Jared Lee wrote: ↑
Sat May 12, 2018 8:58 am
GeoffB wrote: ↑
Fri May 11, 2018 12:41 pm
Jared Lee wrote: ↑
Thu May 10, 2018 11:18 pm
One question, in the FAQs, it is mentioned that phrasing is one of the things taught in D01. However, I have not come across it in any of the lessons. May I know which lesson/part of the book covers phrasing? Or is it in a higher level?
Phrasing is indicated in the D01 scores by long curved lines stretching over groups of notes, so you can see more easily which notes are grouped together and where one group ends and another begins. While they may not be described in the text of the online lessons, you should hear in the demonstration videos how the playing corresponds to the phrasing indicated in the score. Phrasing in music is rather like phrasing in singing. There is quite a nice definition of it in an old forum post here
Alright, thanks for clarifying. I will go back and review the videos.
I've seen that post before... however, what I was looking for was more of HOW to phrase (aka play musically) rather than a definition. I'm aware of the different techniques (varying tempo, loudness, ponticello/tasto, vibrato, etc) and how they can make music sound more interesting to the listener but was hoping for a guide of when to use what (which part of the music? what emotions does each variation invoke in the listener?).
my teacher previously described a piece of music as "question and answer" whereby if a phrase consisting of the same melody is repeated, you could do ponticello on the "answer". but beyond that I have no clue how to play a piece "beautifully".
This is a great question Jared, as important as learning how to do a rest stroke IMHO.
I don’t recall any specific teachings about phrasing in the lessons, up to and including D06. But phrasing and playing musically are about listening. Listen closely to Prof Delcamp’s demonstrations and you will hear him applying the variety of techniques you mention to the works. Also, try phrasing scales, use dynamics, crescendo, timbre, articulation (staccato and legato for example) to experiment with different phrasing. His videos are very expressive, almost old school, and I think this is a feature many students miss in his instruction. Many student submittals I watch tend to be metronomic and lack much in the way of phrasing, and few comment in it. I also think it is important to begin playing a piece with feeling, phrasing, musically, from the first notes you play of that piece as you learn it, experimenting as you go, rather than learning the notes then trying to bolt on phrasing later.
All this time I thought I was making music; it was making me.
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