On Teaching

Students’ Listening II

Why should anyone ever listen to music?

That is, of course, a ridiculous question. It is obvious from history that listening to music is fundamentally human: a desire or even a need, and maybe a definitional part of human experience. Yet, I think it is important to continually remind ourselves that recordings, in addition to live performances, help us to strive to become better musicians. Musicians are often subject to self-doubt. (There is a cartoon that I see once in a while that shows a pie chart of the mind of a musician. The section labeled “crippling self-doubt” covers about 90% of the space.) That self-doubt comes from several questions, not the least of which is: “is this all worthwhile?” Yet, listening to great music provides us with an affirmative answer. The sort of self-doubt regarding the quality of one’s own playing can be exacerbated by listening—something that I will try to grapple with below.

One concrete reason for listening to music is to gain familiarity with diverse repertoire. This was the point of that “listening test” I encountered in college that I referenced last month. What repertoire? There are expanding circles ranging from music from a specific time period written specifically for our instrument to the entirety of written music. It is potentially frustrating and, for me, quite liberating to realize that it is impossible to know all of the music that is out there. Frustrating because of the inevitability of missing things that are wonderful. Liberating because, if we cannot experience everything, then we do not have to aspire to have experienced everything. We can hope to experience a substantial and meaningful subset of what there is.

How should any given student navigate the world of listening for learning about repertoire? Listening to music that you already know and like is a wonderful thing to do, but that’s not really part of this process. Going out in circles is always a good idea: if you love and listen to Brahms symphonies, try his chamber music; try symphonies by someone who influenced Brahms or whom he influenced. Then try their chamber music, piano music, and so on. If you like Schütz, listen to Gabrieli. If you like Beethoven, listen to Albrechtsberger. There need not be anything obscure, complicated, or subtle about constructing these circles. Fruitful connections can be found by perusing Wikipedia articles or CD booklets.

This is fairly obvious, and we all probably do it normally as we seek out things to listen to. But still, you should encourage your students to follow the process consciously, maybe in ways that are partly teacher-guided, perhaps with a written outline to keep track. But another idea is to seek out new things to listen to not by affinity but by opposition. If you love Brahms, listen to Wagner or Liszt. If you love Debussy, listen to a selection of music by Les Six, who consciously rejected his influence. If you love Bach, seek out the music of Marchand, who was apparently intimidated by Bach and fled from a possible competition with him. Or, if you have not already done so, listen to Handel, whose life, career, temperament, and music were so different from those of Bach.

Keeping a distance

Another way to find things to listen to is to search for music that is completely different from your norm. Whatever you have just been listening to and enjoying, move as far away as possible. If you have been listening to the Telemann Paris Quartets, find some late nineteenth-century Russian choral music. If you have been listening to a Bruckner symphony, find a clavichord performance of early seventeenth-century dances. This is a controlled randomness and guarantees avoiding ruts.

If a friend, teacher, critic, or scholar says that particular music is not worth getting to know (boring, pedestrian, unpleasant, lacking in importance), then try it out! This suggestion is not based on the notion that that friend or critic is someone of bad judgment or likely to be wrong. It is just a way of shaking things up. People of equal discernment and experience end up reacting differently to artistic experience as often as they end up reacting similarly, and that is just as true when they agree that they are people of similar tastes.

Some of my most important, rewarding, and long-term fruitful listening as a youngster came from LPs that an older musician had discarded as being of little or no interest. And the musician in question was someone from whom I learned a lot and whose taste and judgment I admired. We should never base our exploration on the assumption that any two people see things the same way.

When we talk about listening to music to broaden or deepen our familiarity with repertoire, we are mostly talking about listening to recordings. We expect to be able to find recordings of just about anything, whereas the concert offerings in any one locale can only cover a tiny amount of music, even over several concert seasons. The changes in the ways in which we encounter recordings that have taken place in the last several years are interesting to consider, especially as they influence the experience of students.

The revolution in the listening experience

In my experience, I would say that for at least five years now, 85% of the time that a student has come to a lesson and told me that they have listened to a piece, that listening has taken place on YouTube. A lot of listening is now done without any money changing hands. That opens music up to more listeners, though the effect on creators of performances is more problematic. I remember spending several days while I was in college agonizing over whether to spend, I believe, $4.99 on Ralph Kirkpatrick’s LP of four Bach harpsichord toccatas. I vividly recall going back to the Princeton University Store several times to look it over. (I did buy it.) Now anyone can find many performances of those pieces on YouTube.

When a student comes to a lesson and tells me that they have been looking into a particular piece by listening to a YouTube performance, I always ask who was playing. And never once in that situation has anyone been able to say who the performer was. Of course, that information is usually there to be found. And furthermore, all of the students in question have been extremely smart and clever people who pay attention to the world around them and care about artistic matters. It is just that expectations have changed; the ethos of how we listen has changed. YouTube is seen, for purposes like this, as a sort of neutral encyclopedia of music. It isn’t any more obvious that you would check on who was playing than it would be to dig into the question of who wrote a given encyclopedia or Wikipedia article.

Is this good, bad, neither, or both? I am not sure. I have an extreme interest in performers. Probably too extreme, in that it can get in the way; if I do not know who is playing, I have trouble feeling comfortable listening. But that is a foible of mine. If listening is being done only or mostly to learn something about what music is out there, then the identity or background of the player is perhaps best thought of as only one piece of information about what is going on, not necessarily more important than information about instruments, acoustics, recording technology, edition used, and so on. If a piece seems less interesting or compelling than you had hoped that it would be, it is often worth looking for a different performance before shelving your interest in that piece.

This modern paradigm has the effect of taking away some of the feelings of authority that we have traditionally bestowed on those performers who were invited to make recordings. Part of the dynamic of record listening over the twentieth century was that we assumed, by and large, that the recording artists were the most talented players and thoughtful interpreters. No matter how inspiring it can be to listen to great recordings, it can also be limiting. This limiting tendency has its feel-good side: getting accustomed to a certain undeniably effective performance approach and experiencing the satisfaction of absorbing and then perhaps recreating it. I would argue that the limiting nature of this outweighs the good feeling that it engenders. But even worse, there is the outwardly discouraging side: feeling intimidated by the reputed greatness of the recording artists, not just by liking their performances better than you anticipate liking your own, but being daunted by their celebrity and publicly heralded greatness. It is possible that the more democratic performance model that has taken hold now will have the psychological effect of freeing students to include themselves more easily in the universe of those whose performances are valid.

Listening to interpretation

In former days, a student might ask, “how can I hope to play as well as Marcel Dupré, Helmut Walcha, Fernando Germani, Marie-Claire Alain, etc.” Now we can say “you don’t even know who that player was. It could just as easily have been you. You can do that just as well!” This is an over-simplification, but not an unrealistic or inapt one, based on what I have seen.

This brings us to another major aspect of listening: to learn interpretation. As anyone will know who has read this column over the years, I am a strong believer in encouraging everyone to feel free to play as they want. This includes students, to such an extent that I want even beginners to make their own interpretive decisions. That is a big subject, and this is not the place to go into it fully. The role of listening to recordings in shaping interpretation or in learning how to think about the art of shaping interpretation is essentially two-fold. On the one hand, anyone’s playing can be a direct source of ideas about playing. There is nothing wrong with listening to someone else play and thinking about what that player did, the choices that he or she made, the effects that those choices seemed to have, etc. If a student is doing this as a conscious choice then it can be used in the ways that the student wants, with whatever guidance from the teacher seems useful. The teacher might do well to remind the student that anything heard in someone else’s performance is just one person’s choice.

But there is only so much that we can do by taking hold of this sort of listening consciously. To a greater or lesser extent from one person to another, but to a significant extent for almost everyone, performances heard repeatedly exert a subconscious influence, sometimes a very strong one. If we have heard a passage or a piece exactly the same way over and over again, our minds can define the piece as being what we heard as much as we define it by the notes on the page. This is true not only as defined by performance gestures—tempo, articulation, timing, etc., but also about registration or the often-irreproducible effects of acoustics. I recall an earnest conversation that I once had with an organist a bit older and more experienced than I was about what the registration “should” be for the middle section of a certain piece. I was arguing that the nature of the music called for something clear and light; he was equally sure that it needed a more “quinty”-rich sound. It turned out that each of us had had as our favorite recorded performance of that piece one that led us to these diverging conclusions. The point is not that we each liked the sound we were used to, but that we had absorbed it so deeply that we were prepared to argue that it was part of the definition of the piece.

As another example, I love the piano music of Schubert. However, I have lately realized that I so deeply absorbed Alfred Brendel’s approach to that music growing up that I have a hard time listening to anyone else playing it. For years I have sought out records or occasional live performances of Schubert by pianists whom I admire greatly. But I always react as if something is just not quite right—an interpretive/rhetorical analogue to pervasive wrong notes or bad tuning. I consider this a loss for me, and it may fade or otherwise change someday. It is not a big deal; rather, it is part of the give and take of life. But if I were trying to play that music, I would have the following bad choice: either I would play in a way that was a copy of someone else, or I would not like the way I played.

So the first antidote to getting one performance approach stuck in one’s head is to listen more or less equally to multiple performances. If you have heard each of five or six performances of a piece approximately the same number of times, then it is quite impossible that one of them can have established itself in your mind as the very definition of the piece. But this is also part of the give and take of life. If we listen to half a dozen performances of every piece that we might want to play, then we have that much less time to listen to other things. It is a question of managing what we want to do. I personally focus on pieces that I am actively working on or feel sure that I want to play some day. I solve the problem for those pieces by not listening to them at all. That is the opposite solution to listening to multiple performances. They both work for this purpose. For other music I sort of let the chips fall where they may.

Most of us spend much less time listening to live concerts in person than we do listening to recordings. Probably the major advantage of live performance is that when all is said and done, the sonorities, the effect of acoustics, and the spontaneity are simply different. A recording is not an “I couldn’t tell the difference” recreation of a concert or other live performance, and it is at least a common experience that concerts at their best are even better than recordings. This is kind of a cliché, and in this case it is only sometimes true. A given concert even by a great performer can happen to be uninspired, or something can go wrong: noise, tuning, acoustic. But there is a particular advantage to live concerts. If you hear a piece in concert and are intrigued or excited by it—a piece of the sort that you might want to play—then the chances are that you will not remember all specifics of the interpretation well enough or in enough detail to be overly influenced by them. They certainly cannot imprint themselves on your subconscious with the weight of authority that comes from repetition if that repetition has not happened.

There is a lot more to say about all of this, and I will come back to it. For the next column, I will turn to J. S. Bach’s The Art of the Fugue. Some of the features of this piece that make it particularly interesting inspire me to think and write while working on creating a performance of it, as there are some important things about the work that we do not know. For instance, we do not know the order of the movements, what instrument or instruments it was intended for, what title the composer meant for it to have, or, since it is incomplete, how it was meant to end. We do know that Bach worked on it for years, right up to his death, and that his heirs worked thereafter on getting it published. As to all of these things that we do not know, we can make highly educated guesses or assumptions—enough to make it interesting to discuss and to be getting on with for performance.

Playing slowly

I ended last month’s column with an anecdote that I suggested would lead nicely into what I wanted to write about this month:

One day Gene Roan and I were walking along the corridor chatting when he stopped near a practice room door. He told me to listen, and then after a couple of minutes said, “Even his very slow practice has a sense of direction.” I did not know who was practicing. I think that I was shy about actually peering through the little window, or maybe it was papered over. But that was a significant lesson to me. I have tried to make sure that my slow practicing has a sense of direction ever since!

This month I discuss playing slowly—slow practice, students and their relationship to tempo, and various questions related to choice of tempo in performance. Concerning slow practice, which I have written about at some length in the past, I have some new things to say and some new ideas about how best to describe it to students.

First I want to flesh out the anecdote a little bit. After writing last month’s column, I wondered whether Professor Roan might have been engaging in a bit of stealth teaching at that moment. He certainly knew that I was a fervent believer in slow practice and that I had a tendency to prefer somewhat slow tempos for performance. Was he reminding me to take care that my slow playing incorporated as much direction and purpose as possible? Clearly one of the characteristic dangers of slow playing is that of plodding along.

But I have had a few further questions. Is it actually good to imbue your very slow practice with a sense of direction? The point of slow practicing is to learn the notes. Is listening for or trying to project a sense of direction a distraction from that? Does it reduce the efficiency of slow practice and delay the time at which the player will be able to move closer to a performance tempo and eventually all the way there?

Furthermore, what is the relationship between a sense of direction that works at one tempo and one that would work at a very different tempo? Is it possible to hear interpretive or rhetorical gestures in slow motion, so that what you are doing to shape the music four or eight times slower than you end up playing it is genuinely analogous to what you will want to do when you are playing faster? The assumption that there is a strong analogy of this sort with the physical gesture of playing is the foundation of the belief that slow practice is efficient. But that does not tell us anything directly about rhetorical or interpretive matters.

One way of expressing a fairly agreed-upon view of the relationship between systematic slow practice and end results in performance is that the slow practice leads to such solid, reliable, and controllable playing that the ears, mind, judgment, taste, etc., of the player can ask the fingers and feet to do anything and they will respond. This is certainly correct in my experience. And a logical conclusion from this formulation is that expressive content of very slow practice is essentially neither here nor there.

Perhaps the point of playing with a sense of direction or any expressive purpose and effect when practicing very slowly is not about the music that you are practicing. Maybe it is about the next very slow piece that you want to play. It is about learning to hear musical shape and direction in very slow passages in general, not particularly with reference to the piece that you are practicing. Or perhaps it is just about keeping the ears focused. In any case, these are questions to muse about rather than to answer, and it pleases me that an event that took about ninety seconds thirty or so years ago is still causing me to reflect today.

The earlier columns in which I wrote the most systematically about slow practice were those of February and March 2009. Perusing those now I see that I did not talk about one technique that I have used to help students settle in to slow practicing—in particular, not to speed up inadvertently during the process. That is a conscious focus on the sonority of individual notes. If we are lucky, the actual sound of an organ or harpsichord that we are playing is beautiful, interesting, or somehow compelling. Savoring that sound can be an antidote to a tendency to rush or hurry. This is very true on the harpsichord, where the middle to late part of the blooming and decaying sound can be fascinating and the best part. On the organ, decay does not happen. Sounds are still interesting, and the relationship between what the pipes are doing and what the room is doing can be fascinating, and it often develops over the length of even a long, slow note.

This points to a concern that I have tended to gloss over. Since organ sounds can theoretically last forever, very slow organ practice creates the risk that the inexorability of each note’s sound will become annoying. Not everyone feels this. I think that I do so only when there are other people who can hear me practicing, and I am worried that they might find the sounds annoying. This can be largely solved by using soft sounds. In fact, in the great centuries-old debate about whether to do initial practicing on a soft neutral sound or on the sound that you want for the music, this may provide a new wrinkle. Look for a sound that makes the sustained tones of slow practice as interesting as possible!

Concerning choice of tempo for performance, why ask the question, “Is it okay to play slowly?” Surely that question should in principle be a neutral one: “What is the most effective tempo for this piece or passage?” It is possible for a performance tempo to be too slow, and the telltale sign of that is that listeners react to the music as plodding or boring, but it is also possible for music to be too fast, resulting in the music being perceived as hectic or unpleasant or conveying a sense that the performer wants to get it over with. However, if music is slow, there can always be some suspicion that it is that way because the player cannot play any faster. We rarely suspect that someone who plays very fast cannot play any slower. I believe this is often a bigger issue for students than we realize. The pressure to play as fast as you have heard someone else play can be intense.

I recently witnessed a comment on a YouTube performance of a Bach piece that said, more or less, if one cannot play this any faster, one should not play. This was rather unfriendly, and it was accompanied by some other nasty comments. (One of these comments concluded this certainly was not Bach’s tempo, something about which the commenter could not possibly have actually known.) I am perfectly happy that I scrolled away from it before I noted exactly what it was or how to find it again.

I had the great good fortune to hear the pianist Mieczysław Horszowski in concert quite a few times in the 1980s and early 1990s when he was in his nineties. His tempos were usually a bit slower than the average that you would have found by surveying available recordings of the pieces, especially newer ones. His playing was also thoughtful and expressive, natural and unforced. I never suspected that he had to play slowly because of his age or for any other reason. I also noticed that he would often include something very fast among the encores. It struck me that perhaps he was trying to give us listeners the message that, yes, he was playing the way he played because that is how he wanted the music to be heard—that his fingers could indeed move as fast as ever, or as fast as anyone’s.

I tend to like slow tempos. I think that this is in part because my whole orientation to playing music and to listening to music is sonority-based. I am an organist because I fell in love with the sounds of certain organ stops very early in life, and the same with the harpsichord just a bit later. I gravitate toward instruments that sound so interesting and compelling that the experience of listening is powerful almost regardless of what the pieces are like. This is not the only way to listen, and some people would justly criticize it as insufficiently respectful of the importance of composition. But the savoring of the sonority that I recommend as a way of keeping slow practice slow is an everyday part of my listening and playing. This tends to keep my playing slower than it might be, and that can be received either well or badly by any given listener.

In Widor’s recording of his own famous “Toccata” he slows down fairly significantly in measure nine when the pedal enters. I believe this is because he wants to give the long pedal notes a chance to bloom, to savor their sounds. This is a reminder that sometimes slower notes need to be slower, as a matter of underlying tempo, than quicker notes. Sometimes slow notes need to bloom, and quick notes need to be subsumed into larger beats. I measured the Widor tempo change. The opening passage is in the mid-nineties per quarter note, measure nine is in the mid-eighties, but I had not noticed it spontaneously. The rhetoric of the tempo change is convincing.

I have noticed that when I finish listening to a piece of music, if the piece continues to go through my head, it is almost always slower than the performance I just heard. I only focused on this recently, and I do not have a precise explanation for it. It cannot be a reaction to sonority, since I am not actually listening to anything at that moment. And it is not coupled with any conscious sense of having disliked the tempo of what I just heard. It just seems to be something about my own temperament as a musician and listener. For whatever reasons in each person’s history, one has a different temperament as a listener and as a player. I believe that one’s stance as a listener should inform one’s playing perhaps more than we let it sometimes. When in doubt, play it the way you want to hear it. For some people—me, for example, and plenty of students I have known—this means in part being willing to not worry about whether someone else would have played it faster.

Not everyone’s tendency is to want to play slowly or “moderately.” But a desire to play fast is never going to be met with suspicion about the player’s level of competence. The choice to play fast is never going to be invalidated as one that was not in fact a free artistic choice.

Is it a good thing, some of the time, for really fast playing to sound like it is at the cutting edge of difficulty? Or is it necessary that if you are going to play very fast you make it seem easy? I remember a rather ironic story from my life that touches on that. Around 1981 I traveled to Binghamton, New York, at the invitation of Paul Jordan, my former teacher and good friend, to give a concert. One of the pieces that I played was the Sweelinck Chromatic Fantasy. Late in the piece there is a passage of sextuplet sixteenth notes in the top voice against slower notes in the other voices. As part of his feedback after the concert, Paul said that he thought I should play the piece faster. One reason he gave was that he thought those sextuplets should sound like they were at the very edge of what the player could execute. They should sound in that sense difficult, challenging. The irony was I thought that they already were at the limit of what I could do. I would have been terrified to try them any faster, and indeed probably would not have succeeded in pulling that off. But it interested me that they came across to Paul as being serene, too serene!

I have mentioned elsewhere that I was a late bloomer as a player. Even in early adulthood I honestly could not play every piece as fast as I wanted to hear it. It has been a long time now since that was true for me, except perhaps for some extreme cases. But remembering the Binghamton event and my limitations as to velocity back in those days leads me to a couple of thoughts that will close this thread for now. First, is it all right for a teacher to allow or to encourage a student to learn pieces that the student will realistically never be able to get up to tempo? This question should be technically meaningless, since anyone can learn any piece or passage by practicing it the right way. But not everyone is actually going to practice everything enough to learn it. This can be true as a choice or option. A student may be interested in exploring a piece, but only so far. Or it may be a real or realistic limitation. If a piece is so vastly difficult that the most careful, conscientious, systematic practicing would only permit it to be learned over decades, then learning it is probably not a real possibility.

I find it a good idea for a student to work on a piece yet only get it some of the way up to tempo. For one thing, any careful practicing is good practice in the art of practicing. For becoming better at practicing and for becoming a better player, I am tempted to say that it does not matter at all whether you get the pieces that you work on along the way fully learned or not. And the best way of not fully learning a piece is to learn it below tempo. This also allows students to get to know pieces that are for the time being, at least, beyond where they are technically. It is interesting. It also creates a situation in which the piece is primed to be fully learned later on. In fact, learning a piece solidly but well under tempo and then letting it sit for a while, even a long while, is a very effective way of ending up getting it to be a secure, well-thought-out performance when it is eventually learned. Also, being willing to keep a piece under tempo can allow a student to encounter more difficult works by a composer whose less challenging works they may want to learn more fully.

Gavin Black is Director of the Princeton Early Keyboard Center in Princeton, New Jersey.

Students’ Listening I

Through the first years of this column’s existence, much of what I wrote about was practical, specific material regarding teaching—what I often refer to as nitty-gritty: an approach to teaching pedal playing, hand distribution, practice techniques, registration, etc. I would often go through pieces in great detail, suggesting how to put these ideas into practice.

However, over the last year or so, I have found myself interested in writing in a more general vein, tossing out ideas and questions about music, and admittedly, the relationship this has to the day-to-day teaching process is perhaps more distant or indirect. I would argue that even if more distant, that connection is crucial. One of the reasons that I have moved in this direction is that I feel more strongly that everything is about learning and, therefore, also about teaching. I increasingly notice that some of the most important things that I learned from my formal music teachers came from things that they said or did that had nothing to do with fingering, phrasing, or practice techniques, even though all of those things were crucially important as well. And much of what I have learned about my own work as a musician and teacher has come from outside formal or informal lessons.

I am also aware that there is some limit to how much there is to say about the purely practical. There might be a limitless number of approaches to pedal pedagogy, but there is a limit to how much one person should go on saying it! There are good reasons that method books are not as long as encyclopedias. At a certain point a teacher says what needs to be said, and it is time for the student to get on with it. Having started in September 2007, my column as a whole is approaching 400,000 words.

That is not to say that I do not expect to write about the “nitty-gritty” again. There are things in that area that I have not gotten to yet. (And if anyone reading this has suggestions for something that you would like me to address, I would be overjoyed to read them.) There are also things that I have written about that I want to revisit someday. The distinction between the practical and the fruitfully speculative is not absolutely clear-cut.

When I started the column, and for a while thereafter, I was typically writing about things that I knew about before the column ever started. My technical approach to pedal learning, my way of conceptualizing the importance of relaxation, my concerns about memorization, or any number of other subjects for writing and discussion were all there in some fairly thoroughly worked-out form prior to 2007. I may have rethought them in the course of writing them up, and I needed to subject them to organization. But more recently, a lot of what I have wanted to write about has been more in the category of things that are pending in my mind—new ideas that I am in part working out by the very process of writing about them. For me this is an interesting, exciting process. It exposes the very process of trying to evolve as a teacher and thinker about music and teaching.

In the next several months, I will write about issues that are either directly about specifics of teaching or related to that; and the following part of this column falls into that latter category. In subsequent articles, I will systematically explore my own current project as a player, namely relearning and performing J. S. Bach’s The Art of the Fugue. Rather than being a detailed and systematic set of suggestions about how to approach a particular piece, it will be an actual account of my own grappling with the work of learning a piece. Be sure to watch for it in the May issue of The Diapason.

Music listeners

I was originally planning to call this column “What should students listen to?,” but I put that aside because of my aversion to the concept of “should,” and that title did not represent the scope of what I want to think about. The question is, what is the role of listening to music in the life of someone who is studying music, studying an instrument, or, specifically, studying organ? What has some of my own experience with this been, and what can we as teachers do to guide students in their lives as music listeners, if we should do anything?

When I was a student in a second-year music theory class in college, near the beginning of the school year, the teacher administered a listening test to all students. He played twenty recorded excerpts of classical pieces, and we had to try as best we could to identify each piece. I remember the number of examples well, because my results made it an intense and disturbing experience for me. Even as a classical music junkie and aspiring musician, I was able to recognize and identify only one out of the twenty. I was mortified by how badly I had done. But when the teacher went over the results with me in private, he said something in a very kind, concerned way about how I really should start listening more to music. I shifted from being mortified to being indignant. Prompted by that comment, I belatedly became aware of how narrow and biased the examples were. All but one or two were from the nineteenth or early twentieth centuries. There was probably one Bach selection, and that was probably the one that I got right, and maybe one from either Mozart or Beethoven that probably sounded familiar to me, but which I could not pin down.

I would have been able to make up on the spot a similar test with Buxtehude, Schütz, Frescobaldi, Froberger, Pachelbel, Scheidt, de Grigny, Westhoff, Mainerio—and, of course, Bach. I told him, rather annoyingly, that I listened a lot, even maybe too much, and exclusively to classical music, but just not to the repertoire he thought one should know. I remember being impressed by the fact that he immediately conceded the point. He not only expressed agreement, even though that perspective had not occurred to him, but he acknowledged that he learned something from the exchange. I also learned something, although I was entirely within my rights to consider that test unfair and to maintain that I was an avid music listener, it was also true that I would benefit from expanding my own listening habits. There is great merit in the ability to differentiate Brahms, Chopin, or Stravinsky. One should always be open to listening to new music, but that there is also no reason to assume that any set of assumptions about what “should” be listened to are any better than any other set.

It makes perfect sense for a college music professor to believe that a student, otherwise unknown to him, might not be an avid music listener and might need some prodding to become one. After all, college students take classes for all sorts of reasons. As far as he knew, maybe it just fit my schedule, or maybe I thought that it would be easy. However, if someone has come for organ lessons and seems involved and committed to that process, it is likely that they have fairly strong ownership of their music listening habits. If we become aware that someone has focused somewhat narrowly—listening only to the music of one era, or perhaps listening only to organ music, or only to vocal music, while ignoring oratorios, or any electronic music—then we should certainly consider nudging them in the direction of whatever has been lacking. Or, I should say, some of what has been lacking, since there is always an infinite amount out there, and we can never fill in all of it. It is possible to push too hard, and this is about a student’s (or anyone’s) psychology. I became aware in that teacher’s office that it would behoove me to broaden my listening habits. I embraced that and internalized it as a concept. But nonetheless, I did not and could not jump right into listening to music that I did not like or that bored or annoyed me. I had to wait for the time to be right, for my mind to be ready.

The listening that I did back then was limited though extensive. I was listening to music that was associated pretty directly with the music that I most wanted to play. I listened to the composers listed above along with many others from the seventeenth and eighteenth centuries. I listened to their organ and harpsichord music, to their chamber and orchestral music, and to their (mostly sacred) vocal music. These were the years when I was officially a student. But I do not think that the reason this pattern developed was related to the study of the music. The reason was that I chose to play music I liked best, and I chose to listen to music I liked best. Not surprisingly, the two were related. It was not a conscious choice; I did not say, “If I want to play Baroque keyboard music, I should listen mostly to Baroque music.” I was just drawn to that repertoire whether I was functioning as a listener or as a player.

Nowadays, it is not just chance, a change in my tastes, or an attempt to practice broadmindedness that has me listening mostly to music from outside the realm of what I mostly play. I have come to a different kind of relationship with various sorts of music. When I encounter new music by hearing about it, or reading through it, happening to notice the cover of a volume, or indeed actually hearing it, any music that is squarely at the center of what I most care about playing, my immediate relationship to that experience is framed by questions of performance. What would I want to do with that theme? How would I try to make those voices dance around each other? How much would I want to draw out that moment? Should that bit be viscerally exciting or more calm and considered?

When I was a student, my relationship to that repertoire as a listener was pure, intense, and primary; now that relationship has been somewhat eclipsed. It is replaced by my own attempts to play the repertoire. I am not quite sure how to describe this fully and accurately. It is not that I do not think that I would like or admire performances or performers, nor is it a diminution of the intensity of my involvement with that music or of my liking of it: quite the opposite. But one could argue that I am not objectively listening to the repertoire I am most interested in playing. I suspect that if I listen to a recording of Baroque organ music, I am doing that recording a disservice. I am not being faithful to it as a listener. I am over-writing the performance with my own imagined performance. This is paradoxically true with performances that I think are really good by players whom I admire and respect.

Whether to listen to other performances, that is the question.

To tie this in to our work with students: the question often arises of whether someone who is working on a particular piece should listen to other performances of that piece. My own answer is almost always the same: either listen to no other performances or listen to at least half a dozen. These are the two ways to avoid being, consciously or subconsciously, over-influenced by what you hear. If the listening process only reinforces a link between these notes on the page and that one particular sound, it is very difficult to break that link. Not necessarily impossible, though sometimes nearly so, but always a source of indirectness or inefficiency in working out interpretation. Half a dozen performances will, in this respect, cancel one another out.

There is a lot of pressure on students (and on the rest of us) to look for objective reasons for doing what we are doing. That is abundantly useful and good. It is always a part of the process of performing a piece that we have learned. The notes and rhythms are (usually uncontroversially) part of the objective. So is at least some of what we know about a composer’s particular intentions, often as to choice of instruments or registration, sometimes as to tempo, articulation, etc. But there is also always the less objective, fundamentally personal part of interpretation and performance. Fully manifesting performance decisions that are not objective can be difficult psychologically and emotionally: this is really me, this is what I really want to say to you, this is me trying my hardest to make you feel something. So I wonder whether a student’s identification of himself or herself as still in large part a listener might connect in various ways with the difficulties that leap into exposure. This connection could be helpful or it could be limiting. The limiting aspect of it is very likely to arise with the practice of listening to or identifying with only one performance. (“I am not really doing this, I am just serving as a conduit for something that someone else concocted.” I feel fairly certain that I had a great deal of that feeling when, in my high school and early college years, I was a devotee of the playing of only a small number of favorite performers. If in those days I tried to play a Bach piece, I was really trying to recreate Helmut Walcha’s performance of that piece. I would not have owned up to that, but it is what was happening.) The helpfulness might be that of hiding the personal nature of performance from oneself in a way that avoids a too frightening feeling of exposure.

My thoughts about this are most certainly evolving, but I suspect that helping students detach themselves, in some ways and in part, from a primary identification as listeners could be a useful if non-obvious project for a teacher. This could apply even when imitating recordings is not a problem.

Soon I will start with a discussion of authority in recorded performances, YouTube (a surprisingly important issue all by itself), listening to live performance, listening for instruments and acoustics, and circles of connectedness in music.

Gavin Black is Director of the Princeton Early Keyboard Center in Princeton, New Jersey.

Students’ Listening I

Through the first years of this column’s existence, much of what I wrote about was practical, specific material regarding teaching—what I often refer to as nitty-gritty: an approach to teaching pedal playing, hand distribution, practice techniques, registration, etc. I would often go through pieces in great detail, suggesting how to put these ideas into practice.

However, over the last year or so, I have found myself interested in writing in a more general vein, tossing out ideas and questions about music, and admittedly, the relationship this has to the day-to-day teaching process is perhaps more distant or indirect. I would argue that even if more distant, that connection is crucial. One of the reasons that I have moved in this direction is that I feel more strongly that everything is about learning and, therefore, also about teaching. I increasingly notice that some of the most important things that I learned from my formal music teachers came from things that they said or did that had nothing to do with fingering, phrasing, or practice techniques, even though all of those things were crucially important as well. And much of what I have learned about my own work as a musician and teacher has come from outside formal or informal lessons.

I am also aware that there is some limit to how much there is to say about the purely practical. There might be a limitless number of approaches to pedal pedagogy, but there is a limit to how much one person should go on saying it! There are good reasons that method books are not as long as encyclopedias. At a certain point a teacher says what needs to be said, and it is time for the student to get on with it. Having started in September 2007, my column as a whole is approaching 400,000 words.

That is not to say that I do not expect to write about the “nitty-gritty” again. There are things in that area that I have not gotten to yet. (And if anyone reading this has suggestions for something that you would like me to address, I would be overjoyed to read them.) There are also things that I have written about that I want to revisit someday. The distinction between the practical and the fruitfully speculative is not absolutely clear-cut.

When I started the column, and for a while thereafter, I was typically writing about things that I knew about before the column ever started. My technical approach to pedal learning, my way of conceptualizing the importance of relaxation, my concerns about memorization, or any number of other subjects for writing and discussion were all there in some fairly thoroughly worked-out form prior to 2007. I may have rethought them in the course of writing them up, and I needed to subject them to organization. But more recently, a lot of what I have wanted to write about has been more in the category of things that are pending in my mind—new ideas that I am in part working out by the very process of writing about them. For me this is an interesting, exciting process. It exposes the very process of trying to evolve as a teacher and thinker about music and teaching.

In the next several months, I will write about issues that are either directly about specifics of teaching or related to that; and the following part of this column falls into that latter category. In subsequent articles, I will systematically explore my own current project as a player, namely relearning and performing J. S. Bach’s The Art of the Fugue. Rather than being a detailed and systematic set of suggestions about how to approach a particular piece, it will be an actual account of my own grappling with the work of learning a piece. Be sure to watch for it in the May issue of The Diapason.

Music listeners

I was originally planning to call this column “What should students listen to?,” but I put that aside because of my aversion to the concept of “should,” and that title did not represent the scope of what I want to think about. The question is, what is the role of listening to music in the life of someone who is studying music, studying an instrument, or, specifically, studying organ? What has some of my own experience with this been, and what can we as teachers do to guide students in their lives as music listeners, if we should do anything?

When I was a student in a second-year music theory class in college, near the beginning of the school year, the teacher administered a listening test to all students. He played twenty recorded excerpts of classical pieces, and we had to try as best we could to identify each piece. I remember the number of examples well, because my results made it an intense and disturbing experience for me. Even as a classical music junkie and aspiring musician, I was able to recognize and identify only one out of the twenty. I was mortified by how badly I had done. But when the teacher went over the results with me in private, he said something in a very kind, concerned way about how I really should start listening more to music. I shifted from being mortified to being indignant. Prompted by that comment, I belatedly became aware of how narrow and biased the examples were. All but one or two were from the nineteenth or early twentieth centuries. There was probably one Bach selection, and that was probably the one that I got right, and maybe one from either Mozart or Beethoven that probably sounded familiar to me, but which I could not pin down.

I would have been able to make up on the spot a similar test with Buxtehude, Schütz, Frescobaldi, Froberger, Pachelbel, Scheidt, de Grigny, Westhoff, Mainerio—and, of course, Bach. I told him, rather annoyingly, that I listened a lot, even maybe too much, and exclusively to classical music, but just not to the repertoire he thought one should know. I remember being impressed by the fact that he immediately conceded the point. He not only expressed agreement, even though that perspective had not occurred to him, but he acknowledged that he learned something from the exchange. I also learned something, although I was entirely within my rights to consider that test unfair and to maintain that I was an avid music listener, it was also true that I would benefit from expanding my own listening habits. There is great merit in the ability to differentiate Brahms, Chopin, or Stravinsky. One should always be open to listening to new music, but that there is also no reason to assume that any set of assumptions about what “should” be listened to are any better than any other set.

It makes perfect sense for a college music professor to believe that a student, otherwise unknown to him, might not be an avid music listener and might need some prodding to become one. After all, college students take classes for all sorts of reasons. As far as he knew, maybe it just fit my schedule, or maybe I thought that it would be easy. However, if someone has come for organ lessons and seems involved and committed to that process, it is likely that they have fairly strong ownership of their music listening habits. If we become aware that someone has focused somewhat narrowly—listening only to the music of one era, or perhaps listening only to organ music, or only to vocal music, while ignoring oratorios, or any electronic music—then we should certainly consider nudging them in the direction of whatever has been lacking. Or, I should say, some of what has been lacking, since there is always an infinite amount out there, and we can never fill in all of it. It is possible to push too hard, and this is about a student’s (or anyone’s) psychology. I became aware in that teacher’s office that it would behoove me to broaden my listening habits. I embraced that and internalized it as a concept. But nonetheless, I did not and could not jump right into listening to music that I did not like or that bored or annoyed me. I had to wait for the time to be right, for my mind to be ready.

The listening that I did back then was limited though extensive. I was listening to music that was associated pretty directly with the music that I most wanted to play. I listened to the composers listed above along with many others from the seventeenth and eighteenth centuries. I listened to their organ and harpsichord music, to their chamber and orchestral music, and to their (mostly sacred) vocal music. These were the years when I was officially a student. But I do not think that the reason this pattern developed was related to the study of the music. The reason was that I chose to play music I liked best, and I chose to listen to music I liked best. Not surprisingly, the two were related. It was not a conscious choice; I did not say, “If I want to play Baroque keyboard music, I should listen mostly to Baroque music.” I was just drawn to that repertoire whether I was functioning as a listener or as a player.

Nowadays, it is not just chance, a change in my tastes, or an attempt to practice broadmindedness that has me listening mostly to music from outside the realm of what I mostly play. I have come to a different kind of relationship with various sorts of music. When I encounter new music by hearing about it, or reading through it, happening to notice the cover of a volume, or indeed actually hearing it, any music that is squarely at the center of what I most care about playing, my immediate relationship to that experience is framed by questions of performance. What would I want to do with that theme? How would I try to make those voices dance around each other? How much would I want to draw out that moment? Should that bit be viscerally exciting or more calm and considered?

When I was a student, my relationship to that repertoire as a listener was pure, intense, and primary; now that relationship has been somewhat eclipsed. It is replaced by my own attempts to play the repertoire. I am not quite sure how to describe this fully and accurately. It is not that I do not think that I would like or admire performances or performers, nor is it a diminution of the intensity of my involvement with that music or of my liking of it: quite the opposite. But one could argue that I am not objectively listening to the repertoire I am most interested in playing. I suspect that if I listen to a recording of Baroque organ music, I am doing that recording a disservice. I am not being faithful to it as a listener. I am over-writing the performance with my own imagined performance. This is paradoxically true with performances that I think are really good by players whom I admire and respect.

Whether to listen to other performances, that is the question.

To tie this in to our work with students: the question often arises of whether someone who is working on a particular piece should listen to other performances of that piece. My own answer is almost always the same: either listen to no other performances or listen to at least half a dozen. These are the two ways to avoid being, consciously or subconsciously, over-influenced by what you hear. If the listening process only reinforces a link between these notes on the page and that one particular sound, it is very difficult to break that link. Not necessarily impossible, though sometimes nearly so, but always a source of indirectness or inefficiency in working out interpretation. Half a dozen performances will, in this respect, cancel one another out.

There is a lot of pressure on students (and on the rest of us) to look for objective reasons for doing what we are doing. That is abundantly useful and good. It is always a part of the process of performing a piece that we have learned. The notes and rhythms are (usually uncontroversially) part of the objective. So is at least some of what we know about a composer’s particular intentions, often as to choice of instruments or registration, sometimes as to tempo, articulation, etc. But there is also always the less objective, fundamentally personal part of interpretation and performance. Fully manifesting performance decisions that are not objective can be difficult psychologically and emotionally: this is really me, this is what I really want to say to you, this is me trying my hardest to make you feel something. So I wonder whether a student’s identification of himself or herself as still in large part a listener might connect in various ways with the difficulties that leap into exposure. This connection could be helpful or it could be limiting. The limiting aspect of it is very likely to arise with the practice of listening to or identifying with only one performance. (“I am not really doing this, I am just serving as a conduit for something that someone else concocted.” I feel fairly certain that I had a great deal of that feeling when, in my high school and early college years, I was a devotee of the playing of only a small number of favorite performers. If in those days I tried to play a Bach piece, I was really trying to recreate Helmut Walcha’s performance of that piece. I would not have owned up to that, but it is what was happening.) The helpfulness might be that of hiding the personal nature of performance from oneself in a way that avoids a too frightening feeling of exposure.

My thoughts about this are most certainly evolving, but I suspect that helping students detach themselves, in some ways and in part, from a primary identification as listeners could be a useful if non-obvious project for a teacher. This could apply even when imitating recordings is not a problem.

Soon I will start with a discussion of authority in recorded performances, YouTube (a surprisingly important issue all by itself), listening to live performance, listening for instruments and acoustics, and circles of connectedness in music.

Stories and conversation

In mid-March, when I last sat down to write a column, the current health crisis was at a relatively early and very uncertain stage. I wrote that I hoped that by the time that column appeared in The Diapason things would be much better. I sit here writing now a week or two after that last column appeared, and this one will not be read for nearly another six weeks. It seems accurate to say that the situation remains dire and that the sense of uncertainty remains as high as it was then. While society is slowly starting to reopen, we will not know the effects of this action for quite some time. This very morning there are hopeful headlines about a vaccine, but we have no idea whether that hope will pan out or, if so, what sort of timeframe this will take.

I still cannot consider it prudent to schedule concerts. I wrote in my March column (written in mid-January) that I did not have any concerts scheduled at all, a first in nearly thirty-five years. I stated that that was “odd: simultaneously peaceful and eerie.” Today it feels more eerie than peaceful: the latter has been partially replaced by impatience and the fear that it will never seem right to schedule events. Looking back, as of a couple of weeks ago I have not played in public for over a year. That arises out of a chain of mostly unrelated circumstances: first I kept my schedule clear for several months so that I could practice for planned performances of J. S. Bach’s The Art of the Fugue; then I had to deal with my shoulder surgery and recovery; then the current phase in the history of the world set in. The last time that I went more than a year without playing in public was prior to 1980. 

Over the last several weeks there has been a lot of discussion, much of it deeply anguished, about choirs and choral singing. This does not affect me directly at this point in my life except as a listener, though I know it is deeply affecting many of my friends and colleagues. In fact, it may be two years before widespread choral singing will be possible again. I hope very much that by the time you are reading this that hypothesis will have turned out to be overly pessimistic.

There is a lot of variation in how people react to this uncertainty when it comes to the parts of their lives and daily activities that are subject to discretion. Some colleagues are using their extra free time to learn new music or new skills—the technique required to work on new and unfamiliar repertoire or even a new instrument. Some are taking up new activities or hobbies—perhaps ones that they have always meant to pursue. So far, I have done none of the above. My reaction to the situation has been to put much of my motivation to tackling preexisting projects. I mentioned in my previous column that I needed “to take a deep breath.” At that point, early in this whole scenario, I felt that my students needed that as well, and that it was a good thing for all of us. Shortly after writing that, I did start to offer various forms of remote lessons or consultations to my students. However, I have not felt my own motivation returning, either to plunge back into practicing or to explore anything new. Most of what I have been doing has been “comfort food,” as we have been baking a fair amount of bread and cooking a bit more elaborately.

I am not certain why this is. It may be partly a direct reaction to the sadness and difficulty of what is happening. If so, it is not necessarily entirely a depressive reaction or a reaction of feeling indifferent. I suspect that in the face of so much tragedy right around me I am afraid that I will find the music that I might normally be playing too intense. That has been my reaction to the little bits of playing that I have done and also to much of the music that I have heard. Also, I have always had better practice habits when I have performances coming up. That impetus is gone for now. I do feel certain that the motivation will come back. But the main point is this: that any such reaction is okay. I am overjoyed that so many of my colleagues are, for example, posting videos of performances from their homes. That is generous and helpful. I have been an avid viewer and listener, and that is helping me get through certain days. However, I believe it is important that no one feels pressure to cope in ways that are unnatural. In general getting a lot done is more admired in society than not getting anything done. And I am confessing to embracing the latter, though just for now, and claiming that I am within my rights to do so. 

But if it is self-serving, it is not selfish since I hope very much to help persuade everyone to give themselves the same leeway, as much as they need. Doing the things that we have to do is enough as far as fulfilling obligations is concerned. 

At the same time, I have been thinking about counterpoint and The Art of the Fugue. It feels like the odd times in which we live are encouraging me to engage in ever more speculative thinking. Rather than indulging in the technical aspects of counterpoint, I have been pondering more about images and ideas around the concept of counterpoint. Ideally the images and ideas will inform the way that I think about the technicalities. 

One very powerful idea about counterpoint is that it is related to conversation. If two musical entities are engaged with one another, doing different things at the same time, it is natural for us to hear what is happening as analogous to human verbal conversation. This is not an idea of mine, but has been the subject of articles and books as well as informal discussion. It is intuitively convincing. When counterpoint is being produced by separate instruments the conversational aspect is enhanced by the visual and the conceptual: we see and are aware of a different source for each musical line, just as we see and are aware of each different speaker in a conversation. In vocal counterpoint, we see and hear something that is remarkably similar to conversation, down to the humanity of the sources of the sound and the expressions and gestures. At a keyboard instrument the conversational aspect is something that presumably arises solely from the sound. Visually, and often spatially, everything comes from pretty much the same place. The extent to which it is up to the performer and to performance choices to make the conversational aspect of the music convincing is not necessarily very different from the parallel concerns with ensemble counterpoint.

For the performer, one of the great strengths of conceptualizing counterpoint as conversation is that it brings home the need to make each line in and of itself an effective piece of communication—something that has “meaning” though not dictionary or visual-image based meaning. At a minimum this is psychologically helpful, even inspiring, for many performers. For me it serves as a reminder to behave as if every note matters. In conversation every word matters, in that it can be heard by someone and may affect that person. That does not mean that every word is serious, solemn, or weighty. Some are funny, light-hearted, rhetorical rather than meaning-laden. But they are all there and all have an effect.

I have a few caveats about counterpoint as conversation. For one thing, it seems important to me to remember that, as I just mentioned, music in itself does not have dictionary meaning, semantic, idea-based meaning, and that it does not mean anything that can be encapsulated in a visual image. It is liberating and powerful to accept that Example 1 means exactly what it says and nothing else. This freedom from word-like meaning gives a line of music the ability to do things that words cannot do and the flexibility to be used in ways that words are not used. 

Related to that is the first major difference between verbal conversation and musical contrapuntal conversation. In the latter, we not only allow but expect material to be used multiple times. Although the essence of counterpoint is found in two different things happening at the same time, it is habitual for identical or similar things to happen at different times. This can be recurrence, repetition, echoing, answering, returning, and so on. But all of these techniques play a minor role in anything like normal conversation and a limited though sometimes important role in poetry, drama, and literary narrative. They are pervasive and important in music.

In verbal conversation, we do not expect many voices to be sounding at the same time. We expect them to take turns and occasionally overlap, which is fascinating in verbal conversation. Sometimes, it functions to create continuity and an overall arc. At times it is an interruption, which can be a sign of enthusiasm and can constitute rudeness. It is common and normal for interruption to take the form of one person’s finishing another’s thought—not necessarily in the way that the first speaker would have finished it. It is not normal for two or more people simply to talk steadily at the same time as one another for a substantial amount of time. This would cease to be conversation. But it is the norm for musical contrapuntal conversation. 

With words, we do not expect to be able to follow even two let alone three or more lines of thought at the same time. With counterpoint, that is exactly what we expect to do: it is a major concept of the exercise. It is not necessarily easy, and it is not necessarily something at which we always fully succeed. It is almost certainly both common and unproblematic for some of that following to be subconscious or subliminal. People differ in the extent to which they are consciously, specifically aware of following and really parsing the separate lines of counterpoint as it goes by. And, of course, different performances of the same piece or passage can seem to make it easier or harder to follow in that way. (And interestingly different performances can seem different in that respect to different listeners.) I think that it is a pitfall of the counterpoint-as-conversation idea that it can tempt us to try to make the analogy fit even more closely than it naturally does. This might involve downplaying the significance of the simultaneity of lines or even denying that following multiple lines at once is possible. I have heard people suggest that the way we listen to counterpoint should fundamentally involve switching focus from one line to another, as we would presumably have to do if we were trying to listen to two or more people talk at the very same time. 

Questions of how many lines we can listen to simultaneously are complex. Does it vary from one person to another? If so, is that somehow intrinsic—or of life-long standing—or does it arise specifically from music-based training? Can almost everyone follow two voices? Can anyone really follow six? eight? forty? Do people mainly listen to or notice the beginnings of notes, or are the sustained portions of notes important as well? In counterpoint is one line ever more “important” than another, and, if so, what does that mean and what should a performer do about it? Whatever these questions are, I believe it is important not to let the speech analogy influence our answers to them, or how we frame them, more than it should.

Another concern about the conversation analogy is that musical conversational counterpoint is mostly experienced by listeners, whereas verbal conversation is fundamentally experienced by those who participate in it. We who love counterpoint love playing it. It is interesting to contemplate how much we function as listeners while we play and how much of our experience is the pure experience of playing. But the vast majority of music listening is done by listeners. Listening to a spoken conversation in which you have no part happens and is perfectly normal, but not the most usual or common.

The completely different model of counterpoint that has come to interest or even preoccupy me over the last few years is one that is harder to encapsulate in words: counterpoint in music is a model for the whole phenomenon of the existence of the universe. This model was suggested to me by some of my experience as a theater attendee.

Over the last several years I have attended quite a few theater events that are organized in what amounts to contrapuntal layers: different parts of the story going on in different or overlapping spaces, perhaps threads sometimes coming together in one space or passing near one another, sometimes remaining separate. Together they all add up to the complete story. Some such pieces that I have experienced are Sleep No More, Then She Fell, The Grand Paradise, Ghost Light, Here, Seeing You, and versions of Hamlet and A Midsummer Night’s Dream. 

I was initially puzzled by why I found this sort of story-telling so powerful. Events of this sort seem very much like closed worlds: nothing from the outside gets in or interferes. This helps the audience to concentrate and stay committed. It also means that the world built up inside the walls of the event has the chance to feel complete—it is temporarily defined as being all that there is, and it is structured according to its own content.

I realized after a while that the structure always felt, through a number of different styles and each time with a different story, like an analogy to the “real” world: layered and complex enough for that analogy to seem valid and emotionally convincing. 

At some point I realized that the experience of being at this sort of show reminded me strongly of closing my eyes and becoming totally absorbed in a piece of contrapuntal music. In such a piece of music there might be only three or four component lines; in a show such as the ones that I am talking about there might be any number of component storylines weaving their ways around one another. In the universe as a whole there are infinite numbers. But the analogy still seems to hold.

This image neither contradicts nor directly complements the conversation analogy. It is simply another angle and one that I along with some of my students have found particularly interesting and powerful.

It is my intention—uncertainties aside, for the moment—to return next month to some nitty-gritty motivic analysis of The Art of the Fugue, not without some speculation about the role of memory in creating structure.

Towards a pedal method

I recently decided that over the next few months, I will work on writing a stand-alone pedal-playing method, and much of it will draw on what I have written in The Diapason. My columns from November 2007 through February 2008 constituted a discussion of teaching pedal playing intended to be read by teachers. The June 2009 column presented thoughts about use of heels. The columns from January through May 2013 revisited pedal playing, this time in a way that was directed at students. These latter columns come close to adding up to the pedal method that I am now contemplating. This version, however, will differ from the sum of those columns in several ways: it will be longer and will include more exercises and excerpts from pieces.

In this month’s column I again discuss pedal playing and pedal teaching. I will not canvass all of my specific thoughts about teaching in any detail, as I have done that previously. I will go through a summary of some of those thoughts, with particular references to ways I have somewhat reshaped my approach over the last several years. That reshaping is probably more “meta” than “nitty-gritty.”

My set of techniques for helping students to become comfortable negotiating the pedal keyboard has not changed much. When I was developing these techniques years ago I felt after a certain period of thought and discovery that it worked well; I still feel that. But there are details that I have rethought, and there are aspects of somewhat more advanced pedal playing to which I want to give more attention and more space in the forthcoming method than I did in those columns. I also think that I know more now than I did when I first began to formulate my approach (thirty years ago or so) or when I wrote my columns on the subject (seven to thirteen years ago) about how to present some of the ideas in ways that will engage and help the greatest number and variety of students.

My earliest memories of my own attempts to learn to play with my feet as well as my early attempts to teach pedal technique revolve around the notion that pedal playing is difficult. It is difficult. But I also suspected early on, and still believe, that it often presents itself to people as even more difficult than it is, perhaps in the wrong ways. It seems awkward or unnatural rather than just something that properly requires a lot of practice and dedication. I have mentioned here more than once before that I was a late bloomer as a playing and performing musician. Thinking back now, I realize that for many years my pedal playing lagged behind the rest of what I was trying to do as an organist and harpsichordist. At least all through high school, I found pedal playing awkward and uncomfortable. And beginning at least that early, long before I was any sort of teacher, I encountered people who told me that they had given up trying to play organ because they found pedal playing too awkward: they could not believe they would ever get to a place where they could be comfortable with it. In my zeal for playing the organ I reacted to this as a tragedy. For some of the people involved it probably was a tragedy, in that they were led into passing up something that could have become a valuable part of their lives. This stayed with me and was part of my impetus for becoming an organ teacher.

Over the last few years I have noticed that my pedal playing has been the most robust part of my playing. In juggling harpsichord and organ performance I sometimes go for as much as several months without practicing organ very much or playing pedals at all. The first time that I then sit down at an organ after an extended time away there is never any rust in my pedal technique, in fact it feels well-rested rather than creaky. This certainly does not prove that my technical approach to playing is better than any other approach, but it does suggest that it is not worse. 

This reminds me of the situation that prevailed for so many centuries, when getting to the organ to practice was a difficult enough proposition that most organists did most of their practicing on manuals-only instruments at home. They then needed to have a pedal technique that could be called upon as needed on short notice. Some organists had access to pedal clavichords, pedal harpsichords, and pedal pianos, but that was very far from universal. Here is a speculative thought: is there a correlation between the development of winding systems that allowed organists to practice without having to enlist an assistant and a boost in the type and level of virtuosity that could be expected of pedal playing?

My approach to teaching pedal playing arose more or less in sync with my efforts to improve my own pedal facility during and shortly before and after my graduate school years. The foundation of the approach is that everything about playing should be physically comfortable. This highlights the crucial difference between two ways of approaching something difficult. Pedal playing is, along with most music making, difficult in that it requires a lot of well-targeted work. No one should expect to become adept at playing pedals without putting in many practice hours; one should expect to find the process sometimes arduous or daunting. However, there is no reason to expect it to feel unnatural or awkward or to accept it if it does. 

None of the people I have met who have told me they gave up organ playing because they could not get comfortable with pedals ever say that they simply did not want to put in any work. They say that they cannot get their bodies to do the things that are required to grapple with the pedals or some of the things they had been told were required. Some of this may have to do with being asked to keep one’s knees and heels together much of the time. I sympathize with this concern, since I cannot sit on an organ bench with my knees together for even a few seconds without experiencing back pain and overall physical tension. However, I sympathize with what I take to be the impetus for directing students to sit in a particular position. It is part of a system for learning to find notes reliably and to be able to play with confidence. The question is whether this is the best system or is necessary for all or any students. An approach that starts with a specific physical requirement like this tends to act as a gatekeeper, weeding out people for whom it does not work. I believe that is the strongest reason for only embracing it if it is absolutely necessary. It is not the worst tragedy that we encounter when someone who might have entered the world of organ playing is turned aside from doing so, but it is a tragedy.

What about the practical side of learning to negotiate a pedal keyboard? There are three ways to find the next note in a pedal passage: 1) by discerning where that note is in relation to the note that you most recently played in the same foot regardless of whether there have been intervening notes in the other foot; 2) by discerning where the note is in relation to the note you most recently played in the other foot; and 3) by discerning where the note is in relation to where you are sitting on the bench. The impetus for asking students to keep themselves in a specific set posture while playing is an emphasis on the second of these. It seems to me that, although sometimes useful, the awareness of where each foot in itself has been and is going is the most efficient and reliable of these techniques. I developed a set of exercises and practice techniques for training this.

I will not go through all details here, but I do mention some questions that I have and some ways in which I want to rethink things a little bit, or to supplement the ways in which I have thought about this in the past. Have I placed too little emphasis on #2 while believing that some others have placed too much emphasis on it? In my own playing I rely on #1, but am I right to do so? I think so: it seems to work for me. But does my personal emphasis on that technique bias me towards emphasizing it too much in teaching? What about #3? This is sort of an analogue to “perfect pitch”—just hit the note from scratch. I have always been a bit distrustful of this, and I have tended to de-emphasize it. I wonder if I should think a bit more than I have in the past about ways of training this sense, at least so that it can be an always-available backup. (Playing a note with the heel when you have just played a different note with the toe or vice versa is a special and important case of #2.)

How much does all of this vary from student to student? How much does it vary from one sort of repertoire to another or from one instrument to another? 

Notice that I am not even mentioning: 4) looking at the feet and 5) feeling around for easy-to-find keys and then using them as guideposts for the notes that one wants to play. I am generally skeptical about looking. It can sometimes work in the moment, but it is dangerous to use it as a technique for making finding notes seem easy during anything remotely like the beginning learning stage. Every time a student finds a note by looking, they pass up a chance to become a more skillful and secure pedal player. Looking can become a habit. And when it is a strong habit it can get disconnected from the business of finding the next note. It is not uncommon to see someone look down at their feet quickly and still play the wrong note. Looking at the feet also creates a perpetual risk of getting lost in the score. It is not impossible that a given player can incorporate some looking as a successful part of pedal playing. I need to consider how to characterize this situation. 

Concerning #5, I feel strongly that this is a bad idea, except perhaps as an occasional emergency measure. Any use of this technique during the beginning learning stage can actually make it close to impossible to get away from needing it. And since it requires extra gestures and time it can force slower tempos than would otherwise be necessary. It can also tamper with a player’s sense of rhythm and timing. However, I once had a student who came to me after decades of playing who found every note this way, who therefore made exactly twice as many gestures with her feet as she would have had to, but who was so adept at it that it did not create any trouble at all. That is, it did not create hesitation, insecurity, or inaccuracy. It did place an upper limit on her tempos. I need to continue to consider how to address this when writing for students.  

Concerning proper organ shoes, they should be comfortable; they should be light enough that keeping them up in the air is not a burden; and they should not be inclined to slip off or around in such a way that the player has to clutch at them with the toes to keep them on. When I was first trying to learn to play pedals I tended to use old-fashioned men’s dress shoes. These were uncomfortable and much too heavy. Each of my organ teachers gave me an indescribably vast amount of help, input, and encouragement, as I have written about over the years. But none of them ever said anything about shoes. Eventually I noticed that my ankles and leg muscles were perpetually tired and sore. I tried a number of lighter, more supple shoes. I have wide feet, and, in those days, it was difficult to find anything just right. But the heaviness was worse than any other sort of compromise would have been. 

For many years now I have played organ in New Balance walking shoes. For me, they are amazingly comfortable, light, wide enough, etc. Thinking of those shoes puts me in mind of another big issue. What about built-up heels? They can assist in heel playing, but they can impede certain sorts of foot crossing. I think that the extent to which built-up heels are necessary is influenced by certain things about foot position and foot flexibility that vary from person to person and also vary depending on technical choices. In preparing to write this method, should I revisit various different sorts of shoes, maybe purpose-designed organ shoes? These are now available to fit my wide feet, which was certainly not the case in the early 1970s! If I do this, I will be coming at those shoes through a filter of unfamiliarity that would not be there for a student who started out with them.

Marcel Dupré wrote in his memoirs that he answered the question, “Avec quels souliers jouez-vous de la pédale?” (“With what shoes do you play pedals?”), with “with my own.” Various eyewitnesses have testified that he indeed played in his everyday shoes, not normally changing shoes between walking in and playing. What about this latter practice? I certainly know people who consider it to be unacceptable to track outside dust and dirt onto a pedal keyboard. But here is a venerable precedent for doing so! Is it enough to sort of dust off the shoes? Is this something that I should write about in the method?

As much as I always enjoy getting feedback from readers, in this case such feedback could be especially useful and interesting. What do you think should be included in a pedal method? Did you happen to read my earlier pedal columns? Did you find them helpful? Do you have anything from your own experience either learning or teaching pedal playing that you think might inform such a book? I would love to hear from you.