Selecting & Practising Piano Exam Repertoire: ABRSM Grade 3

Selecting and practising piano exam repertoire continues today with ABRSM Grade 3. I’m selecting contrasting works or those which sit well together, thereby producing an interesting programme.

This element should not be underestimated; examiners are pleased to hear all the repertoire on set lists, but for the student, who might spend a good few months learning these pieces, enjoyment is paramount. It’s therefore a good idea to either listen to the audio CD provided with the piano exam syllabus book, or ask your teacher to play each piece for you, just to make sure you like the sound of your prospective programme before learning begins. Those who enjoy playing their pieces are generally motivated and will therefore practice more frequently.

I’ve included a link to one of the many performances of these works on YouTube.

Here’s my chosen programme of three pieces, each with 5 practice suggestions:

List A: A3, German Dance in B flat (No. 6 from 12 German Dances, WoO 13) by Ludwig van Beethoven (1770 -1827)

A dance for couples in quick triple time, the German Dance was popular during the late 18th and early 19th centuries. Articulation (or touch) will prove vital here in order to convey the appropriate lively dance characteristics. Start with the scale and arpeggio of B flat major, to assimilate the key signature.

1. This  energetic piece requires some leaping around the keyboard, so begin by practising hands separately, securing fingering and learning the necessary movements needed to play the piece up to speed with ease, thus avoiding any hiatus or hesitations rhythmically. When moving around the piano, make sure posture is aligned, and use a flexible approach, practising jumps (such as those at bars 5 & 6, from beats 2 to 3, right hand), with a relaxed wrist and arm, learning the distance and ‘feeling’ of the jump (try do this until you can jump without looking).
2. Consistently crisp articulation will determine the success of any performance. The wedge markings under and over notes (for example, the upbeat to bar 1, right hand) are 18th century staccato marks. These can be light, short and elegant, but try to avoid accenting.
3. The second crotchet of each phrased pair (bar 1, beats 1 & 2), needs to be non-legato (or slightly detached) and, again, unaccented, supplying the dance-like character.  Acciaccaturas in the right hand at bars 5 – 7 and 13 – 15, must be clearly audible (resist the urge to rush the short first note), and slightly playful, with the attached crotchet short and light. It’s a good idea to learn note patterns without ornaments, adding them only when those patterns are assured and the pulse, tight.
4. The left hand entry in bar 1 (beat 3), mirrors that of the right hand, and will be more effective if played with deeper sound, giving it prominence and colour as it imitates the right hand material. The sf (sforzando or suddenly loud) chords (bar 2, beat 1), need a decisive touch.
5. Quavers in the Trio should ideally be light and totally rhythmical; when selecting a speed, think about bars 17 – 24 as a benchmark; just how fast can you play this passagework without errors or unevenness? Counting (preferably out loud and to a quaver beat) will be important, and aim to keep quavers legatissimo. As a rule, try to lift crotchets (non-legato) in the Trio, and keep the whole section fairly soft, so when returning to the Da Capo, there will be plenty of contrast.

List B: B 2. Polnisches Lied (No. 18 from Leichte Lieder und Tanze, Op. 117) by Ferdinand Hiller (1811 – 85)

This lovely piece in A minor written by German composer, Heller, provides an excellent contrast to the Beethoven, encouraging expressivity and musicianship. In the minor key, it might be useful to practice the A minor scale and arpeggio first. The tune is played twice here, the second time with a more elaborate accompaniment, and a brief coda at the end.

1. independence (and precise coordination) between hands is necessary throughout. Therefore lots of separate hand practice might be wise, and is particularly important where the left hand contains more movement or semiquaver passagework (such as at bars 15 – 23). Start by learning fingerings, note patterns and hand position changes (at bars 5 – 6, and 17 – 18, for example), using a legato touch throughout. When secure, experiment with staccato (as marked), implementing gentle finger strokes (in keeping with the espressivo marking at the top of the score), as opposed to a short, spikey touch.
2. When practising bars 1 – 3 (and all similar), ensure the first two semiquavers are slightly detached (really semi-staccato) whilst the bass note (A in the left hand) remains held for the entire bar. A miniscule break between the phrases of Bars 1 & 2 will give appropriate space to breathe, and capture the ‘longing’, wistful feel. Legatissimo where possible will help to characterise this work, and provides contrast with staccato passages.
3. Bars 4, 8, 16, 20, 28 & 29, all contain tenuto markings on the second beat of the bar. As this is a recurring feature, aim for a slight ‘lift’ on the first quaver of the bar, sinking into the crotchet second beat, using a fairly full sound and a slight lingering on this chord (as suggested by the tenuto marking); it usually signifies the end of a phrase. This can still be done at bars 16 and 20, where the left hand contains semiquavers.
4. Dynamics are very precise, sometimes with each bar containing crescendo and decrescendo marks. Spend time experimenting with the sound, gradually ‘crescendoing’ up to the second quaver (bars 1 & 2), for poignancy.
5. The sustaining pedal can add resonance if used where the tenuto chords occur (second beat of each of bar 4, 8, 28 & 29, and the last two bars, 30 & 31), but use it sparingly elsewhere, so as not to blur the harmonies or the semiquaver passage work.

List C: C1, Clowns (No. 20 from 24 Easy Pieces Op. 39) by Dmitri Kabalevsky (1904 – 87)

One of my favourite early intermediate level pieces, Clowns, is also a great little contrasting number to the Beethoven and Hiller, and students respond well to its playful character. In ternary form (A – B – A), it effectively oscillates between A major and A minor, which is perhaps suggestive of a Clown’s happy-sad demeanour.

1. I would write most of the fingering in the score, as the speed at which the piece must be played necessitates some finger (or muscle) memory; repetitive separate hand practice with firm fingers, keeping close to the keys wherever possible, will be beneficial here.
2. Pulse is important, so aim to count in semiquavers throughout, preferably out loud; ‘speaking’ every beat will help keep the tempo (providing your beat is similar to that of a ticking clock!) free from rushing or lingering.
3. Articulation plays a vital role in this piece: the right hand staccato markings at the ends of phrases (such as those at bar 1, beats 1 & 3), need a snappy, short approach and a slender accent, colouring the chormatic changes (C sharps to C naturals for example). The left hand notation could be ‘blocked out’ throughout (where the notes in each bar are all played together for ease of learning), then ensure a relaxed wrist when playing the crisp staccato quavers, regularly resting the arm and wrist in order to avoid tension (which can creep in whilst using any repeated movement).
4. Each accent mark (i.e. those at bars 4, 8, 12, and 21 in the right hand, and bars 24 & 25 in both hands), requires a brusque, powerful touch, as they usually signify the end of a phrase.
5. The left hand can be kept soft and light until bars 13, where chords punctuate the melody. Aim for clean fingerwork throughout for a vibrant performance, without using any sustaining pedal.

For more posts in this series, exploring other grades and syllabuses, please click here.

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My Books:

For much more information about practising repertoire, take a look at my two-book piano course, Play it again: PIANO (Schott). Covering a huge array of styles and genres, 49 progressive pieces from approximately Grade 1 – 8 are featured, with at least two pages of practice tips for every piece.

If you’re thinking about learning to play the piano, my guide-book, So You Want To Play The Piano? (Alfred) is full of useful help and support.

The Faber Music Piano Anthology (Faber) is also a valuable resource for those who desire a collection of standard repertoire from Grades 2 – 8, featuring 78 pieces in total.

My Compositions:

I have written a selection of educational piano music (both solo and duet) and you can hear it and find out much more here: EVC Music Publications.

from Melanie Spanswick http://ift.tt/2uvQ71M