (or lack of value) of the arts.  And is this book a "childrens'" book?  Well, as with most books in this genre, I imagine it can be enjoyed by children and adults of all ages but especially by adults.  Our daughter, who is now 7, loved it!  


Sunday, September 16, 2012

The power of a few words of thanks to a piano collaborator

© Ariwasabi - Fotolia.com
I'm not going to say much in this post because I don't want to detract from the words I'm about to share.  

This afternoon I finished practicing, opened my computer and found an e-mail in my inbox from a young saxophonist I accompany with the subject line, "The Glazunov."  I opened up my calendar first, thinking this would be a rehearsal request, returned to my e-mail to start reading and my heart skipped a beat...or two.  Here is what I read:
"I just wanted to let you know that I have been listening to the orchestral version of the Glazunouv [saxophone concerto] quite a bit over the last week or so, and I have a renewed appreciation of everything that you do as an accompanist. The sheer number of different parts that you have to cover and the orchestration in them which you emulate is absolutely crazy and a true testament to your musicianship.   I am excited to give it another shot the next time that we play together."
 I am grateful for the people that I accompany and collaborate with and I am regularly blessed with not only shared music with others but also with words of thanks and appreciation.  This e-mail serves as yet another example of why I do what I do and it also gives me an opportunity to let folks in on an important truth - genuine appreciation for what we accompanists and collaborators do means the world to us.  Our job is largely about other people so to know that we truly are seen as part of the equation can be a gift that keeps giving from one performance to another.

So go ahead...fill up your collaborator's inbox with some appreciation.  It will be a welcome change of pace to all those rehearsal requests that we get.

Wednesday, June 13, 2012

Make room for the music practice coach!

I've said it before and I'll say it again -
I am addicted to practicing!
I love to do it myself, love to write about it, read about it, talk about it.  I also love helping others refine their own practicing.  After spending a lot of time eavesdropping in practice room hallways, listening to some good practicing and to some, well, not-so-efficient practicing I've decided I'm going to open thse doors and start something new - I now offer practice coaching and planning services to musicians of all ages, either in person or over skype.  Here are the different services I offer:




Practice boot-camp (in person): 
Four (4) closely scheduled hour-long sessions.  One fee will be charged that will cover the entire practice boot-camp.  Group sessions are available. 

As-needed basis (in person or via skype):
I will meet with you either in person or on skype when you've hit a wall and need help getting to the other side.  Sessions are charged by the 1/2 hour.

Practice planning for recitals, auditions, juries, etc... (in person):
Successful performances need proper planning.  We will meet with calendar and music in hand to map out a realistic schedule for learning your repertoire.  Sessions are charged by the 1/2 hour.

To find out more, please go to the PRACTICE COACHING tab at the top of my blog and if you decide you're willing to let me eavesdrop on your own practicing, just let me know!

Happy Practicing! 



Sunday, May 13, 2012

Seeing myself in a work of fiction: Providence, VA, by Michael Abraham

I usually read to escape from my world.  Sometimes I read to escape from myself.  But I recently had the odd experience of stepping into a novel that left me standing in front of a mirror, facing a reflection of myself in the guise of a character whose name is Sammy.  

Sammy, a 17-year old violinist, is the protagonist of Michael Abraham's new novel, Providence, VA.

Quoted from the back cover of the book:
Sammy Reisinger is a 17-year old violin prodigy from a wealthy New Jersey family.  She has inherited a priceless Cremonese violin from her grandfather and is schooled in the classics.  Becoming enamored with traditional Appalachian music, she decides to visit the venerable Old Fiddlers Convention in Southwest Virginia.  While there performing, tragedy strikes, leaving her seemingly trapped and orphaned.  Providence, VA is the story of how she and her tiny host community deal with an epic disaster. 
I can relate to much of that.  I grew up in San Francisco being surrounded by some of the best musical training, steeped in classical music.  I didn't have an old, valuable instrument but I was given what I needed - good instruments, pedigreed teachers, prestigious music camps every summer, and wonderful opportunities to perform locally and around the world.  Yet when my husband, daughter, and I moved here, to Blacksburg, Virginia, I instantly felt drawn to this part of the world - to the natural beauty, to the people, and to its music - bluegrass music.  

Every year my husband and I take a day or two off to venture out into the surrounding area for a bit of a retreat from parenthood and from life "in the big city."  A few years ago our excursion took us to Pearisburg, Virginia, a small town on the way to West Virginia.  Driving through on the same day they were having their town festival, we decided to stop since there's no better way to get to know a community than to check these types of gatherings out.  While we were eating some lunch we sat and watched an older lady who was fiddling along with a younger man playing the banjo.  I was enthralled and a bit jealous.  They were just playing together - no music, no words to discuss how they were going to do each piece, no stress.  They just played on and on, seemingly reading each other's minds all along.  It was refreshing and exciting to me because of the amount of communication it seemed to offer in both a musical and non-musical way.  

Some time after that experience I had the chance to accompany a young girl who was getting ready to perform a violin concerto by Haydn.  I didn't know anything about her prior to the first rehearsal but I immediately knew, once we had started, that there was something different in her approach to the music.  This very classical music was played with a flexibility and ease that I hadn't considered applying to Haydn's music but it felt right, especially in her hands.  It turned out this young lady grew up learning to fiddle and had spent some time competing in that field - fiddling was her first musical language.  I will never forget our performance together.  The way her face and demeanor were so relaxed yet connected to the music was so reminiscent of the couple we had seen at the Pearisburg fair and it's been something I've been trying to connect with myself ever since.  It's also part of why I have decided these past few years to focus on making music-making a joy, not just a work of great concentration and hard work.   

So I can relate with Sammy on the musical side of things.

I can also relate to her as she finds herself displaced to a new community - one that is quite foreign to her but that, in general, welcomes her with a love and openness that is not always found in this success-driven world of ours.  As an outsider, finding oneself in such a different type of world can be a bit disorienting.  When we moved to southwest Virginia and I became involved with a cello studio in town that is made up of some of the most giving, supportive, and generous people I've ever known, I didn't know quite what to do with myself.  As a mom of a young child, I didn't know what to do with the offers of help - would accepting be a sign of weakness and ridiculed?  Would something be expected of me in return?  Why were they doing this?  Sammy deals with many of these same questions in Michael Abraham's story.  In the end, after figuring out our roles in virtually the same community, one in fiction, one in non-fiction, the answer to that last question - "why are they doing this?"  

The community in this part of the country plays and lives the way bluegrass is played.  Life and music are not separate - they merge into a lifestyle that values people, community, joy, and music above personal gain and success.  Some people might say that such a view is a naive one and one that is sure to lead to failure and disappointment but I guess I'm willing to take that risk at this point.  Does this mean I'm going to forget playing classical music and start learning how to play bluegrass?  Nope, definitely not - classical is inside of me and I'll never let that go.  But I am going to keep trying to bring a little bit of that culture into our classical world.  

I'm grateful that life has brought me here, for Michael Abraham's wonderful characters in Providence, VA, especially Sammy, and for the community that we now find ourselves a part of.  It's a beautiful place in so many ways.  

Now we just need to jam!  Anyone care to join me?

Here are a few other posts I've written that have been inspired by music-making in this area:

A simple gift in musical form from violinist Mark O'Connor

P.S. - This book is also available for reading on the computer and other devices at Smashwords.